IPG

Name: Corie Shine

Date(s): 02/27/2016

Subject: Math

Grade Level: 3rd

Opening Hook/Warm Up:

1. Read students the poem, Smart by Shel
Silverstein.
2. Ask the kids what they think was going on in
the poem. Do you think the character in the
poem understood the value of coins? Why or
why not?
3. Today we are going to review how to count
coins and apply that knowledge in real-life
instances when buying items.

TEK: 3.4(c) Determine the value of a collection of

coins and bills.

Objective: Student Friendly: Student will determine

the value of money when adding multiple coins. The
student will demonstrate various ways of combining
bills and coins to find the value of everyday items.

Big Understanding: This lesson is important because counting money is a life skill that students will need
for the rest of their life.
Summative Assessment Evidence: For homework students will be asked to complete the Counting
Money worksheet and turn back in for a formative grade.

Higher Level Questions to Incorporate: Ask students when in their life it might be important to know how
to count money? Ask the students to identify a time they used their own money to buy something. When
the cashier told you the total did him or her say, that will be 1 dollar, 2 quarters, and 3 dimes? (No)
Instructional Strategies / Student Activities/ Grouping Patterns:
1. Teacher Input/Modeling: I DO: We will review bills and coins and their values. Each student will be
given a zip lock bag of bills and coins to work with. I will put a bill or coin under Elmo and let the
students identify the bill or coin and its value. (Q) Why is it easier to identify the amount that the
bills represent? (They have the amount on them.)
2. Guided Practice: WE DO: Using How much is shown worksheet, together we will identify the value
of the bills and coins so we may find out the total dollar amount.
3. CFU (Checking for understanding): This will happen throughout the lesson as students respond
during guided practice and through observation of group work.
4. Independent Practice: YOU DO (Individual students): Students will work in pairs to complete the
worksheet My favorite things, where they must find out which bills and coins to use to come up
with the amount it will cost to purchase their favorite grocery/food items. I will ask students standup and share with the class the variations of coins they came up with to purchase the items.
Ending, Summary / Reflection: How many different ways were we able to come up with the same dollar
amount? As we can see, there are several different ways that we can create the same amount. Tomorrow
we will work on getting to the right dollar amount by using the fewest number of coins. We will also begin
looking at how to make change.
Materials / Resources: Where the Sidewalk Ends by Shel Silverstein, Elmo, How much is shown
worksheet for guided practice, My favorite things worksheet used for independent and group work,
Counting Money worksheet for homework, zip lock bags of bills and coins.
Grouping Patterns: Students will work in pairs on My favorite things worksheet.
Technology: Will utilize Elmo for teacher modeling/guided practice.

3/10/2016, page 1 of 1, Sequential IPG Template for ACT Institute Students