Exploring CoinsAllison E. Andrews

April 30, 2009EDU327: Teaching to the Standards

Daemen College

Peer Review Focus Question

•What other activities could I do to help Kindergarteners recognize coins and know their value?

District and School•Ken-Ton Central School District•Edison Elementary School• Kindergarten

• Vinny Miranda

Grade Level and Ability of Students

KindergartenGeneral Education Classroom18 students: 9 boys and 9 girls3 students have IEP’s for speech related delays

Ability levels range from below grade level to above grade level.

Time FrameCulminating activity of a 1-week unit on money.

Planning took ~5 hrsImplementation 1 class period ~60 minutes.5 mins: anticipatory set10-15 mins: guided practice25-30 mins: independent practice10-15 mins: closure activity

Assessment took ~5 mins

ObjectivesStudents will be able to…

Sort coins based on their value and name

Calculate the value of money in each piggy bank by counting the coins by their corresponding value.

Write numbers 1 through 50.

Essential Question(s)If I have more of one

type of coin, does it always mean that the value is worth more than fewer of another type of coin?- For example: Which is worth more?

10 pennies or 5 nickels

Guiding Questions

What special characteristics does each coin have?

How much (value) is each coin worth?

Did I count by the right number when finding the total worth?

Enduring Understanding

•Recognizing coins and knowing their value is important skill used in everyday life

Coins can be counted in two ways:Counting the total

number of coins you have.

Counting the value/ worth of the coins you have.

Students Tasks

1.Review coins in whole group setting.

2.Model activity with students.

3.Students sort bag of coins onto the coin sort work mat.

4.Students record the amount of coins and then find the value.

5.Using a calculator find total value of coins together.

6.Share work with class.See page 14 of LE for detailed list of procedures

New York State Learning Standards

New York State Learning Standard: MSTMST Standard: MathematicsContent Standard: Standard 3

Content Strand: Measurement Band: Units1.M.4 Know vocabulary and recognize coins (penny, nickel,

dime, quarter)

Content Strand: Statistics and ProbabilityBand: Analysis of DataPK.S.4 Describe the attributes of objects.K.S.3 Sort and organize objects by two attributes.PK.S.3 Count and compare groups formed.

AssessmentsPre- Assessment: Money Sort Worksheet Formative Assessment: Coin Sort

Worksheet & Exploring Coins RubricSummative Assessment: Group

discussion

See pages 7 -8 of LE for details about assessment

Pre-Assessment Tool:

Money Sort W

orksheet

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ent T

ool:

Expl

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g Co

ins

Rubr

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Teacher Exemplars

Beginning Student Work Sample: Pre-Assessment

Name: Sarah________  Faces of coins are matched with the

correct value in each piggy bank.Penny 1 / 1 Nickel 0 / 1 Dime 0 / 1 Quarter 0 / 1

 Total = 1 / 4   Coin names are matched with the

correct coin. Penny 1 / 1 Nickel 0 / 1Dime 0 / 1Quarter 0 / 1

 Total = 1 / 4  Money Sort Total = 2 / 8

Developing Student Work Sample: Pre-Assessment

Name: Emma_________   Faces of coins are matched with the

correct value in each piggy bank.Penny 1 / 1 Nickel 0 / 1 Dime 0 / 1 Quarter 1 / 1  

Total = 2 / 4   Coin names are matched with the

correct coin.Penny 1 / 1 Nickel 0 / 1Dime 0 / 1Quarter 1 / 1 

Total = 2 / 4  Money Sort Total = 4 / 8

Proficient Student Work Sample: Pre-Assessment

Name: Ashley________  Faces of coins are matched with

the correct value in each piggy bank.

Penny 1 / 1 Nickel 1 / 1 Dime 1 / 1 Quarter 1 / 1

 Total = 4 / 4   Coin names are matched with the

correct coin.Penny 0 / 1 Nickel 1 / 1Dime 1 / 1Quarter 0 / 1

 Total = 2 / 4  Money Sort Total = 6 / 8

Distinguished Student Work Sample:Pre-Assessment

Name: Ryan________ Faces of coins are matched with the correct value in each piggy bank.

Penny 1 / 1 Nickel 1 / 1 Dime 1 / 1 Quarter 1 / 1

 Total = 4 / 4  Coin names are matched with the correct coin.

Penny 1 / 1 Nickel 1 / 1Dime 1 / 1Quarter 1/ 1

 Total = 4 / 4  Money Sort Total = 8 / 8

Beginning Student Work Sample

Developing Student Work Sample

Proficient Student Work Sample

Distinguished Student Work Sample

Modification TableModificatio

n Type

Specific Modificatio

nRationale Benefits

Content/ Materials

Students may use charts or visuals throughout the room.

The use of charts or visuals may reinforce the information being used.

Recognize that we have resources which we can use to solve problems.

For a complete list of modifications see page 16 of LE

Reflections

A special thanks to: Laura Hartman, Heather Gramza, Amy Wroblewski, Shawna Lefort, and Heidi Memminger. Thanks for all the great suggestions and ideas.

This was an interesting way to look at a lesson.