Designed by: Emily Herbig       School: Meadowfield Elementary

Grade Level: First       Subject: Math

Focus/Essential Question(s):
When you see a group of coins, how do know how much money you are seeing?

After you count a group of coins, what special sign do you use when you write the total amount?

How do you know when something costs less or more? What sign or symbol can you use to show that one amount of money is more/less/or the same as another amount of money?

Time Frame: 9 one to one and a half hour periods

Resources/Materials:

Period 1

For the teacher:

• "What We Know About Money" chart
• Marker
• Magnetic coins or enlarged colored coins that are laminated and backed with magnet strips or overhead coins (you want several of each type of coin, front and back)
• Magnetic/Dry-Erase board
• Dry erase markers
• Overhead projector
• Transparencies
• Transparency pens
• Chart paper for the "Penny" chart
• Destination computer with remote control or television with AverKey
• http://www.geocities.com/Athens/Thebes/9893/moneyp.htm
• Penny Poem written on chart paper
• Real or pretend purse or money bag
• Real-life "store" items or enlarged pictures of objects from phonics books or magazines (15-20 different items)
• Chart paper with t-chart on it (for listing items bought and how much the item cost in "Store Game")

For each student:

• 1 real penny
• Several sheets of penny patterns (front and back) photocopied onto brown construction paper
• 5 sheets of white or manila colored construction paper
• Scissors
• Glue
• Crayons
• 1-2 magazines
• Pencil
• Extra paper (for early finishers)

Period 2

For the teacher:

• Destination computer with remote control or television with AverKey
• http://www.hbschool.com/glossary/math/glossary1.html
• Magnetic coins or overhead coins (particularly pennies and nickels; fronts and backs)
• Completed "Penny" chart from previous day
• "Penny Poem" from previous lesson
• Chart paper for the "Nickel" chart
• http://www.geocities.com/Athens/Thebes/9893/moneyp.htm
• Nickel Poem written on chart paper
• Real or pretend purse or money bag
• Real-life "store" items or enlarged pictures of objects from phonics books or magazines (15-20 different items)
• Chart paper with t-chart on it (for listing items bought and how much the item cost in "Store Game")
• Magnetic/Dry-Erase board
• Dry erase markers
• Overhead projector
• Transparencies
• Transparency pens
• Marker

For each student:

• 1 real nickel
• Several sheets of nickel patterns (front and back) photocopied onto gray construction paper
• 5 sheets of white or manila colored construction paper
• Scissors
• Glue
• Crayons
• 1-2 magazines
• Pencil
• Extra paper (for early finishers)

Period 3

For the teacher:

• Destination computer with remote control or television with AverKey
• http://www.hbschool.com/glossary/math/glossary1.html
• Magnetic coins or overhead coins (particularly nickels and dimes; fronts and backs)
• Completed "Nickel" chart from previous day
• "Nickel Poem" from previous lesson
• Chart paper for the "Dime" chart
• http://www.geocities.com/Athens/Thebes/9893/moneyp.htm
• Dime Poem written on chart paper
• Real or pretend purse or money bag
• Real-life "store" items or enlarged pictures of objects from phonics books or magazines (15-20 different items)
• Chart paper with t-chart on it (for listing items bought and how much the item cost in "Store Game")
• Magnetic/Dry-Erase board
• Dry erase markers
• Overhead projector
• Transparencies
• Transparency pens

For each student:

• 1 real dime
• Several sheets of dime patterns (front and back) photocopied onto gray construction paper
• 5 sheets of white or manila colored construction paper
• Scissors
• Glue
• Crayons
• 1-2 magazines
• Pencil
• Extra paper (for early finishers)

Period 4

For the teacher:

• Destination computer with remote control or television with AverKey
• http://www.hbschool.com/glossary/math/glossary1.html
• Magnetic coins or overhead coins (particularly dimes; fronts and backs)
• Completed "Dime" chart from previous day
• "Dime Poem" from previous lesson
• Magnetic/Dry-Erase board
• Dry erase markers
• Overhead projector
• Transparencies
• Transparency pens
• The penny, nickel, and dime poems used in previous lessons
• Jump rope
• Paper and pencil to record amount each child earned jump roping

For each student:

• Nothing

Period 5

For the teacher:

• Magnetic or overhead coins (particularly nickels and pennies, fronts and backs)
• Magnetic/Dry-erase board
• Dry-erase markers
• Overhead projector
• Transparencies
• Transparency pens
• Real-life "store" items or enlarged pictures of objects from phonics books or magazines (15-20 different items)
• Chart paper with t-chart on it (for listing items bought and how much the item cost in "Store Game")

For each student:

• Several sheets of penny patterns (front and back) photocopied onto brown construction paper and nickel patterns on gray construction paper
• 5 sheets of white or manila colored construction paper
• Scissors
• Glue
• Crayons
• 1-2 magazines
• Pencil
• Extra paper (for early finishers)

Period 6

For the teacher:

• Magnetic or overhead coins (pennies, nickels, and dimes, fronts and backs)
• Magnetic/Dry-erase board
• Dry-erase markers
• Overhead projector
• Transparencies
• Transparency pens
• Real-life "store" items or enlarged pictures of objects from phonics books or magazines (15-20 different items)
• Chart paper with t-chart on it (for listing items bought and how much the item cost in "Store Game")

For each student:

• Several sheets of penny patterns (front and back) photocopied onto brown construction paper and dime patterns on gray construction paper
• 5 sheets of white or manila colored construction paper
• Scissors
• Glue
• Crayons
• 1-2 magazines
• Pencil
• Extra paper (for early finishers)

Period 7

For the teacher:

• Magnetic or overhead coins (pennies, nickels, and dimes, fronts and backs)
• Magnetic/Dry-erase board
• Dry-erase markers
• Overhead projector
• Transparencies
• Transparency pens
• Real-life "store" items or enlarged pictures of objects from phonics books or magazines (15-20 different items)
• Chart paper with t-chart on it (for listing items bought and how much the item cost in "Store Game")
• Paper to record amounts called out in Bingo

For each student:

• Teacher-made bingo card (see Period 7, step 3 for instructions on how to make it)
• Bingo cover dots
• Thin-tipped Sharpie pen
• Several sheets of nickel and dime patterns on gray construction paper
• 5 sheets of white or manila colored construction paper
• Scissors
• Glue
• Crayons
• 1-2 magazines
• Pencil
• Extra paper (for early finishers)

Period 8

For the teacher:

• Destination computer with remote control or television with AverKey
• http://www.primarygames.com/math.htm
• Dry-erase board
• Dry-erase makers
• http://www.playtolearn.com/coins.asp

For each student:

• Nothing

Period 9

For the teacher:

• Chart paper for "What We Learned" Chart
• Marker
• Rubric

For each student:

• Several sheets of penny patterns on brown construction paper
• Several sheets of nickel and dime patterns on gray construction paper
• Ten pieces of white or manila colored construction paper
• Scissors
• Glue
• Pencil
• Paper for writing comparison statements
• http://www.netrover.com/~kingskid/108.html
• computer
• Extra construction paper for early finishers

For each group:

• 3 sets of money cubes (see Period 9, step 2 for instructions on how to make)
• Pencil
• Chart with three columns labeled Column 1, Column 2, Column 3

Culminating Assessments:

Assessment 1- The students will use money patterns to create the following five money combinations: a collection of all pennies, a collection of all nickels, a collection of all dimes, a collection of all nickels and pennies, and a collection of all dimes and pennies. After making each of their five designs, they will correctly count and write the corresponding money amount for each of their designed money combinations. The rubric below will be used to assess recognizing, counting, and writing money amounts using pennies, nickels, and dimes whose total value is 100 cents or less.

1. The student correctly counts and writes the money amount shown for each coin combination= 2 points X 5= 10 possible points

***Note: if the student designs a combination of pennies, nickels, and dimes, he/she could receive up to 2 additional points.

TOTAL = 10 points so that

10/10 points to 9/10 points = +

8/10 points = a check

Below 8/10 points = a dot

Assessment 2: Using the money amounts from their designed money combinations, the students will compare the different money amounts and then write five comparison statements using either the greater than/less than/ or equal to symbols. The rubric below will be used to assess comparing numbers and using the symbols <, >, =.

1. The student writes a comparison statement using the correct symbol = 1 point X 5 = 5 possible points

TOTAL= 5 points so that

5/5 = +

4/5 = a check

Below 4/5 = a dot

Instructional Activities:

Period 1

1. The teacher will ask the children what they know about money. As each child provides an idea, the teacher will write down this idea on a chart entitled "What We Know About Money." The teacher also will ask the children why it is important to learn about money.
   
2. After a class discussion, the teacher will display either magnetic coins or enlarged colored coins (laminated and backed with magnet strips) on the magnetic board or he/she can display overhead transparency coins on the overhead projector. The teacher will display several pennies, nickels, and dimes and ask the children if they know the names of these items and/or how much each is worth.
   
3. After the class shares their knowledge of the coins, the teacher will tell the children that they will be engaging in a unit called "Money Fun" and that their job is to be able to recognize how much a penny, nickel, and dime are worth; to count a variety of combinations of pennies, nickels, and dimes; and to write correctly the amount of a set of coins after they count the amount. The teacher will tell the students that they will also learn how to look at different money amounts; decide which amount is more or less; and how to use the greater than, less than, and equal to symbols when comparing the money amounts.
   
4. Then, the teacher will show the children the front of a magnetic or overhead penny, and he/she will give each child a real penny and ask the children to use their observation skills to tell what kinds of things they notice on the front of the penny. The teacher will make a separate "Penny" chart and list all of the children's observations.
   
5. After the children list their observations, the teacher should make sure that the children know the following facts to help them remember the front of the penny better: Lincoln is on the front of the penny, he has a beard, he faces the right, and the penny is a brownish/bronze color.
   
6. Then, the teacher will follow step 4, but this time, he/she will focus on the back of the penny. The teacher should make sure that the children know the following facts about the back of the penny: the picture on the back is the Lincoln Memorial in Washington D.C, the top of the Lincoln Memorial is flat, and the penny is a brownish/bronze color.
   
7. After observing the penny, the teacher will ask the children if they know how much the penny is worth. The teacher should elicit the response "1 cent." Then, the teacher will ask if anyone knows the special sign that means the same as "cents." After taking suggestions, the teacher should model the proper way to write the "cents" sign.
   
8. The teacher will use the Destination computer or AverKey to go to http://www.geocities.com/Athens/Thebes/9893/moneyp.htm to view the money poem entitled "Penny Poem" (If the poem is too small for the children to see, the teacher can copy the poem onto chart paper and decorate the chart with an enlarged penny- front and back). The teacher will read aloud the poem to the children and then teach the poem to the children until they can read the poem together. The teacher also will share with the children the second poem at this site entitled "The Penny."
   
9. For the next activity, the teacher can use magnetic coins or overhead coins. The teacher will put several pennies in a real purse or a "pretend" purse or moneybag. He/She will tell the children that he/she is going to the store and that he/she sees a piece of candy that he/she really wants. The teacher will explain that he/she will need to count his/her coins to see if he/she has enough money. The teacher will tell the children that the candy costs 6 cents. Then, he/she will open the purse or bag and display 5 pennies (some showing the front and some showing on the back). The teacher will ask the children how much one penny is worth. Then, he/she will model how to count a collection of pennies by putting his/her finger on each penny as he/she counts by ones. Once the teacher finishes counting the money, he/she will write the number 5 on the board and tell the children that this number is how much money he/she counted in his/her money bag. The teacher will ask the students if they notice anything wrong with the way the teacher recorded the amount of money he/she wrote on the board. The teacher should ask the children what the 5 stands for (dogs? toys? pillows?). The teacher should remind the children that when the children count their coins and they are talking about "cents," they should always use the cents symbol. Again the teacher will model how to write the cents symbol.
   
10. Then, the teacher will add the cents symbol after the five and write the amount of the candy bar (6 cents) to right of the 5 cents. The teacher will ask the students which amount is greater. Then, the teacher will tell the children that they must put a special mark between the two numbers to show that the 5 cents is less than the 6 cents. The teacher will tell the story of the "Money Bag" who will only open its mouth to devour the most amount of money. Also, the teacher should tell the children that when two amounts are the same, the "Money Bag" gets confused and its mouth does not close down on one side or the other; instead, the mouth forms an equal to symbol The teacher will ask the students which way the "mouth" or opening of the "Money Bag" should face. Then, the teacher will draw the less than symbol so that the mouth is facing the 6 cents. Then, the teacher will ask which amount was more, the amount in his/her purse or the amount of the candy bar? Then, the teacher will ask if the children think he/she has enough money to buy the candy bar.
    
11. The teacher will continue with steps 9-10 using different numbers of pennies. Also, after the teacher models a couple of examples, he/she should let the children come up to the board/overhead to count aloud, write money amounts with the cents symbol, and write the greater than/less than/equal sign comparing the new displayed amount to the amount of the item that the teacher wants to purchase.
    
12. Then, the teacher will play the "Store Game" with the children. For this game, the teacher can use real-life objects, enlarged pictures of objects, pictures from magazines, etc... The teacher will hold up or show pictures of several objects on the board, and he/she will place several pennies on the overhead projector or the board. The teacher will call on a child to select an item that he/she would like to "purchase." Once the child selects the item, the teacher will tell the child how much the item costs (3 cents). The teacher will tell the child that, in order to "purchase" the item, he/she must select the correct number of pennies needed to buy the item. As the child selects each penny, he/she should count the amount aloud. Once the child arrives at the correct amount, then he/she must also correctly write the money amount on the board. After the child "purchases" his/her item, the teacher will record the item that was bought and how much money it cost. The teacher will continue with this "Store Game" until all children have "bought" something (make sure that some of the items are the same price and that some of the items are different prices. Also, the teacher should make sure to record each item and how much it cost after each "purchase."
    
13. After each child has purchased an item, the teacher should play the "Comparison Game." The teacher will select two items from the list of items, and then he/she will write one amount on the left side of the board and the second amount on the right side of the board. The teacher will call on a child to place the correct greater than/less than/equal to sign between the two numbers (the teacher should remind the children that the "Money Bag" will only open its mouth for the higher amount of money and that when two amounts are the same, the mouth looks like an equal to sign). The teacher also will ask the child to read aloud the comparison sentence. Then, the teacher will ask the child which of the two items cost more/less money. The teacher will continue with this game until all children have had a chance to practice comparing two amounts.
    
14. After the comparison game, the teacher will assign the children an individual activity to complete. The teacher will tell the children that they should pretend to own a store, and that they can choose which types of items they would like to sell in their store. The teacher will tell the children that they will be designing a catalog of the items that they will be selling in their store. On each page of the catalog, the students should either draw an object or locate an object in a magazine that they would like to sell in their store. Once the child has drawn or cut and glued the item onto the middle of the catalogue page, he/she should assign a price to the item by correctly writing the amount (using the cents symbol) of the item above the item. The teacher will tell the students that their item should not cost more than 100 cents. After choosing the amount of the item, the student will use his/her sheets of pennies (made by Xeroxing fronts and backs of penny patterns onto brown construction paper) to cut and glue the correct amount of pennies needed to buy the item. The children should have at least 3 catalogue pages with one different item on each page.
    
15. The teacher will give each child 5 sheets of white or manila colored construction paper, several sheets of photocopied pennies on brown construction paper, scissors, glue, crayons, 1-2 magazines, and a pencil.
    
16. If students finish their catalogue pages early, then they can compare two items from their catalogue and write a statement using the greater than/less than/equal to symbols. Challenge the children to write all of the different types of comparison statements for the number of items that they created in their books.
    
17. After all children have had a chance to create three catalogue pages, then the teacher will review counting pennies by showing several examples on the board or overhead (using either magnetic coins or overhead coins) and allowing a student to count aloud the amount and to write the amount on the board.

Period 2

1. The teacher will review the features on the front and back of a penny by going to http://www.hbschool.com/glossary/math/glossary1.html and clicking on the word penny or he/she can use the magnetic or overhead coins from the previous day. Also, the teacher can use the "Penny" Chart from the day before to highlight special features.
   
2. Then, the teacher will review the "Penny Poem" from the previous day, and the teacher will provide a couple of penny combination examples using the magnetic or overhead coins. Again, the teacher will call on a student to count the amount aloud and to write the amount using the cents symbol.
   
3. Then, the teacher will show the children the front of a magnetic or overhead nickel, and he/she will give each child a real nickel and ask the children to use their observation skills to tell what kinds of things they notice on the front of the nickel. The teacher will make a separate "Nickel" chart and list all of the children's observations.
   
4. After the children list their observations, the teacher should make sure that the children know the following facts to help them remember the front of the nickel better: Jefferson is on the front of the nickel, he has a long ponytail, he has a collar around his neck, he faces the left, and the nickel is a grayish/silver color.
   
5. Then, the teacher will follow step 3, but this time, he/she will focus on the back of the nickel. The teacher should make sure that the children know the following facts about the back of the nickel: the picture on the back is called Monticello, Jefferson's house in Virginia; the top of his house has a dome; and the nickel is a grayish/silver color.
   
6. After observing the nickel, the teacher will ask the children if they know how much the nickel is worth. The teacher should elicit the response "5 cents." Then, the teacher will ask if anyone remembers the special sign that means the same as "cents." Again, the teacher should model the proper way to write the "cents" sign.
   
7. The teacher will use the Destination computer or AverKey to go to http://www.geocities.com/Athens/Thebes/9893/moneyp.htm to view the money poem entitled "Nickel Poem" (If the poem is too small for the children to see, the teacher can copy the poem onto chart paper and decorate the chart with an enlarged nickel- front and back). The teacher will read aloud the poem to the children and then teach the poem to the children until they can read the poem together. The teacher also will share with the class the second poem at this site entitled "The Nickel."
   
8. For the next activity, the teacher can use magnetic coins or overhead coins. The teacher will put several nickels in a real purse or a "pretend" purse or moneybag. He/She will tell the children that he/she is going to the store and that he/she sees a toy that he/she really wants. The teacher will explain that he/she will need to count his/her coins to see if he/she has enough money. The teacher will tell the children that the toy costs 20 cents. Then, he/she will open the purse or bag and display 4 nickels (some showing the front and some showing on the back). The teacher will ask the children how much one nickel is worth. Then, he/she will model how to count a collection of nickels by putting his/her finger on each nickel as he/she counts by fives. Once the teacher finishes counting the money, he/she will write the number 20 on the board and tell the children that this number is how much money he/she counted in his/her money bag. The teacher will ask the students if they notice anything wrong with the way the teacher recorded the amount of money he/she wrote on the board. The teacher should ask the children what the 20 stands for (dogs? toys? pillows?). The teacher should remind the children that when the children count their coins and they are talking about "cents," they should always use the cents symbol. Again the teacher will model how to write the cents symbol.
   
9. Then, the teacher will add the cents symbol after the twenty and then write the amount of the toy (20 cents) to the right of the other 20 cents. The teacher will ask the students which amount is greater. Then, the teacher will tell the children that they must put a special mark between the two numbers to show that the 20 cents is the same amount as the other 20 cents. The teacher will remind the students of the story of the "Money Bag" who will only open its mouth to devour the most amount of money. The teacher will ask the students which way they think the "mouth" or opening of the "Money Bag" should face. Remember to remind the children that when two amounts are the same, the "Money Bag" gets confused and its mouth does not close down on one side or the other; instead, the mouth forms an equal to symbol. Then, the teacher will draw the equal to symbol between the two 20 cents. Then, the teacher will ask which amount was more, the amount in his/her purse or the amount of the toy? Then, the teacher will ask if the children think he/she has enough money to buy the toy.
   
10. The teacher will continue with steps 8-9 using different numbers of nickels. Also, after the teacher models a couple of examples, he/she should let the children come up to the board/overhead to count aloud, write money amounts with the cents symbol, and write the greater than/less than/equal sign comparing the new displayed amount to the amount of the item that the teacher wants to purchase.
    
11. Then, the teacher will play the "Store Game" with the children. For this game, the teacher can use real-life objects, enlarged pictures of objects, pictures from magazines, etc... The teacher will hold up or show pictures of several objects on the board, and he/she will place several nickels on the overhead projector or the board. The teacher will call on a child to select an item that he/she would like to "purchase." Once the child selects the item, the teacher will tell the child how much the item costs (30 cents). The teacher will tell the child that, in order to "purchase" the item, he/she must select the correct number of nickels needed to buy the item. As the child selects each nickel, he/she should count the amount aloud. Once the child arrives at the correct amount, then he/she must also correctly write the money amount on the board. After the child "purchases" his/her item, the teacher will record the item that was bought and how much money it cost. The teacher will continue with this "Store Game" until all children have "bought" something (make sure that some of the items are the same price and that some of the items are different prices. Also, the teacher should make sure to record each item and how much it cost after each "purchase."
    
12. After each child has purchased an item, the teacher should play the "Comparison Game." The teacher will select two items from the list of items, and then he/she will write one amount on the left side of the board and the second amount on the right side of the board. The teacher will call on a child to place the correct greater than/less than/equal to sign between the two numbers (the teacher should remind the children that the "Money Bag" will only open its mouth for the higher amount of money and that when two amounts are the same, the mouth looks like an equal to sign). The teacher also will ask the child to read aloud the comparison sentence. Then, the teacher will ask the child which of the two items cost more/less money. The teacher will continue with this game until all children have had a chance to practice comparing two amounts
    
13. After playing the "Comparison Game," the teacher will instruct the children to add more pages to their store catalogue by drawing new items or cutting and gluing new pictures of items from magazines. Again, the children should make at least three catalogue pages; however, this time, the children can use only combinations of nickels when pricing their items. Remind the children that each page must contain the item, a price correctly written with the cents sign, and the corresponding combination of nickels (made by cutting out fronts and backs of nickel patterns that have been Xeroxed onto gray construction paper). Remind the children also that their items cannot cost more than 100 cents.
    
14. The teacher will give each child 5 sheets of white or manila colored construction paper, several sheets of photocopied nickels on gray construction paper, scissors, glue, crayons, 1-2 magazines, and a pencil.
    
15. Again, if students finish their catalogue pages early, then they can compare two items from their new catalogue pages and write a statement using the greater than/less than/equal to symbols. Challenge the children to write all of the different types of comparison statements for the number of items that they created in their new pages.
    
16. After all children have had a chance to complete at least three pages using just nickels, the class will review counting combinations of nickels as some of the children are called on to share one of their catalogue pages. The selected students will come to the board or overhead machine one at a time. Each child will choose a favorite page using nickels, he/she will use the magnetic coins or overhead coins to show what he/she put on his/her page, and then he/she will ask the question "How much does my _______ cost?" The child will call on a student to count the amount and write the amount on the board or transparency. Then, the child will give the other student the correct answer.

Period 3

1. The teacher will review the features on the front and back of a nickel by going to http://www.hbschool.com/glossary/math/glossary1.html and clicking on the word nickel or he/she can use the magnetic or overhead coins from the previous day. Also, the teacher can use the "Nickel" Chart from the day before to highlight special features.
   
2. Then, the teacher will review the "Nickel Poem" from the previous day, and the teacher will provide a couple of nickel combination examples using the magnetic or overhead coins. Again, the teacher will call on a student to count the amount aloud and to write the amount using the cents symbol.
   
3. Then, the teacher will show the children the front of a magnetic or overhead dime, and he/she will give each child a dime and ask the children to use their observation skills to tell what kinds of things they notice on the front of the dime. The teacher will make a separate "Dime" chart and list all of the children's observations.
   
4. After the children list their observations, the teacher should make sure that the children know the following facts to help them remember the front of the dime better: Roosevelt is on the front of the dime, he has a very short haircut, he faces the left, and the dime is a grayish/silver color.
   
5. Then, the teacher will follow step 3, but this time, he/she will focus on the back of the dime. The teacher should make sure that the children know the following facts about the back of the dime: the picture on the back is of flowers and a torch, and the dime is a grayish/silver color.
   
6. After observing the dime, the teacher will ask the children if they know how much the dime is worth. The teacher should elicit the response "10 cents." Then, the teacher will ask if anyone remembers the special sign that means the same as "cents." Again, the teacher should model the proper way to write the "cents" sign.
   
7. The teacher will use the Destination computer or AverKey to go to http://www.geocities.com/Athens/Thebes/9893/moneyp.htm to view the money poem entitled "Dime Poem" (If the poem is too small for the children to see, the teacher can copy the poem onto chart paper and decorate the chart with an enlarged dime- front and back). The teacher will read aloud the poem to the children and then teach the poem to the children until they can read the poem together. The teacher also will share with the class the second poem at this site entitled "The Dime."
   
8. For the next activity, the teacher can use magnetic coins or overhead coins. The teacher will put several dimes in a real purse or a "pretend" purse or moneybag. He/She will tell the children that he/she is going to the store and that he/she sees a pair of shoes that he/she really wants. The teacher will explain that he/she will need to count his/her coins to see if he/she has enough money. The teacher will tell the children that the shoes cost 30 cents. Then, he/she will open the purse or bag and display 5 dimes (some showing the front and some showing on the back). The teacher will ask the children how much one dime is worth. Then, he/she will model how to count a collection of dimes by putting his/her finger on each dime as he/she counts by tens. Once the teacher finishes counting the money, he/she will write the number 50 on the board and tell the children that this number is how much money he/she counted in his/her money bag. The teacher will ask the students if they notice anything wrong with the way the teacher recorded the amount of money she wrote on the board. The teacher should ask the children what the 50 stands for (dogs? toys? pillows?). The teacher should remind the children that when the children count their coins and they are talking about "cents," they should always use the cents symbol. Again the teacher will model how to write the cents symbol.
   
9. Then, the teacher will add the cents symbol after the fifty and then write the amount of the shoes (30 cents) to the right of the 50 cents. The teacher will ask the students which amount is greater. Then, the teacher will tell the children that they must put a special mark between the two numbers to show that the 50 cents is greater than the 30 cents. The teacher will remind the students of the story of the "Money Bag" who will only open its mouth to devour the most amount of money. The teacher will ask the students which way they think the "mouth" or opening of the "Money Bag" should face. Remember to remind the children that when two amounts are the same, the "Money Bag" gets confused and its mouth does not close down on one side or the other; instead, the mouth forms an equal to symbol. Then, the teacher will draw the greater than symbol between the 50 cents and the 30 cents. Then, the teacher will ask which amount was more, the amount in his/her moneybag or the amount of the shoes? Then, the teacher will ask if the children think he/she has enough money to buy the shoes.
   
10. The teacher will continue with steps 8-9 using different numbers of dimes. Also, after the teacher models a couple of examples, he/she should let the children come up to the board/overhead to count aloud, write money amounts with the cents symbol, and write the greater than/less than/equal sign comparing the new displayed amount to the amount of the item that the teacher wants to purchase.
    
11. Then, the teacher will play the "Store Game" with the children. For this game, the teacher can use real-life objects, enlarged pictures of objects, pictures from magazines, etc... The teacher will hold up or show pictures of several objects on the board, and he/she will place several dimes on the overhead projector or the board. The teacher will call on a child to select an item that he/she would like to "purchase." Once the child selects the item, the teacher will tell the child how much the item costs (60 cents). The teacher will tell the child that, in order to "purchase" the item, he/she must select the correct number of dimes needed to buy the item. As the child selects each dime, he/she should count the amount aloud. Once the child arrives at the correct amount, then he/she must also correctly write the money amount on the board. After the child "purchases" his/her item, the teacher will record the item that was bought and how much money it cost. The teacher will continue with this "Store Game" until all children have "bought" something (make sure that some of the items are the same price and that some of the items are different prices). Also, the teacher should make sure to record each item and how much it cost after each "purchase."
    
12. After each child has purchased an item, then the teacher should play the "Comparison Game." The teacher will select two items from the list of items, and then he/she will write one amount on the left side of the board and the second amount on the right side of the board. The teacher will call on a child to place the correct greater than/less than/equal to sign between the two numbers (the teacher should remind the children that the "Money Bag" will only open its mouth for the higher amount of money and that when two amounts are the same the mouth looks like an equal to sign). The teacher also will ask the child to read aloud the comparison sentence. Then, the teacher will ask the child which of the two items cost more/less money. The teacher will continue with this game until all children have had a chance to practice comparing two amounts.
    
13. After playing the "Comparison Game," the teacher will instruct the children to add more pages to their store catalogue by drawing new items or cutting and gluing new pictures of items from magazines. Again, the children should make at least three catalogue pages; however, this time, the children can use only combinations of dimes when pricing their items. Remind the children that each page must contain the item, a price correctly written with the cents sign, and the corresponding combination of dimes (made by cutting out fronts and backs of dime patterns that have been Xeroxed onto gray construction paper). Remind the children also that their items cannot cost more than 100 cents.
    
14. The teacher will give each child 5 sheets of white or manila colored construction paper, several sheets of photocopied dimes on gray construction paper, scissors, glue, crayons, 1-2 magazines, and a pencil.
    
15. Again, if students finish their catalogue pages early, they can compare two items from their new catalogue pages and write a statement using the greater than/less than/equal to symbols. Challenge the children to write all of the different types of comparison statements for the number of items that they created in their new pages.
    
16. After all children have had a chance to complete at least three pages using just dimes, the class will review counting combinations of dimes as some of the children are called on to share one of their catalogue pages. The selected students will come to the board or overhead machine one at a time. Each child will choose a favorite page using dimes, he/she will use the magnetic coins or overhead coins to show what he/she put on his/her page, and then he/she will ask the question "How much does my _______ cost?" The child will call on a student to count the amount and write the amount on the board or transparency. Then, the child will give the other student the correct answer.

Period 4

1. The teacher will review the features on the front and back of a dime by going to http://www.hbschool.com/glossary/math/glossary1.html and clicking on the word dime or he/she can use the magnetic or overhead coins from the previous day. Also, the teacher can use the "Dime" Chart from the day before to highlight special features.
   
2. Then, the teacher will review the "Dime Poem" from the previous day, and the teacher will provide a couple of dime combination examples using the magnetic or overhead coins. Again, the teacher will call on a student to count the amount aloud and to write the amount using the cents symbol.
   
3. Then, the teacher and class will review all the money poems and counting combinations of pennies, nickels, and dimes by going outside and playing a jump rope game. The teacher will hold one end of the rope, a student will hold the other end of the rope, and another student will be jumping the rope as the rest of the class forms a big circle around the teacher and the other two students. The teacher will tell the students that they will be playing a money jump rope game. Each student must try to earn the most money by jumping the most number of times before being "caught" by the rope. The teacher and students will recite the penny poem as the child in the middle jumps rope. At the end of the penny poem, the teacher and students will chant the following additional part "Let's all count with each turn/All the money that she earns." After chanting this line, all the students should count each turn as a penny or 1 cent (so they would count 1, 2, 3, 4, etc... until the person gets caught by the rope). After each child's turn, the teacher will record the amount that the child jump roped (this information will be used later to review greater than/less than/equal to). This activity should continue until all children have had a chance at the "Penny Jump Rope Game."
   
4. Then, the class will follow the same procedure outlined in step 3 except, this time, the class will use the nickel poem and count each jump as a nickel or 5 cents (so that the class will be counting by fives). Again the teacher will record each child's total amount jump roped.
   
5. Then, the class will follow the same procedure outlined in step 3 except, this time, the class will use the dime poem and count each jump as a dime or 10 cents (so that the class will be counting by tens). Again the teacher will record each child's total amount jump roped.
   
6. The class will come back inside, and the teacher will write on the board the amounts each child earned for each of the jump rope games. The teacher will use this information to select two children's amounts. Then, the teacher will call on a child to write the correct greater than/less than/equal to symbol to see who earned the most money between the two children. The class will continue with this activity until all children have had a chance to practice comparing numbers.

Period 5

1. The teacher will tell the children that they will be learning how to count more difficult combinations of money. The teacher will use magnetic or overhead nickels and pennies for this activity. The teacher will display 3 nickels and 5 pennies. The teacher will explain that when you have different types of coins to count, you must ALWAYS begin counting the highest valued coins first.
   
2. The teacher will ask the students which coin value is higher the nickel or the penny. Once the teacher elicits "the nickel," the teacher will explain that the second step is to count all of that type of coin first. The teacher will model counting all the nickels together by counting by fives. When the teacher counts the last nickel, he/she will hold out his/her hand and say, "STOP counting by fives." The teacher will tell the children to keep this new number in their heads and then to begin counting normally by ones for each penny after the nickels (the teacher will count 5, 10, 15 STOP 16, 17, 18, 19, 20). The teacher will ask the children how he/she should write the total amount correctly. The teacher will continue modeling counting and writing money amounts by using different numbers of nickels and pennies together (students should count aloud with the teacher for each modeled example).
   
3. After modeling several examples, the teacher should display a combination of nickels and pennies and call on a child to count the amount aloud and to write the total amount of the coins on the board.
   
4. Then, the teacher will play the "Store Game" with the children. For this game, the teacher can use real-life objects, enlarged pictures of objects, pictures from magazines, etc... The teacher will hold up or show pictures of several objects on the board, and he/she will place several nickels and pennies on the overhead projector or the board. The teacher will call on a child to select an item that he/she would like to "purchase." Once the child selects the item, the teacher will tell the child how much the item costs (6 cents). The teacher will tell the child that, in order to "purchase" the item, he/she must select the correct number of nickels and pennies needed to buy the item. As the child selects each nickel and penny, he/she should count the amount aloud. Once the child arrives at the correct amount, then he/she must also correctly write the money amount on the board. After the child "purchases" his/her item, the teacher will record the item that was bought and how much money it cost. The teacher will continue with this "Store Game" until all children have "bought" something (make sure that some of the items are the same price and that some of the items are different prices). Also, the teacher should make sure to record each item and how much it cost after each "purchase."
   
5. After each child has purchased an item, then the teacher should play the "Comparison Game." The teacher will select two items from the list of items, and then he/she will write one amount on the left side of the board and the second amount on the right side of the board. The teacher will call on a child to place the correct greater than/less than/equal to sign between the two numbers (the teacher should remind the children that the "Money Bag" will only open its mouth for the higher amount of money and that when two amounts are the same, the mouth looks like an equal to sign). The teacher also will ask the child to read aloud the comparison sentence. Then, the teacher will ask the child which of the two items cost more/less money. The teacher will continue with this game until all children have had a chance to practice comparing two amounts.
   
6. After playing the "Comparison Game," the teacher will instruct the children to add more pages to their store catalogue by drawing new items or cutting and gluing new pictures of items from magazines. Again, the children should make at least three catalogue pages; however, this time, the children can use only combinations of nickels and pennies together when pricing their items. Remind the children that each page must contain the item, a price correctly written with the cents sign, and the corresponding combination of nickels and pennies (made by cutting out fronts and backs of penny patterns on brown construction paper and nickel patterns that have been Xeroxed onto gray construction paper). Remind the children also that their items cannot cost more than 100 cents.
   
7. The teacher will give each child 5 sheets of white or manila colored construction paper, several sheets of photocopied nickels and pennies, scissors, glue, crayons, 1-2 magazines, and a pencil.
   
8. Again, if students finish their catalogue pages early, then they can compare two items from their new catalogue pages and write a statement using the greater than/less than/equal to symbols. Challenge the children to write all of the different types of comparison statements for the number of items that they created in their new pages.
   
9. After all children have had a chance to complete at least three pages using just nickels and pennies, the class will review counting combinations of nickels and pennies as some of the children are called on to share one of their catalogue pages. The selected students will come to the board or overhead machine one at a time. Each child will choose a favorite page using nickels and pennies, he/she will use the magnetic coins or overhead coins to show what he/she put on his/her page, and then he/she will ask the question "How much does my _______ cost?" The child will call on a student to count the amount and write the amount on the board or transparency. Then, the child will give the other student the correct answer.

Period 6

1. 1. The teacher will review counting combinations of nickels and pennies by providing the children with several examples using magnetic coins or overhead coins. The teacher also will remind the children of the strategy of counting the highest valued coins first, stopping, and then counting normally by ones for each penny following the nickels.
2. 2. The teacher will tell the children that they will be learning how to count more difficult combinations of money. The teacher will use magnetic or overhead dimes and pennies for this activity. The teacher will display 5 dimes and 6 pennies. The teacher will remind the children that when they have different types of coins to count, they must ALWAYS begin counting the highest valued coins first.
3. 3. The teacher will ask the students which coin value is higher the dime or the penny. Once the teacher elicits "the dime," the teacher will explain that the second step is to count all of that type of coin first. The teacher will model counting all the dimes together by counting by tens. When the teacher counts the last dime, he/she will hold out his/her hand and say, "STOP counting by tens." The teacher will then tell the children to keep this new number in their heads and to begin counting normally by ones for each penny after the dimes (the teacher will count 10, 20, 30, 40, 50 STOP 51, 52, 53, 54, 55, 56). The teacher will ask the children how he/she should write the total amount correctly. The teacher will continue modeling counting and writing money amounts by using different numbers of dimes and pennies together (students should count aloud with the teacher for each modeled example).
4. 4. After modeling several examples, the teacher should display a combination of dimes and pennies and call on a child to count the amount aloud and to write the total amount of the coins on the board.
5. 5. Then, the teacher will play the "Store Game" with the children. For this game, the teacher can use real-life objects, enlarged pictures of objects, pictures from magazines, etc... The teacher will hold up or show pictures of several objects on the board, and he/she will place several dimes and pennies on the overhead projector or the board. The teacher will call on a child to select an item that he/she would like to "purchase." Once the child selects the item, the teacher will tell the child how much the item costs (23 cents). The teacher will tell the child that, in order to "purchase" the item, he/sh