Jessica Siegel, Christina Occhiogrosso, and Olivia Senior Grade: Kindergarten Rationale: We are introducing coins to students because

we want them to begin to identify coins and to know the value of each. We would also like to have students begin using basic addition with the coins. CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Objective: Students will be able identify a penny and a nickel and be will able to explain the differences and the similarities between them. Lesson Progression: First, I will introduce the penny. I will have a cut out, laminated, magnetic penny to put on the whiteboard. Then I will write penny underneath the cut out and write its value: 1 cent. I will ask the students what color the penny is. Students will most likely say that it is brown and I will tell them that another word for the color of the penny is copper. Next, I will ask the students if they know who is on the penny. If they have no idea, I will tell them that it is a president, and that the presidents name is Abraham Lincoln. Next, I will introduce the nickel. In the same way as I introduced the penny, I will put a nickel on the board, writing nickel and its value: 5 cents. I will ask the students what color the nickel is. The students will most likely say that it is gray and silver. I will ask the students if they think the man on the nickel is a president since the man on the penny was a president also. The students will most likely say that the man is a president too. I will ask the students what differences they notice between the penny and the nickel. Students can answer saying that the two coins are different colors, different sizes, have different president faces on them, different pictures or buildings on the back, and that they are worth different amounts. Next, we will do an activity as a class. I will place a certain number of nickels and pennies on the board and have the students identify and write down how many of each they see. I will have worksheets made, and make an answer key for what students should be writing for each answer. I will collect this at the end of the lesson. This will be a good assessment to see what students know about the coins and what I might need to reteach or help some students with further. For advanced learners here we could invite students to guess how much the nickels and pennies are worth total.

As a group or partner activity, students will be given a brown paper bag of fake coins, nickels and pennies. Students will each have an individual activity sheet. Each student will reach into the bag and look at what coin they chose. They will have to identify what the coin is, and then color in a graph. As they go through, the students will be able to see if they are choosing more pennies or nickels from the bag. At the bottom of the pennies column and at the bottom of the nickels column, I will have a total section where students should fill in the total number of nickels and pennies they found based on the graph they completed while doing the activity. Other Considerations: Materials: magnetic cutouts of front and back of penny and nickel, fake money for activity, activity sheets, real money to show students what it really looks like. Inspiration: this lesson was inspired by the kindergarten teachers at Cambridge Elementary School. Children will be engaged in this lesson if we talk about going to the toy store. For example I could say, Boys and girls, have you ever gotten some money for your birthday or Christmas and wanted to go buy something new? If you want to buy a new toy, youll have to know how much money you need to buy it. This gives students a reason for why learning about money is important. Differentiation: In order to accommodate different learners in our classroom, we will differentiate the lesson by providing visuals for students who have auditory processing issues. We will physically give each student a penny and a nickel so they can see what each coin looks like. For those who have attention deficits, we can ask these students to come up to the board to write either the value of the coin presented or to write down a physical characteristic about the particular coin. Allowing the students to come up to the board will give them movement breaks in order to regain their attention during the lesson because they are physically getting up and moving to the front of the room. For the students that need more assistance in grasping certain concepts, we can more explicitly give the directions to them by re-explaining what their task is one on one. This would include actually modeling writing the value or physical characteristic of the coin presented on a piece of paper. For the more advanced students, we can introduce the concept of addition with money by asking them What does two pennies plus one nickel equal? providing this addition problem will allow the more advanced students to stay engaged and may even challenge their thinking. Since this is a lesson for Kindergarten, we feel that these are the best ways to accommodate different types of learners since it is difficult to identify who truly has a learning disability because they are still early on in the learning process.

Assessment: We could assess the students by checking over the worksheet that they had to do. We could also do whole class activities; one of them would be to talk about the differences between penny and nickel. Having the students talk about how much money they would use to buy a piece of candy. This could be for the more advanced students, but it could work for the whole class. The teacher can show them a piece of can and say this cost 5 cent, which one of the coins would we want to use to buy this candy. Other assessments could be asking questions as we go along with the lesson, to check for how well they understand what is being taught to them.