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Outreach for K-12

Electrical Technology Center, Rm. 136 · (570) 320-8003

Pennsylvania's Governor's Institute for Mathematics

Grades K-2   Grades 3-5   Grades 6-8   Grades 9-12

Pennsylvania Governor’s Institute for Mathematics Educators 2004

 

Topic/Theme:

Numbers and Operations
Supporting Materials: Numbers-and-operations-worksheet.gif  (56.1KB)
Names of Group Members: James Godlewski Ed.D., Mrs. Peggy Wilson, Mrs. Janet Ward  
Grade Level: Grade 2
Time Element:  3 class periods
NCTM Standard(s) Addressed: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
PA Standard(s) Addressed:
  • 2.1 Numbers, number systems, number relationships
Math Assessment Anchors Addressed:
  • M3.A Numbers and operations.
Reading Assessment Anchors Addressed:
  • R3.A Comprehension and Reading Skills.
Objectives:
  • Identify penny, nickel, dime, and quarter.
  • Identify value of the coins.
  • Count and compare using a collection of coins to one dollar.

Instructional Strategies and Plan
(include strategies used to help different types of learners, i.e. auditory, visual, etc.):
Strategies:
  • K-W-L (What I know –Want to learn-Learned)
  • Coin Concentration Activity and Game
Instructional Plan: Use KWL chart to gain background knowledge of the students.
  1. Name the coins.
  2. Give the value of the coins.
Use overhead projector to match coins to their value.
  • Ex. Show a penny and write its value 

Using index cards stamp images of coins and make matching cards with their value.   Partners will play a matching game.

Activity – What’s in the Purse?

Put a quarter, a dime, a nickel, and a penny in each coin purse and give each pair of students a purse. Ask children to take out the coins and identify them.  Ask children to state values of coins.

Play concentration coin game.  The students will be using cards that have been prepared with pictures of coins and their matching value.

Demonstrate how to count by touching each coin and skip counting.  Repeat with different combinations.

On overhead projector show, identify and count coins.  Ask for ways to show same amount in a different way.

Cut out advertisements from newspapers that show cost and have the students match the amount with their coins.

On overhead projector display two groups of coins and have students count them.  Identifying the greater amount.

Read Alexander, Who Used to Be Rich Last Sunday.

Students will subtract from a dollar’s worth of coins as indicated in the story.
Materials/Resources:
  • Alexander, Who Used to Be Rich Last Sunday by Judith Viorst
  • Houghton Mifflin Mathematics Grade Two
  • KWL chart
  • Overhead projector
  • Coins & coin purses
  • Concentration cards
  • Compass Learning – software
  • Plato Learning – software
  • Computer
  • Newspapers
Interdisciplinary Connections:
  • Reading:
    • Read Alexander, Who Used to Be Rich Last Sunday - a fictional story
      • R.3.A.1.1
      • R.3.A.1.3
  • Technology:
    • Compass Learning – software
    • Plato Learning – software
    • Houghton Mifflin Web site
    • Overhead projector
    • Computer
  • Other:
    • Field Trip to a local bank
    • Have a bank officer/teller to visit the classroom

Assessment Strategies:
Formative Evaluation: (checking student understanding during the lesson)

 

 		 Examples:
  • Teacher says, "Show me a quarter, nickel, dime, penny."
  • Teacher says, "You have a quarter, penny, nickel and a dime. Put them in order from least to greatest value."
  • Teacher says, "How would you show $.50.?"
Summative Evaluation: (how will it be determined that the objectives were achieved?)
 
Correctives/Remediation:
  • Provide coin sets for repeated practice in counting the values of coins.
  • Have student practice skip counting.
  • Individual use of Compass Learning & Plato Learning software.
Extensions/Enrichment:

 
  • Individual use of Compass Learning & Plato Learning software.
  • Have bags with different amounts of coins. Students will guess the amount and then match it with the answer card.

Special Accommodations (special needs students)
Description of the Special Needs Student Selected:

 Student has been identified as an emotional support student in a part time learning and emotional support classroom. Student is argumentative, talks out in class, and destroys learning materials. His I.E.P. includes annual goals to develop behavior and social skills, reading skills to build reading fluency and comprehension, to develop math skills in the four basic processes.
Accommodations to Use with this Student: Behavior strategies:
  • Rules –Consequences-Rewards posted in room and all student desks.
  • Action Plan for Teacher and Student
  • Behavior Contract and chart
  • Wrap Around Aide (TSS)
  • Cueing of Stop Sign for inappropriate behavior
  • Positive reinforcement-read to kindergarten
  • Caught being good letter sent to both student and parents
Academic strategies:
  • Use mental pictures of math processes
  • Flowcharts to demonstrate step by step approach
  • Short exercises and problems with multiple choice
  • Help child to estimate
  • Use cueing words such as return, sell, give, buy, to give hints to problem solving operations
  • Create math vocabulary notebook
  • Preview word problems
  • Short problems that do not ask questions
  • Hands-on activities
  • Highlight key words and phrases
  • Present simple visual problems
  • List steps before or after to solve a problem
  • Use pictures to dramatize the basic patterns of a problem
  • Prepare a comparison chart that shows coins and their values
  • Manipulate real coins for focusing on differences in size, weight, and patterns