Lesson: Finding Combinations of Pennies, Nickels and Dimes

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Lesson Objective

SWBAT identify which set of coins shows a specific combination of pennies, nickels and dimes.

Lesson Plan

Achievement First Lesson Planning Template (2-pager)          
Teacher: Strattner
Date: Tuesday 1-12-10
Subject: Math
AIMS for the class (on the board before class starts):
SWBAT identify which set of coins shows a specific combination.
EXIT SLIP / Assessment of FIRM MASTERY of the Aims:
SW find which set of coins shows a specific combination.
AGENDA with times for each item (on board before class starts):
Do Now/Intro: 5 min
I: 10 min
We: 15 min
You: 10 min
Exit Slip: 5 min
Magnetic coins on whiteboard
GP Poster
1) Quick Questions / Do Now (Cumulative Review and Geared for Quick Success) 3-5 minutes
1) SW practice drawing a specific combination of coins on whiteboard (i.e. TW call out Draw me a combination of coins with 2 dimes, 2 nickels and 4 pennies)
2) Students go over the AIMS and AGENDA for the class (on the board) 30 seconds to 1 minute
3) Mini-Lesson / Modeling (“I” or “I/We”) 5-15 minutes
  • Turn to your partner and remind them what we worked on yesterday
  • SW TPS and remind their partner what we worked on ( We worked on putting together different combinations/groups of coins)
  • TW select 1-2 scholars to share out.
  • Exactly! Yesterday we drew coins to form different combinations.
  • Today we are going to pick out a specific combination from a few different combinations.
  • This is going to be a little tricky because you will have a bunch of different combinations and you will have to find the correct one.
  • Let’s look at my easel. I have 4 different groups of coins. I want to find the group that has 3 dimes, 2 nickels and 1 penny.
  • TW walk through each group and talk through the coins
  • Does this group have 3 dimes? No It only has 2 dimes etc.
  • TW select correct choice and then ask scholars why?
  • Now you are going to go back to your seat and listen to the combination of coins that I read you.
Key Vocabulary 0-5 minutes, interwoven
4) Guided Practice (“We”) 5-20 minutes
  • SW return to their desks and complete GP with T.
  • TW read combinations and SW find the combination that matches.
  • Question # 1: 2 dimes, 3 nickels, 3 pennies
  • Question # 2: 1 dimes, 4 nickels, 2 pennies
  • TW ask Ss how they knew etc.
  • SW raise hands to provide answers (I saw the 2 dimes, followed by 3 nickels etc. )
  • You guys are really good at finding combinations! Are you ready to do some on your own? (SW cheer yes!
Key questions to check for understanding during GP: (Level 1 and Level 2)
5) Way to Check for Understanding before Independent Practice 1-3 minutes (proceed only if class masters)
What are we working on today? (Finding different combinations of coins)
6) Independent (or pair / small group) Practice (“You”):
15-25 minutes
  • SW complete IP (written) ONLY
  • TW circulate to check/help scholars who need help
  • At 5 minutes before the end of the lesson TW call Ss to attention and read the two oral combination problems for the exit slip.
7) Cumulative Review
TW carry around small bag of coins (pennies, nickels and dimes) and ask Ss to show a specific combination.
8) Homework
TS assign a worksheet identical to the IP but with different combinations.
9) Exit Slip / Final Assessment of FIRM MASTERY of the Aim: 1-5 minutes
SW complete exit slip. ***TW read questions so Ss must complete along with entire class. If time, TW circulate to check scholars work. If a S got 100% TW whisper “Good Job ____________” and class will respond “Good Job ___________” (This routine must be pre-taught so that Ss understand the expectations (has to be a whisper, shouldn’t interrupt other’s work etc.)
Lesson Reflection
What went well?
Scholars were successful because they had practice actually drawing the combinations themselves the day prior. They more readily recognized the coins.
What would you change?
Incorporating more solely listening activities into math. The scholars had some difficulty adjusting to needing to listen on the exit slip. I noticed a dip in mastery from what they were doing on the IP to the exit slip. I would perhaps teach them a quick note-taking tool (i.e. when I am listening to directions or a question I take notes in the margins or sides of my paper to remind myself what I am looking for)
What needs explanation?
Continuing to quick quiz Ss on the coins and also asking them to tell their neighbor 3 different things about the penny, nickel, dime etc.

Lesson Resources

Finding Combinations of Pennies, Nickels and Dimes GP/IP/Exit Slip   Lesson Plan


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