1 / 25

Exploring Coins

Exploring Coins. Allison E. Andrews April 30, 2009 EDU327: 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.

fuller
Download Presentation

Exploring Coins

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Exploring Coins Allison E. Andrews April 30, 2009 EDU327: Teaching to the Standards Daemen College

  2. Peer Review Focus Question • What other activities could I do to help Kindergarteners recognize coins and know their value?

  3. District and School Ken-Ton Central School District Edison Elementary School Kindergarten Vinny Miranda

  4. Grade Level and Ability of Students • Kindergarten • General Education Classroom • 18 students: 9 boys and 9 girls • 3 students have IEP’s for speech related delays • Ability levels range from below grade level to above grade level.

  5. Time Frame • Culminating activity of a 1-week unit on money. • Planning took ~5 hrs • Implementation 1 class period ~60 minutes. • 5 mins: anticipatory set • 10-15 mins: guided practice • 25-30 mins: independent practice • 10-15 mins: closure activity • Assessment took ~5 mins

  6. Objectives • Students 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.

  7. 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

  8. 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?

  9. 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.

  10. Students Tasks Review coins in whole group setting. Model activity with students. Students sort bag of coins onto the coin sort work mat. Students record the amount of coins and then find the value. Using a calculator find total value of coins together. Share work with class. See page 14 of LE for detailed list of procedures

  11. New York State Learning Standards New York State Learning Standard: MST MST Standard: Mathematics Content Standard: Standard 3 Content Strand: Measurement Band: Units 1.M.4 Know vocabulary and recognize coins (penny, nickel, dime, quarter) Content Strand: Statistics and Probability Band: Analysis of Data PK.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.

  12. Assessments • Pre- Assessment: Money Sort Worksheet • Formative Assessment: Coin Sort Worksheet & Exploring Coins Rubric • Summative Assessment: Group discussion See pages 7 -8 of LE for details about assessment

  13. Pre-Assessment Tool:Money Sort Worksheet

  14. Assessment Tool:Exploring Coins Rubric

  15. Teacher Exemplars

  16. 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 / 1 Dime 0 / 1 Quarter 0 / 1 Total = 1 / 4 Money Sort Total = 2 / 8

  17. 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 / 1 Dime 0 / 1 Quarter 1 / 1 Total = 2 / 4 Money Sort Total = 4 / 8

  18. 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 / 1 Dime 1 / 1 Quarter 0 / 1 Total = 2 / 4 Money Sort Total = 6 / 8

  19. 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 / 1 Dime 1 / 1 Quarter 1/ 1 Total = 4 / 4 Money Sort Total = 8 / 8

  20. Beginning Student Work Sample

  21. Developing Student Work Sample

  22. Proficient Student Work Sample

  23. Distinguished Student Work Sample

  24. Modification Table For a complete list of modifications see page 16 of LE

  25. 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.

More Related