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Sarah Sennett

First Grade

Math

60 Minutes

Overview:

Students will need to solve real-world problems that involve the use of coins. Knowing which

order of operations to use and how to calculate money is crucial in life.

Standards:

Math:

1.MD.3: Recognize and identify coins, their names, and their values

1.OA.1: Represent and solve word problems involving addition and subtraction

Writing:

1.W.6: Use digital tools to produce and publish writing

1.L.2: Demonstrate the conventions of writing (capitals, spelling, punctuation)

Technology:

ISTE2: Communication and collaboration

ISTE6: Technology operations and concepts

Objectives:

Using Microsoft Word, TSWBAT apply the proper writing conventions to create a math word

problem with at least an 80% accuracy rate according to the writing rubric.

Using Microsoft Word, TSWBAT construct their own math word problem about money,

identify the appropriate coins, and correctly add/subtract the coin values with an 80%

accuracy rate according to the math rubric.

TSWBAT use the Microsoft Word tools to write a math word problem with at least an 80%

accuracy rate on the technology rubric.

Information:

All word problems contain a question and key terms that help the students to know what

operation to use.

Addition Key Words

more

in all

combine

total

sum

both

altogether

plus

fewer

remain

left

minus

less

take

difference

loss

Coins-Lesson 5

Sarah Sennett

Quarter

Nickel

25 cents

Dime

5 cents

Penny

10 cents

1 cent

Instructional Methods: Notes and Interactive Presentation

I have a job chart for my students, so please ask my Tech Specialist to turn on the

projector and computer. Then, they should open up the file on the desktop labeled

Daily Calendar while the students take out their calendar notebooks.

Note: The students should have completed their calendar notebooks first thing in the

morning for entry task. Go through each page of the calendar file with my Daily

News Kid using the SMART board (calendar, days of the week, weather, place value,

telling time, etc.) as the students check the work they completed in their notebooks.

When you get to the money page, take time to review the names and values of each

coin. It is also important that you practice adding sets of coins together since we are

finishing our money unit.

The last page of the file will be our Question of the Day. For this question you will

need to call on several different students to show that there are multiple ways to make

25 cents. After you and the students have discussed all of the possible answers, my

Tech Specialist can exit out of the Notebook file and the students can put away their

calendar notebooks.

Ask students to come to the carpet and sit in their assigned seats.

Coins-Lesson 5

Sarah Sennett

Instructional Methods: Lecture, Board Work, Partner Activity

As a whole class, make an I can poster on the chart paper. Write I Can at the

top of the chart and write with money. at the bottom of the chart. Explain to the

students that they have learned many things over the last week about money and we

are going to quickly review all that we have learned.

First have the students pair-share with their partner (they already have assigned

partners) for 2 minutes. Each partner will have one minute to say all of the things

they can do with money. After the 2 minutes have finished, call on some students to

share what they can do with money. Write their responses on the chart paper. The

following are the responses that should end up on the chart (you may have to guide

them to get the correct responses):

o Name the coins, identify the coins, know the coin amounts, add coins together

Let the students know that today they will add one more skill to the chart. Many of

them may be able to guess what that skill is since we write story problems for most of

the units that we cover. If you have time you can let them predict or you can just add

write and solve story problems to the chart.

Remind the students that all story problems include information and a question. Also

remind them that the problem always gives us clues to let us know if we need to add or

subtract. Review the words on the addition and subtraction anchor charts with the

students through choral reading.

As a whole class, brainstorm some possible word problems (that include money) and

write them on the board. Make sure that when you are writing you are reminding the

students that sentences start with capital letters, have spaces between the words, and

end with a punctuation mark. Note: Before you finish writing the sentence, ask them if

the sentence should end with a period or a question mark. Underneath the word

problem, draw the coins that are represented in the problem.

After completing a few examples, have the students pair-share story problems.

When they are done sharing, ask for a few examples to make sure that the students

are properly stating 2 facts and asking a question for each. Once again, you may

have to help a few students, but most should be able to do this task since we have

done it so many times before.

Let the students know that you will be taking them to the computer lab to write a word

problem. Make sure the Tech Specialist passes out everyones flash drives before

you leave and the Teachers Helper brings the addition/subtraction anchor charts.

Coins-Lesson 5

Sarah Sennett

Instructional Methods: Lecture and Assessment

When you arrive in the lab, each student will have an assigned computer. The students

should log into the computers and wait for your directions.

Once you have noticed that everyone is logged in, have the students open up

Microsoft Word. Note: You will need to turn on the teacher computer and SMART

board to display a sample.

From this point forward, you may give the directions and repeat them, but please do

not help the students. They have done all of these skills several times before and will

be assessed on their capabilities.

The students know to wait for your ONE STEP instructions and not to move on without

you. Once you have noticed that everyone has opened Microsoft Word, tell the

students to change their font to Comic Sans MS and the font to size 20.

Once everyone has completed this skill, tell the students to type their name at the top

and then press enter twice to start a new line.

On the SMART board, type the word problem example that you completed in the

classroom. Then under the question, insert the coins that are needed for the problem.

Then at the bottom of the paper, type the answer to the problem.

o Type the question (it can be an addition or subtraction question), insert the

pictures of the coins, and then type the answer to their question at the bottom

of their page. (Sample answer page is attached)

Remind the students to use the anchor charts to help them with writing their word

problems and also let them know THEY MUST USE AT LEAST 2 DIFFERENT COINS.

Explain to them they cannot use all pennies, or all nickels, etc. Note: While they are

working, walk around and make sure that they have sentences that allow them to use

different coins. For example: I have 3 cents. I found 2 cents. How much do I

have? would not work for this assignment because they would need to insert 5 pennies.

The sentence, I have 3 cents. I found 8 cents. How much do I have? would work

because they would insert 6 pennies and 1 nickel onto their page.

Tell the students that they may start and to raise their hand when they finish so that

you can check to make sure they have the 3 requirements listed above.

When the student has finished, they are to print the page (collect them so I can add

them to our math stations) and have them save the file under the name coins.

Finally, once they have printed and saved their work, they can use www.IXL.com until it

is time to leave the computer lab.

Coins-Lesson 5

Sarah Sennett

Diverse Needs:

Students who need preferred seating will be in the front based on the seating chart.

Students who need academic modifications may work with an aide to type for them.

Any students with vision problems will need the screen size/page size changed.

Students who are English language learners may complete the assignment in their

native language to then be translated by the ELL teacher.

Alternative Activity:

If the SMART board file will not work in the classroom, you can go over the calendar

notebook orally while the students are working along with you inside of their notebooks.

If the computers will not work for the students to use, they can complete the

assignment on notebook paper and they will need to draw the coins.

o To draw the coins they can just draw a circle, write the amount inside, and then

color the coin the appropriate color.

If you cannot get the SMART board to work in the computer room, you can show the

students the example on chart paper and tape it to the wall for all to see.

Assessment:

This is the last lesson before the students receive their unit test. The students will create a

written word problem completed by using Microsoft Word. The assessment will be used for

three different grades: writing, math, and technology. The objectives are listed on page 1 for

the different standards they are required to meet. Attached to this lesson, you will find the

rubric with the specific skills that I will use to grade the students.

To make sure that my students are able to complete the assessment accurately, I will listen and

help the students during the pair-share activities to make sure they have a clear and concise

understanding of the skill before they complete the activity they are being graded on.

Materials:

Opening Activity: SMART board and Calendar File

Main Lesson: Chart paper, Addition Anchor Chart, Subtraction Anchor Chart

Concluding Activity: Computers, SMART board, Addition Anchor Chart, Subtraction Anchor

Chart, Student Flash Drives, Printer

Coins-Lesson 5

Sarah Sennett

Writing Rubric

Standard

1.L.2

1.L.2

1.L.2

1.L.2

1.W.2

Skill

are used correctly.

Spacing between words and

sentences are used.

Proper punctuation is used.

High-frequency words are

spelled correctly.

Sentences are complete and

make sense to the reader.

0 Errors

1-2 Errors

3-4 Errors

5-6 Errors

0 Errors

1-2 Errors

3-4 Errors

5-6 Errors

0 Errors

1 Errors

2 Errors

3 Errors

0 Errors

1-2 Errors

3-4 Errors

5-6 Errors

0 Errors

1 Errors

2 Errors

3 Errors

0

More than 6

Errors

More than 6

Errors

More than 3

Errors

More than 6

Errors

More than 3

Errors

Math Rubric

Standard

Skill

1.OA.1

addition or subtraction.

2 examples

---------

1example

---------

0 examples

1.MD.3

0 Errors

1 Errors

2 Errors

3 Errors

More than 3

Errors

1.MD.3

0 Errors

1 Errors

2 Errors

3 Errors

More than 3

Errors

1.OA.1

2 facts and a question.

2 sentence

word problem

2 sentences

w/no question

Incorrect

answer

1 sentence

word problem

1.MD.3

3 sentences

word problem.

Correct

answer

---------

---------

Technology Rubric

Standard

Skill

ISTE.6

Sans MS

Correct font

Incorrect font

ISTE.6

Correct

font size

Incorrect

font size

ISTE.6

words and sentences

Proper

spacing

Improper

spacing

ISTE.6

Insert pictures

ISTE.6

the appropriate location

Pictures

inserted

Pictures

formatted

No pictures

inserted

Pictures not

formatted

convey a prob.

No answer

on page

Coins-Lesson 5

Sarah Sennett

Sarah Sennett

I have 3 cents in my pocket. My friend Jim gives

me 25 cents. How much money do I have in all?

28 cents

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