Campus: Lacy
Author(s): Brenda McKnight
Date Created / Revised: July 29, 2015
Six Weeks Period: 5th
Grade Level & Course: Kindergarten Math
Timeline: 10 days
Unit Title: Unit 13: Coin identification
Stated Objectives:
TEK # and SE
Lesson # 1
K.1
Mathematical process standards. The student uses mathematical processes to
acquire and demonstrate mathematical understanding. The student is expected
to:
K.1A
Apply mathematics to problems arising in everyday life, society, and the
workplace.
K.1C
Select tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math, estimation,
and number sense as appropriate, to solve problems.
K.1G
Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
K.4
Number and operations. The student applies mathematical process standards to
identify coins in order to recognize the need for monetary transactions. The
student is expected to:
K.4A
Identify U.S. coins by name, including pennies, nickels, dimes, and quarters.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
Misconceptions
Money is used in everyday life.


What is the purpose of money?
Why are coins an important form of money?

Some students may think coins are only identified based on color or size rather than
recognizing other identifying characteristics such as the images on each side of coins
or the texture of the edges of coins.
Some students may think all coins of each denomination look the same rather than
recognizing that the U.S. Mint periodically produces special edition coins or changes
the images on coins.

Key Vocabulary









Coin
Copper
Dime
Head/front
Penny
Quarter
Silver
Tail/back
Nickel
Suggested Day
5E Model
Instructional Procedures
Day 1Engage/Explore/
Explain
Invite children to act out counting to 7. Ask 5 volunteers to
stand at the front of the room. As a class, count the number of
volunteers out loud. Ask 2 more volunteers to stand. How
many children are at the front of the room now? (7) Is 7 more
or less than 5? (more).
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials, Resources,
Notes




Math Board pg 496
Real or play pennies
Pg. 495 (15.1)
Math on the Spot
Video Tutor

Plastic or real
pennies.
Whiteboard
Dry Erase marker
Pencils- sparkly and
plain
Texas Go Math
workbook p. 497-498
Using the Digital Lesson 15.1 ask children to illustrate the toy
truck that Scout found. Remind them to include the price tag
with the number 5. Guide children towards knowing what
pennies look like and what they are used for.
Read the problem aloud as children listen
Jessica’s uncle gave her a coin for her coin bank. It looks like
the coin on your page. What coin did her uncle give her?
Invite children to explore and hold a penny.
-This coin is called a penny.
-What color is it? (brown or copper)
Have children place a penny to match each one shown. Have
children tell what is the same and different about the pennies.
-There is a picture of a president from a long time ago,
Abraham Lincoln, on the front of the penny. This side is called
heads.
-There is a picture of a building called the Lincoln Memorial on
the back of the penny. This side is called tails.
-Feel around the edge. How does it feel? (smooth)
-Trace or write the number that shows how many pennies
Share and show Math Board pg 496.
-How is counting a penny like counting a counter? (you count
each one only one time).
-Does it matter if the penny is heads up or tails up when you
are counting? (no)
-Look at Exercise 1. How many pennies are there? (5). Write
the number.
For exercises 2-4 have children continue to count the pennies
in each exercise and write the number. (independent practice).
Day 2- Elaborate
Have children share what they learned about pennies.
Hold up one play penny. How many pennies do I have? (1)
Hold up 2 play pennies. Now how many pennies do I have?
(2).
Introduce this problem:
Josh has 8 pennies. He needs some pencils for school. Pencils
with sparkles cost 5 pennies. Plain pencils cost 3 pennies.
Josh decides to buy the plain pencils because they are
cheaper. How many plain pencils can he buy with his 8
pennies? How many sparkle pencils could he have bought?
Which is the better deal?
Use the white board and help students solve the problem.
Hand out workbook p. 497. Have children look at the toys on
the page. Explain that each one has a tag that tells how many




pennies it costs. Students will match the toys to the correct
number of pennies. Help students complete p. 498.
Day 3 – Engage/
Explore/Explain
Have children share what they learned about pennies.
Hold up one play penny. How many pennies do I have? (1)
Hold up 2 play pennies. Now how many pennies do I have?
(2).
Using the Digital Lesson 15.2 have children use different color
counters to model the pennies and nickels that Scout finds.
Guide children towards identifying and counting nickels.




Math Board pg 501
Real or play nickels
Math on the Spot
Video Tutor
Pg. 502 (15.2)
Read the problem aloud as children listen.
David found a silver coin on the sidewalk. It looks like the one
on you page. What coin did he find?
Invite children to hold and explore a nickel.
-This coin is called a nickel.
-What color is it? (silver or gray)
Have children place a nickel to match each one shown. Have
children tell what is the same and different about the nickels.
-There is a picture of a president from a long time ago, Thomas
Jefferson, on the front of the nickel. This side is called heads.
-There is a picture of a building called the Monticello,
Jefferson’s house, on the back of the nickel. This side is called
tails.
-Feel around the edge. How does it feel? (smooth)
-Write the number that shows how many nickels in the set at
the bottom of the page (501).
Share and Show Math Board pg. 502.
-Look at exercise 1. How many nickels are there? (9) Write the
number.
-Does it matter if the nickel is heads up or tails u when you are
counting? (no)
For exercises 2 through 3, have children continue to count the
nickels in each Exercise and write the number. (independent
practice).
Day 4 – Elaborate
Have children share what they know about the differences
between pennies and nickels.
Introduce this problem:
Ryan gets a coin for walking the neighbor’s dog. Darya finds a
coin. They have different coins. Both coins have smooth
edges. Ryan’s coin is silver and Darya’s coin is copper. What
coin does each person have?




Plastic or real pennies
and nickels.
Whiteboard
Dry Erase marker
Texas Go Math
workbook p. 503-504
Use the white board and help students solve the problem.
Hand out workbook p. 503. Have students look at the coins
and name them. Help students complete p. 503-504.
Day 5– Engage/
Explore/Explain
Have children share what they know about the differences
between pennies and nickels.


Math Board pg 507
Real or play pennies,
nickels, and dimes
-How are nickels different than pennies? (answers may vary;
they are different sizes, they are a different color, etc).
Give each child a mixed sample of 5 penny and nickel
manipulatives and ask them to put the pennies and nickels into
separate piles.


Math on the Spot
Video Tutor
Pg. 508 (15.3)
Using the digital lesson, have children describe the scene in
their own words. Hel p children understand what dimes look
like and what they are used for.
Read the problem aloud as children listen.
Renee bought a pencil with a silver coin. It is small and has
bumpy edges. What coin did she use to buy her pencil?
Invite children to hold and explore a dime.
-This coin is called a dime.
-What color is it? (silver)
Have children place a dime to match each one shown at the
top. Have children tell what is the same and different about the
dimes.
-There is a picture of a president from a long time ago, Franklin
D. Roosevelt, on the front of the dime. This side is called
heads.
-There is a picture of a torch and branches on the back of the
dime. This side is called tails.
-Feel around the edge. How does it feel? (bumpy)
-Write the number that shows how many dimes are in the set at
the bottom of the page (507)
Tell children that you will be asking questions about money.
There are no right or wrong answers.
-Display 1 dime. Display 10 pennies. Would you rather have 1
dime or 10 pennies? Why? (possible answers: ten pennies
because they are worth 1 dimes, but I’d get to put more coins
in my bank; a dime because it is worth 10 pennies, but it’s
easier to carry; ten pennies because I collect pennies, etc.)
-Lead a discussion about children’s responses.
-Continue with similar questions and encourage children to
explain their reasoning.
Share and Show Math Board pg 508 (15.3)
-Look at exercise 4. How many dimes are there? (7) Circle
the dimes. Write the number.
-Does it matter if the dime is heads up or tails up when you are
counting? (no)
Repeat exercises 2 and 3, having children circle and count the
dimes in each exercise and write the number (independent
practice).
Day 6 – Elaborate
Have children share what they know about the differences
between pennies, nickels, and dimes.

Introduce this problem:
Steve helps weed the vegetable garden and earns one small
coin that is silver with smooth edges and one brown coin with
smooth edges. Does Steve have a dime? Why or why not?



Review the properties of each coin.
Plastic or real
pennies, nickels, and
dimes.
Whiteboard
Dry Erase marker
Texas Go Math
workbook p. 509-510
Hand out workbook p. 509. Have students look at the coins
and name them. Help students complete p. 509-510.
Day 7 – Engage/
Explore/Explain
Ask children to talk about nickels and dimes.
- What are some differences between nickels and dimes?
(answers may vary; their size, the face on the front, etc.)
-What things are the same about nickels and dimes? (answers
may vary; they are both round, they are both silver, etc.)
-What are some reasons people might use coins? (Answers
may vary; for a vending machine, for a bake sale, etc.)




Math Board pg 513
Real or play pennies,
nickels, dimes, and
quarters.
Math on the Spot
Video Tutor
Pg. 514 (15.3)
Using the digital lesson help children understand how to tell the
difference between quarters and other coins.
Read the problem aloud as children listen
Lily has a silver coin behind her back. She says t is larger than
a nickel and has bumpy edges. What is the name of her coin?
Invite children to hold and explore a quarter.
-This coin is called a quarter.
-What color is it? (silver)
Have children place a quarter to match each one shown. Have
children tell what is the same and different about the quarters.
-There is a picture of our first president, George Washington,
on the front of the quarter.
-There are many different backs or tails for a quarter. There
are different pictures for states, national parks, and some have
an eagle. The quarters are all the same color and size and the
edge is always bumpy.
Show a few different backs for quarters.
-Feel around the edge. How does it feel? (bumpy)
-Circle the quarters in the set at the bottom of the page. Write
the number that shows how many quarters. (pg.513)
Display each coin and have children name it. Call on
volunteers to describe the quarter and compare it to other
coins.
Give groups a pile of coins to put into groups by kind.
-How did you decide which groups to put your coins in?
(possible answer: I put the pennies together, the nickels
together, the dimes together, and the quarters together.
Have one member of the group choose a coin. Ask them to
keep it hidden from the rest of the group. Have other group
members ask questions about the hidden coin until someone
can guess which coin is hidden.
Share and show math board (pg 514)
-Look at exercise 1.
-How many quarters are there? (3) Write the number.
Repeat for exercises 2 and 3, having children count the
quarters in each exercise and write the number (independent
practice).
Day 8 – Elaborate
Have children share what they know about the differences
between pennies, nickels, dimes, and quarters.

Introduce this problem:

Plastic or real
pennies, nickels,
dimes, and quarters.
Whiteboard
Rick earns a silver coin for helping his grandfather. Sherrie
gets a silver coin as a gift from her aunt. They have different
coins. Both coins are larger than a penny. Sherrie’s coin has
smooth edges and Rick’s coin has bumpy edges. What coins
does each person have?


Dry Erase marker
Texas Go Math
workbook p. 515-516

Real or play pennies,
nickels, dimes, and
quarters.
Yellow, green, red,
and blue crayons.
Math Board pg 519
Review the properties of each coin.
Hand out workbook p. 515. Have students look at the coins
and name them. Help students complete p. 515-516.
Day 9 –
Engage/Explore
Ask children what they know about different types of coins.
-How many different kinds of coins can you name? (4;
pennies, nickels, dimes, and quarters)
-What is the same about the coins? (possible answers: they all
buy things, they all have faces on them)
-What is different about the coins? (Possible answers: they are
different sizes, they have different faces).


Using the digital lesson help children recognize and count the
different types of coins.
Read the problem aloud as children listen.
Jane is earning money at her lemonade stand. She wants to
save 8 quarters. How many more quarters does Jane need?
-Look at the coins on the table at the lemonade stand. Name
the coins you recognize. (penny, nickel, dime, quarter)
-Point to a penny. Circle the pennies in yellow. How many
pennies are there? (3)
-Point to a nickel. Circle the nickels in green. How many
nickels are there? (2)
-Point to a dime. Circle the dimes in red. How many dimes are
there? (5)
-Point to a quarter. Circle the quarters in blue. How many
quarters does Jane have? (3) Write the number.
-How many quarters does Jane need? (5).
Separate children into groups of 3. Provide coins.
-Ask each child to take a handful of coins.
-Have each child talk about his or her group of coins. How
many coins do they have? How many of each coin? Compare
with the other people in your group.
Repeat.
Day 10 –
Explain/Elaborate
Ask children what they know about different types of coins.
-How many different kinds of coins can you name? (4;
pennies, nickels, dimes, and quarters)
Read the problem aloud to children.
Posey uses eight coins to buy a doll.
-Look at the 2 sets of coins in exercise 1. Which one did
Posey use?
Invite children to act out the problem using coins and
classroom objects.
-Circle the set of coins she used to buy the doll. (children
should circle the set of eight pennies).



Math Board pg 520,
521
Real or play pennies,
nickels, dimes, and
quarters.
Math on the Spot
Video Tutor
Direct children’s attention to exercise 2. Read the following
problem aloud.
Henry uses six coins to buy a toy airplane.
Encourage children to act out the problem using coins and
classroom objects.
-Circle the set of coins he used to buy the airplane. (children
should circle the set of 1 nickel and 5 pennies).
Direct children’s attention to exercise 3. Read the following
problem aloud.
Violet uses two coins to buy a toy train.
-Look at the sets of coins. Which one did Violet use?
Encourage children to act out the problem using coins and
classroom objects.
-Circle the set of coins she used to buy the train (children
should circle the set of one nickel and one dime)
Direct children’s attention to exercise 4. Read the following
problem aloud.
Gus uses one con to buy a toy puppy.
-Circle the set of coins he used to buy the puppy.
-Lead students to find the set of coins Gus used following
similar questioning above to complete exercise 4.
-Do the H.O.T. problems on the Math on the Spot Video Tutor
as extra practice if needed.
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.