First Grade Content Preview
Unit 09
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
Coin Songs: Use coin songs to remember the features and value of coins.This link will connect you to the words of the songs. https://docs.google.com/presentation/d/1dAUFhn50vRw14aUbdkLwGh92VmZfGDy0PBbf0u-bUJY/edit?usp=sharing
You Tube video of songs:
PENNIES: https://youtu.be/xSRCuQKrM5M
NICKELS: https://youtu.be/zyy0jYiJNmQ
DIMES: https://youtu.be/pJp8m_N1fNU
QUARTERS: https://youtu.be/nfeKuNyKNHE
Opening (5-10 min)
I was Walking Down the Street: Teacher says, "I was walking down the street and I heard Katie say the answer was _______ cents. What could have been the collection of coins?" Students then talk about the various ways to make this amount.
This was listed previously as an energizer, but due to the nature of this, using it as an opener and allowing students to have manipulatives available for counting.
Optional Unit 09 Activities
Mystery Money Bags
- Write a question mark on the front of each mystery bag.
- Place one coin inside each bag. (extension listed at the bottom)
- Write the coin value on one card, the name of the coin on another card, and a picture of the front and back on a different card.
- Spread out the coin cards so the students can see all of the cards
To play:
- The students work together in a small group.
- The students should reach inside a bag one at a time without looking.
- They will feel inside the bag and by size, rough or smooth edges, and thickness try to determine which coin is in the bag.
- Each student will determine what they think is in the bag then share as a group.
- The groups then match the cards with the bag.
- Once the students are finished they should check to determine whether they were correct or not by matching the coins with the cards.
Extension:
- As an extension activity, place more than one coin in each bag. Have the students feel inside the bag to see if they can determine what coins might be in the bag based on size, thickness, rough/smooth edges. Students then work together using coins or a hundreds chart to find the value of what they think is in the bag and match the card with that amount next to the bag.
- Students can also use coins to create their own mystery bag (limiting the amount of coins the students can use) and writing their own card to go with the bag. Bags are then hung around the room and can be used as a station for a station scoot activity.
Let's Go Shopping!
Ask students to bring in empty grocery store items (i.e. empty milk jugs, pantry item boxes, etc.)
Organize the items by category. (dairy, snack, boxed, home)
Label the items with prices ending in numbers 0-4 so kids don’t have to regroup when they add them together. Price tags could be different colors to match the different categories.
Divide kids into groups. Each group will need to have 3 students (a cashier, a customer, a clerk)
Place the cashiers' desks along the front of the room. The clerks will stand nearby to return the merchandise and the customers make their rounds. Customers can buy only two things at a time, but it can be any two things they want.
After the kids find their two items they will check out at their cashier. Since the cashiers hold onto the receipt it is important that they go back to the same cashier every time.
The cashiers write down the generic label (dairy or snacks...), the price and do the addition. Then to practice counting coins the customer counts out their money and gives it to the cashier.
The cashier double checks the amount and then yells "CHECK" aloud so teacher can run by and make the final double check on all of the math. Then, the clerk returns the food to the store.
Allow time for each kid to shop 2 or 3 times before switching jobs. All students should be given an opportunity to do each of the jobs.
Coins on the beaded number line
In this activity,
- Students will work in partners to create an open number line.
- Give each student a number to represent on the beaded number line or allow them to select their own number up to 120 (differentiate for students that need to practice this activity with a smaller set of numbers)
- Give students an open number line equal distance to 120 on the beaded number line. If students have beaded number lines to 100, the students can join the number lines together and put a clothespin right after 120.
- Starting from 0, students take hops on the beaded number line by 1, 2, 5, 10, or 25 to get to the number they show a specific "path" to get to their desired number. The will do this with the beaded number line and represent with the drawn number line. With each hop they indicate the number reached below the number line but not the amount hopped on the number line. They can NOT choose to do all the hops in ones. To alleviate this, you can limit the number of hops they are allowed to take on one number line.
- Option: The student on the back of their chart (or below), writes the coins used to get to the desired number based on the hops they made to create a self checking system.
- The pair of students trades papers with another pair. Each group uses a collection of coins and places the correct coin above the hops indicated on the number line.
See the picture below for a visual support with this activity.
Money App Activity
The above link can be used to help show students the value of coins within an array to help with understanding the value of coins.
Students could create a puzzle representation of four different ways to represent the same amount of money (using dimes, nickles, or pennies). Again, this could be then cut apart and placed at a station for students to practice counting coins and find the coins value.
You could use this in small group and created a mini-scoot activity within the small group. You can create four quadrants on the page with the pen feature. Then the students could create one representation of that amount. Students then scoot to the next seat, count the coins, and create a representation that is different than the first. Students would scoot three times until four representations have been completed. On the last scoot (or with there own) students then put a star next to the amount that was the least amount of coins. As the teacher you could join the scoot too and when students are in your "seat" they can watch and help others. These could even be printed out, cut apart, and you have a review station!
Or if they were working in pairs, students can create a “which one doesn’t belong” scenario where there would be a justification of how each quadrant could not belong for various reasons.
The pocket/hand feature is also a great tool in the app. The students could write an amount, put some coins on the outside, some under the hand or pocket and other students would have to make predictions on what was missing.
As an extension, students can create a “which one doesn’t belong” scenario where there would be a justification of how each quadrant could not belong for various reasons. Here is an example pictured below:
Literature Connection:
The Coin Counting Book
A pocketful of coins! Who can make heads or tails of it? YOU can with THE COIN COUNTING BOOK. Change just adds up with this bankable book illustrated with real money. Counting, adding, and identifying American currency from one penny to one dollar is exciting and easy. When you have counted all your money, you can decide to save it or spend it.
The Penny Pot
Jenny Found a Penny
The reader can help Jenny count her pennies--and nickels and dimes and quarters--as she saves the money to buy herself a very special present.
1. Guided Math
https://drive.google.com/open?id=1KArLdMcI3Zt4mTL7RFdYel9dMExeDu9Kht7cuScwWUQ
3. Review/Preview:
- need: a pice of fabric, wrapping paper, or article of clothing with a design.
- Students drop a circle (weaving hoop, hula hoop for large pieces, or cut out circle) onto the fabric or wrapping paper.
- Students tally the different objects in the circle (stars, rafael ninja turtle, pink flower, etc) and count. Can use a large piece of fabric (or quilt) with a hoola hoop
- Create a picture graph and bar type graph with the data.
Fluency:
- Number Puzzle match (as seen in the unit 08 smore under suggested activities). Students can also create new puzzles using coins as one of the four strategies to represent numbers.
- Number War (as seen in unit 08 smore under suggested activities)
- Dice: Have students roll two dice to create a two digit number (using two different sized di or different colored di can be helpful to determine tens and ones place. Students then draw a labeled card (or spin a spinner) to show what they will count by in order to get to that number (2,5, or 10). Students can use the support of a hundreds chart or elect not to. Partners use a hundreds chart to follow along and help partners as they count. Partners switch rolls.
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment