Hana Dolan

Lesson Plan #2
Pennies, Nickels and Dimes
Standards:
CCSS.MATH. CONTENT.1.OA.C.5: Relate counting to addition and
subtraction (e.g., by counting on 2 to add 2).
CCSS. MATH. CONTENT.1.MD.C.4: Organize represent and
interpret date with up to three categories; ask and answer
questions about the total number of data points, how many in
each category, and how many more or less are in one category
than in another.
Resources:
Elementary and Middle School Mathematics Teaching
Developmentally by John A. Van Dr Walle, Karen S. Karp and
Jennifer M. Bay-Williams
Chapter 19: Money (p.399)
-Recognizing Coins and Identifying Their Values (p.399)
-Counting Sets of Coins (p.399)
-Making Change (p.399)
This chapter was very helpful to me because it explained how to
introduce coins to students and why it is important to learn about
coins and their value. The chapter explains that when counting sets
of coins, naming the total value of a group of coins is the same as
mentally adding their values. If is student is unable to count objects
they are going to have a lot of trouble understanding the values of
coins. The chapter ends explaining that students should understand
that a dime can buy the same thing that 10 pennies can buy.
Objective:
Students will be able to add pennies, nickels, and dimes with
90% accuracy.
Procedure:
1. Gather students on the carpet and ask them to bring their mini
white boards and an
erasable marker to review pennies, nickels,
and dimes.
2. Show a picture of a penny and ask how much it is worth. Make
sure to show the students that you count pennies by counting on
from 1. Model on the easel how a penny is written as a sum of
money. (0.01) Explain to students how the number coming after the

decimal point is not a full dollar and how it represents 1 of the 100
pennies needed to make a dollar.
3. Repeat the previous step for both the nickel (counting by 5) and
dime (counting by 10).
4. Next put all three pictures together and have the students turn
and talk to one another to discuss what they think would be the
total amount of money if we combine the penny, nickel, and
dime. (1+5+10 = $0.16).
5. Have each student write down their answer on their mini white
board and hold up the answer when they are ready. Then have
multiple students volunteer to come up and explain how they got
their answer.
6. Do a few demonstrations on the easel that will be in front of
them of adding different amounts of pennies, nickels and dimes.
7. Have volunteers come up to the easel to write his/her answer
and discuss as a class.
8. Have the students return to their seats to complete a worksheet
on adding pennies, nickels, and dimes (shown below).
9. Tell the students that they are allowed to work amongst their
groups to help one another with the worksheet.
10.
Walk around the room and assess the students by listening
to how he/she is adding the amount of change. Guide and
instruct students if needed.
11.
After the worksheets are completed, return to whole group
instruction to review the worksheet.
12.
Mirror the worksheet using the Smart Board and have the
students come up one by one to fill in the answers and explain
how he/she got their answer.
13.
At the end of the review collect the worksheets.
Assessment of the Lesson: Although I will be closely paying
attention and assessing the students throughout the entire lesson,
doing the review and having each student explain the answers is also a
way to assess individual students. I also will collect the worksheets to
see where students were successful and understanding the material
and where students need further assistance to decide where to move
forward with the next lesson on money.
Worksheets: