First Grade Math: Unit 4 Lesson 6

Pre-Planning:
OBJECTIVE CONNECTION TO ACHIEVEMENT GOAL
What will your students be able to do? How does the objective connect to your
achievement goal?
Students will use dimes and pennies as Students have been working on place value in Commented [AL1]: Students have been requesting to work
representations of tens and ones. this unit. This lesson will further assist with money for a while so they were very excited when I
students in understanding the place value of introduced the coins today (Mason, 2013).
CCSS: 1.NBT.2 tens and ones and increase their
understanding of money.

PREREQUISITE SKILLS DIAGNOSTIC

What will your students need to know to How will you assess students’ mastery of
master the grade-level objective? these foundational skills?
Place value Students will do fluency practice at the
Addition beginning of the lesson where they will count
Subtraction coin and make comparisons to linking cubes. Commented [AL2]: Students are prepared for the lesson
Count on through fluency practice. This helps ensure that they are
1 more ready to receive the new information that will be shared in this
lesson and be able to process the expectations of this lesson
1 less (Hart, 2010).

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 Preplanning
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and
when will you assess mastery?

Students will show progress towards the objective by fluently counting and recognizing
numbers. The fluency activity will reinforce place value skills. Mastery will be assessed
through observations throughout the lesson.

KEY POINTS
What three to five key points will you emphasize?

Representation of 2-digit numbers.

The use of tens and ones for pennies and dimes.
Quick tens and the say ten methods.
Understanding of place value.

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 Lesson Cycle
OPENING (_5_ min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
We have been working on place value and understanding tens and ones. 10 pennies and
Today we will be using coins to better understand tens and ones. 4 dimes Commented [AL3]: The use of hands on tools that foster
Let’s start the lesson by counting coins. engagement among my students (Mason, 2013).
This fluency activity provides practice with recognizing pennies and dimes
and counting with abstract representations of tens and ones, which prepares
students for today’s lesson.
T: Lays out 3 pennies. Students count. Continues by laying out various
numbers of coins.
During exercise, assess students’ knowledge of one more and one less. Ten
more and ten less as this will be assessed in the exit ticket.
Decipher which students will require more assistance or scaffolding during
the lesson.
What supports will they need to gain an understanding of place value.

INTRODUCTION OF NEW MATERIAL (_20_ min.) MATERIALS

What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
Students will meet with me in two groups of 5-6 students at the small group 10 stick
table. 10 linking Commented [AL4]: Use of a variety of grouping structures
(Lay a ten-stick on the floor.) How many ones, or individual cubes, are in a cubes as ones (Hart, 2010).
ten-stick? 5 dimes
S: 10 ones. 10 pennies
T: (Lay 10 individual cubes into 5-groups next to the ten-stick.) What is the Students
same or different about these two groups of cubes? baggies of
S: They are different because one of them is a ten, and the other is 10 ones. coins
They are the same amount. The ten-stick is made up of 10 cubes.
The 10 ones are also made of 10 cubes. If you put 10 ones together,
they’ll become a ten-stick. Commented [AL5]: Students have the ability to think
T: You are right! They are worth the same amount; they have the same critically about their work through comparison and questioning
value. Also, they are both made of 10 cubes. (Lay a dime underneath (Hart, 2010).
the ten-stick.) How many pennies have the same value as 1 dime?
S: 10 pennies.
T: (Lay 10 pennies into 5-groups next to the dime directly below the
10 individual cubes.) What is the same or different about these two
groups of coins?
S: A dime is 10 cents. 10 pennies are worth 10 cents. The dime is
only made of 1 coin. The pennies group is made up of 10 coins. The coins are
different.
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 Lesson Cycle
T: Great observations! So, 1 ten-stick has the same value as 10 individual
cubes. And 1 dime has the
same value as...?
S: 10 pennies!
T: I can take a ten-stick and break it apart into 10 individual cubes. Can I do
the same with a dime?
S: No. A dime is just 1 coin.
T: That’s another difference. The ten-stick has a value of 10 ones, and we can
see why. It’s actually
made up of 10 ones, and we can see them. The dime has the same value as 10
pennies, but it’s just
1 coin. There are no pennies hiding inside. But it still has the same value as
10 pennies.
T: (Project a ten-stick and 3 single cubes.) How many
tens and ones are there?
S: 1 ten 3 ones.
T: How can I use my coins to show the same number as
the cubes? Show 1 ten 3 ones with your coins, and
then share with your partner.
T: I noticed that some students wanted to lay down
13 pennies but found that they didn’t have enough.
What can we do to help? Commented [AL6]: Use of open ended questions allows
S: Use 1 dime for 1 ten, and then use 3 pennies for 3 ones. students to build more competence and held to a high
T: Great idea! It’s just like using the ten-stick to represent 1 ten. expectation (Teaching Channel, 2015).
Process will be repeated for number 15, 18, 28, 38, 31, 13, and 40. Commented [AL7]: Students are able to demonstrate
MATERIALS understanding through application and thinking through
GUIDED PRACTICE (_20_ min.) problems with their peers. They will use the coins to represent
How will you clearly state and model behavioral expectations? their understanding of place value (Mason, 2013).
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?

T: (Show 39 cents with 3 dimes and 9 pennies.) Dry erase

board
T: How many dimes?
Pennies and
S: 3 dimes. dimes
T: (Fill in the dimes and pennies place value chart.) Dry erase
How many pennies? marker
S: 9 pennies.
T: (Fill in the dimes and pennies place value chart.)
How many tens?
S: 3 tens.
T: (Fill in the tens and ones place value chart.) How many
ones?
S: 9 ones.
T: (Fill in the tens and ones place value chart.) What is
the value of 3 dimes and 9 pennies?
S: 39 cents.
T: Give a number sentence to show the total of 39 cents by adding your dimes and
pennies.
S: 30 cents + 9 cents = 39 cents.

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 Lesson Cycle
Repeat the process using the following sequence: 1 dime and 4 pennies, 1 dime
and 5 pennies, 2 dimes and
5 pennies, 3 dimes, 6 pennies and 3 dimes, and 2 dimes and 8 pennies. Students
will use the place value chart to write down the value of the coins.
T: Show 15 cents.
S: (Show 1 dime 5 pennies.)
T: Now, show me 1 more penny, and write how much you have
in the place value chart.
S: (Add a penny, and write 16.)
T: So, what is 1 more than 15? Say it in a whole sentence.
S: 1 more than 15 is 16.

INDEPENDENT PRACTICE (_10_ min.) MATERIALS

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
Students will do their persona best to complete the problem set. Problem Set
Provide feedback to students as they are working through the problems. Pencils Commented [AL8]: Provides feedback to students (Hart,
2010).

CLOSING (__ min.) MATERIALS

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?

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 Lesson Cycle
Today we used dimes and pennies as representation of tens and ones. Projected
problem set
Problem set will be projected on board. Let’s have a few people come up and show
how you solved some of these problems.
Exit Ticket
Let’s look at #2. If we were going to show that amount with dimes and pennies, how
many of each coin would you use?
Let’s look at problems 3 and 6. How is problem 6 different from problem 3? What is
different about the amount shown in the pictures?
Look at problems 13 and 14. What did you cross off in 13? What did you cross off in
14? Why did you cross off a different coin in each problem?
How are the tools that represent 1 ten different from one another?
What are some ways that a dime is different from a penny?
Look at your application problem. Discuss how you solved it with a partner. How Commented [AL9]: Students have the opportunity to reflect
could you represent this amount in a place value chart? How is this problem on their work and evaluate their effectiveness at reaching their
connected to today’s lesson? answers (Mason, 2013).

Students will have 5 mins to complete exit ticket.

References:

Hart, P., Natale, L. and Starr, C. (2010). Recognizing rigorous and engaging teaching and
learning. Teach for Learning LLC.

Mason, C. (2013, May). Realizing rigor at your school. National Association of Elementary
School Principals, 36(9). Retrieved from http://www.naesp.org/communicator-may-
2013/realizing-rigor-your-school

The Teaching Channel. (2015). Open-ended questions to encourage conversations. Retrieved

from https://www.teachingchannel.org/videos/open-ended-questions-ousd

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Johns Hopkins University School of Education
Lesson Plan Template
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Johns Hopkins University School of Education
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