Stage 1: Identify Desired Results

Established Goals Unit 13: Counting Money: Lesson 5- 13.4

MathStandard: Work with time and money.
Benchmarks: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
symbols appropriately.
Principles used: 1, 3, 4, 5, 6, 7, and 8.
Enduring Understandings (Key
Understandings)
Students will understand that
A dollar bill can be a coin or paper. Both
worth $1.00 or 100.
A quarter looks a certain way and is worth
$0.25 or 25.
A dime looks a certain way and is worth
$0.10 or 10.
A nickel looks a certain way and is worth
$0.05 or 5.
A penny looks a certain way and is worth
$0.01 or 1.
Once we get to 100 it switches over to $1.00

Essential Questions (Focus on Higher Level

Questions)
What is the difference between the
-dollar coin?
-dollar bill?
-quarter?
-dime?
-nickel?
-penny?
What is the difference between a dollar bill and a
dollar coin?
What is the difference in $ and ?

Students will be able to (In your own words)

Know the differences between all the coins and their specific amounts. Know when/why we
use $ and .

Stage 2: Determine Evidence for Assessing Learning

Performance Tasks: Performance Indicators:
Projects, Unit Tests, Academic Prompts etc..
At the end of the unit they will be taking a test that
tells me how much they know and if they understood
money. It will also tell me whether we can move on
or not.
They will also have daily worksheets to show if they
are performing to the Iowa Cores Standards.

Other Evidence: Formative Assessment

Asking what coins are what and how much each is
worth.
The worksheet is a formative assessment since they
have to do well in order for me to know if they
understand it or not and then we can move on to the
next lesson.
The Essential Questions are also a formative
assessment for me to know if they understand the
concept.
The scoot will also be a formative assessment on this
lesson. I will know whether or not we can move on.

Stage 3: Build Learning Plan

Learning Activities: (step by step from start to finish, detailed enough for another teacher to follow)
1. Anticipatory Set:
Review the money and the different coins with your group members.
Also talk about why we use money in the real world.
2. Instruction/Modeling:

Elaborating on Principle #5 being used in this lesson:

This lesson was meant to teach the students that money is not just talked about in but also in $. This helps
them connect money to everyday life. They look at a price at a store and they see $2.50 and they know that that
is two dollars and fifty cents. If they know this they will not have to look at every price tag and have to convert
it. If they only knew they would be very confused when they see $2.50. They would be looking for 250
every time. This would be a lot of extra work for stores and also for the individual. Knowing the transition
between the two will help them. Also this lesson is to help them make the connections with everyday life and
the math they are doing now. They were able to make these connections which made this lesson very successful
as a whole.