I start by having the students sit in a circle on the carpet.
"I want to start today's lesson by practicing counting out loud. However, we are going to do it a little differently today. As we are counting, I will ask you to count by 10s, 5s, or 1s."
There is a video, Counting By 10s 5s and 1s, that models this part of the lesson.
I know my students can count by 10s and 1s fluently. I recently tested their ability to count by 5s and know that most are proficient through 110. I am doing this activity to connect their ability to perform this with that of counting coins. Since they can skip count by 10s and 5s (CCSS.MATH.CONTENT.2.NBT.A.2), I don't have to focus on that math concept during the introduction of money and can strictly focus on the the names and values of coins.
"You are going to play the trading game again today. This is the same game that you played yesterday. (Introduced in Introduction to Money). However, today I am going to add a Coin Exchange Recording Sheet to the game. Let me show you how you will use this sheet." This video shows how I introduce the game with the recording sheet: The Trading Game With A Recording Sheet.
I will model a few rounds with the students to make sure that they truly understand how to correctly fill in the sheet.
This is an activity that I will continue to offer throughout the unit because it asks the students to collect coins, trade them, count them and record an amount using a standard notation (CCSS.MATH.CONTENT.2.MD.C.8).
The students now play this game on their own. I have included a video, Playing the Game, that captures a student completing one round of the game. It is important to circulate to see how students are doing with all of the components of the game. The use of the dollar sign is new and will be challenging for some, especially the use of a 0 to secure the tenths spot. By circulating, you will also have a chance to observe how students are doing with Counting Coins and their ability to switch from counting by 10s to 5s to 1s.
I have included two Recording Sheet Examples in the section resource. These are two examples of students who were able to work independently with this activity.
*Note: I am not pointing out the use of quarters but have placed a bag of them on the table. This way they are there for students that ask for them and choose to use them. I will explicitly teach the quarter in a future lesson.
The use of the recording sheet has the students modeling their work with mathematics by using both the dollar sign and the use of the equation (CCSS.MATH.PRACTICE.MP4).
I gather the students on the carpet and give them each a pile of pennies, nickels, and dimes. I also create a three column chart with three different amounts at the top (see Lesson Wrap Up Photo).
"I want to find out different ways that you are making specific amounts. I also want to see if we can find all of the possible ways to make each amount using pennies, nickels, and dimes. I would like you to show me 10¢ with your coins. Once everyone has created 10¢, I will ask for you to share how you didi it."
I then ask for volunteers to share how they represented 10¢. I will record each representation with a different color marker on the chart (see Lesson Wrap Up Photo). I will then continue this for the other two amounts.
I am doing this exercise for two reasons. FIrst of all, I want students to understand that there are a variety of ways to create each amount. Secondly, I want to focus on the idea of being efficient and using the least amount of coins possible. By listing all of the possible combinations for an amount, I can create a visual for the efficiency of using a dime compared to 10 pennies.
I will ask the students to meet me on the carpet and hand out their sheet for today's Mad Minute exercise. This routine was introduced in a previous lesson. Please check out the link to get a full overview of this routine.
I want to really focus on fact fluency and build upon the students ability to solve within ten fluently (CCSS.MATH.CONTENT.1.OA.C.6). I am going to use the Mad Minute Routine. This is a very "old school" routine, but I truly feel students need practice in performing task for fluency in a timed fashion. Students need to obtain fact fluency in order to have success with multiplicative reasoning. Students who don't gain this addition fact fluency by the end of 2nd grade tend to struggle with the multiplicative reasoning in third. Having this fluency also allows them to work on more complex tasks because the have the fact recall to focus on the higher level concepts.