# Introduction to Coins

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## Objective

SWBAT identify pennies, nickels, dimes, and quarters and relate these coins to their values.

#### Big Idea

Students learn how to identify coins and how much each coin is worth!

## Hook

10 minutes

I start class by dividing students into five groups. I give each student a sheet of poster paper with the name of a coin on it  (penny, nickel, dime, quarter, half dollar).  I have students work together to write down everything they know about that coin including how much it is worth, how many of that coin make up a dollar, how that coin compares to other coins, etc.

When finished,  I have students do a gallery walk and look at each other’s posters.  As students do the gallery walk, I circulate and ask guiding questions and monitor student engagement.

## Introduction to New Material

10 minutes

After the gallery walk, I have the students come to the carpet.

Today we are going to talk about different coins and how much each coin is worth.  This is a review from 1st grade but it’s really important to remember these skills in order to understand our 2nd grade concepts like solving word problems using money!

Let’s start by talking about \$1.00.  I hold up a dollar.  Every dollar has 100 cents in it.   I put up a hundreds chart on the board and hand out a worksheet to students that has each coin with a hundreds chart next to it.

Turn and Talk:  How can we use a hundreds chart to help us understand how many cents are in a dollar?

I start by re-introducing  the coins.  I put a picture of the  penny on the board.  A penny is worth one cent.  Shade in one square on the hundreds chart.

Turn and Talk:  How many pennies would you need to make a dollar? (100)

Now, let’s look at a nickel.  A nickel is worth 5 cents.  Shade in 5 cents on the hundreds chart.

Turn and Talk: How many nickels would you need to make a dollar? (20)

I then re-introduce dimes and quarters and shade in what fraction of a dollar each of them represent.   If students are having a difficult time distinguishing between coins, I discuss strategies for differentiating (most students should remember these things from morning math/ 1st grade).

Optional: Show one of these songs about how much each coin is worth (this is a pretty basic but fun review!)

## Guided Practice

10 minutes

We are going to show what we know by making a coin poster!  Your poster needs to include the name of each coin, a picture of each coin, how much each coin is worth, and how many of each coin are in a dollar!

NOTE: You can have students either draw a picture of each coin OR you can print out pictures of the coins and have the students paste them to their posters.

Students can use the attached poster template to make their poster or they can make their own poster.  This activity gives students practice identifying coins and how much they are worth.

## Independent Practice

10 minutes

After students have finished the posters, I bring them back together. I then hand out the independent practice.  As students work, I spend most of my time with group A (intervention) and direct instruct the value of the coins if they are still struggling with this concept.

Independent practice is tiered based on student understanding of coins.

Group A:  Intervention

Students in Group A will work on a worksheet where they identify coins and their worth.

Group B:  Right on track

Students in Group B will work on a worksheet where they identify coins and their worth.  They will be challenged to add groups of coins within the same denomination (i.e: how much is four dimes?)

Group C: Extension

Students in Group C will work on a worksheet where they identify coins and their worth.  When finished, they will be challenged to add mixed groups of coins

## Exit Ticket

10 minutes

You are going to show me what you know by completing an exit ticket!  Make sure you do your best work so that I know what you are capable of!

As students work, I circulate to check for understanding and take notes on my Progress Monitoring document about common errors or specific students who need intervention on this skill.

If time permits, I go over the exit ticket with the students so that they can receive immediate feedback on their work.