I start class by handing out an entrance ticket. I allow students 3-4 minutes to work on the entrance ticket. (Students can do this entrance ticket on their paper or can work off the board in their math journals).
When finished, I bring students together and go over the entrance ticket.
Turn and talk: What strategies did you use to solve this problem?
Students share for 1 minute. When finished, I ask one or two students to share out their work. As they share, I reference the strategy anchor chart from yesterday. Some students may have grouped the coins, others may have used column addition, others may have skip counted.
When finished discussing/reviewing the strategies, reference students' work: I notice that ______ wrote 83¢ and _______ wrote $.83. Who wrote the amount of money correctly?
NOTE: If no student wrote $.83 you can simply ask students if they think $.83 means the same thing as 83¢
After discussion, I tell students: both students wrote the number of cents correctly. We can represent cents as part of a dollar: $0.83 or as cents: 83¢.
During this discussion, I make sure that I am clarifying that $.83 is different from $83. .
Today we are going to use our strategies to count coins. We are going to play the same game we did yesterday but this time, we are going to write the total in TWO ways. (i.e: $.83 AND 83 ¢).
I remind students how the game is played, modeling for them so they know exactly how it is supposed to be played:
1) Students take a small handful of coins from the bucket in the middle of their table.
2) Students draw the coins they have on their worksheet
3) Students use a strategy of their choice to add up and total the number of coins they have
4) Students write their total in TWO ways
5) Students check their work with their partner.
After students have worked on the activity for 10 minutes, I have them clean up and come back together as a group . When everyone is back together, I ask my students to turn to a thinking partner:
Turn and talk: During guided practice, what strategies did you use to add your coins?
I ask 2-3 student to share out their strategies so that the class can review workable strategies. I choose to emphasize students who grouped their coins meaningfully (i.e: students who grouped pennies into groups of 5 or 10, or grouped nickels into groups of 25s). This meaningful grouping of coins allows students to add larger groups of coins more accurately. (MP6)
During independent practice, the students will work on a multiple choice worksheet where they add up groups of coins and then choose the correct amount. On this worksheet, students are supposed to circle ALL of the correct ways to write the total so remind students that it is okay to choose more than one correct answer. This independent practice problem will test students' ability to add coins correctly as well as their understanding of the two correct ways to write money amounts under $1.00.
As students work, I circulate, supporting students where necessary and observing to see which strategies students are using accurately.
As a final check for understanding, I give students an exit ticket. As students work on the exit ticket, I circulate to check for understanding and to observe students' strategies.
If time permits, I go over the exit ticket with the students so that they are able to receive immediate feedback on their work.