| Money Equivalency |
Grade:
First |
Content Area:
Technology |
Time Frame:
1 Lesson (45 minutes) |
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Unit/Lesson Overview:
Students will drag coins to a box to make amounts equivalent to the value shown.
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Student Standards (TEKS)
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explanation of a TEK, click on the TEK |
| Language Arts: |
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| Math: |
1.1(C)
1.11(D)
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| Social Studies: |
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| Science: |
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| Technology: |
G1
G2
G3 |
| Technology: |
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| Additional TEKS: |
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I Can....
... show ways to make equivalent values using different coins.
... write a number sentence to support my answer.
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Assessment(s):
Do the coins used add up to the correct value?
Does the number sentence match the coins that were used?
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TAKS Objectives:
| Reading: |
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| Writing: |
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| Math: |
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| Social Studies: |
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| Science: |
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Bloom's Taxonomy
| Yes |
Knowledge |
| Yes |
Comprehension |
| Yes |
Application |
| Yes |
Analysis |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Big 6 Skills
| Not Chosen |
Task
Definition |
| Not Chosen |
Info. Seeking
Strategies |
| Not Chosen |
Location and
Access |
| Not Chosen |
Use of Information |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Supplementary Resources / Materials:
coin manipulatives
File: Money Equivalency.kid
File:
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Internet Links:
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Accommodations:
To be determined by teacher based on student needs |
| Procedures |
Introductory Activity (Warm-Up):
Review the names and values of a penny, nickel, dime, and quarter.
Using coin manipulatives, have the students work in groups to show specific amounts of money that you assign.
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Lesson:
Step 1: Save the template (file 1) to the Student Shared directory for students to access.
Step 2: The students should open the Money_Equivalency template (file 1).
Step 3: Read through the directions on the template.
Step 4: Demonstrate how to drag the coins from the Symbol Palette and show the students how to type a number sentence. Show the students how to scroll down to the problems not shown.
Step 5: Have the students complete the activity.
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Reteach:
To be determined by the teacher based on the student needs
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Extension:
Using the same template, click in the green boxes and change the values or the directions on the challenge problem.
Using the same template have the students create equivalent amounts using a specific number of coins.
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Guiding Questions:
How do you decide which coin to start with?
Are there more than 3 ways to make 10 cents? Why or why not?
How can you prove that your answer is correct?
Are there any coins not shown on the symbol palette?
What is the fewest amount of coins you can use to create 35 cents?
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Summary Questions:
What is one way that you made 25 cents using more than 1 coin?How else could you make 25 cents using more than 1 coin?
What should your number sentence equal?
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Reflection:
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