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1st Grade

Unit 2 - Mathematical Processes

This Unit can take between 3-4 weeks to complete depending on the level of the 1st grade class. An Honors 1st grade class can complete this Unit in 3 weeks where as an Emotionally Disturbed or Learning Disabilities class can take up to 3 weeks to completely grasp the concepts. Below is a break down for the 2 sections in the Mathematical Processes: 1- Money Counting Coins and 2- Telling Time.

New Jersey State Standards for 1st Grade Math Instructors/Students

Cumulative Progress Indicators:

|Number Sense [4.1.2.A] and Units of Measurement [4.2.2.D] |

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Section 1: Money-Counting Coins

Materials Needed: Laptop computer and Smart Board or a projector.

Classroom Set-Up: Have students sit in groups of four and five with their tables turned inward and facing each other for easy group interaction.

Week 1 and 2:

Objectives: Students will be able to correctly identify each coin and its assigned value. Students will also be able to identify the symbols associated with U.S. currency.

Vocabulary

Penny

Nickel

Dime

Quarter

Half-Dollar

Drill: (Estimated time of completion: 10 minutes)

With the vocabulary words, create a “Drill” or a practice exercise before the class begins. Have the students write each word into their notebook so that can practice, writing, reading and identifying the word. So that students are not overwhelmed, write the first 2 words the first day you introduced the lesson, and the last three words the following Day.

For Example:

Here is a sample layout of a Drill Exercise for Counting Coins:

|Name: Mamawa Fofana Date: Monday, June 4, 2011 |

|School: M.S. 8 Q Class:1-132 |

|Drill #1 |

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|How much is a Penny worth? |

|What can you buy with a penny? |

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|How much is a Nickel worth? |

|What can you buy with a nickel? |

Background:

A penny is worth 1 cent, a nickel is worth 5 cents, a dime is worth 10 cents, a quarter is worth 25 cents and a half-dollar is worth 50 cents. Pass around the class plastic replicas of the coins so that students can identify and view each coin.

Continue to work with the students and test their skills on counting in 1’s, 5’s and 10’s to prep them for counting the values of pennies, nickels and dimes. Also draw three number lines on the board, the first number line, should be in the intervals of 1’s, the next in 5’s and the third number line in 10’s. The class will then be asked a few questions to help identify the value of coins. For example: How many cents are 4 pennies?

(Answer 4 cents or 4 ¢) How many cents are 3 nickels? (15 cents or 15¢) How many cents are 7 dimes? (70 cents or 70¢)

Once students have begun to build their confidence, use these simulations to help them count and identify currency value;

* This site introduces a real life scenario to the students by using money to purchase candy at a candy store: (Practice time: 20 minutes)



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It gives a break down of each coin and even has a game where students have to choose the correct coin value to purchase candy in the store.

* A great game that allows students to identify the coins introduced in the classroom by re-creating the value showcased inside of the coin combo machine: (Practice time: 10 minutes)



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Activity 1- Create groups of four or five and have students work as a team to figure out what coins equal the currency value requested. Then have a ringer come up and click on coins that match up to the coin value. (Estimated time of completion: 35 minutes)

* With this MUVE, students have to get coins into a cup to equal the amount on the screen:

[pic]

Activity 2- Have each student look at the coin value above the cup, then have each student write down their variation of the value in their notebook. Then have 2 students (student A and B) come up at a time and say their variation out loud and then have student (A) put student (B)’s variation in the cup and vice versa. With fun sound affects the students are sure to have a great time.

For the quarter and half-dollar, after students are confident and can recognize and identify those coins, use this online simulation program that further emphasis the value of each coin. A great testing tool for students to enter total coin values and compare them:

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Assessments: All students will be quizzed after 2 weeks or when teacher feels students are at a mastery level of the topic. The quiz will contain 5-10 questions building on the concepts learned in class and through the MUVEs and Simulations and the Exam will be 15-20 questions and will consist of problems from the quiz and short answer response questions to ensure the thought process of each student is clear and concise. The following rubric will be used to grade short answer responses and follow the common core standards of New Jersey:

|Holistic Scoring Guide for Mathematics Open-Ended (OE) Items |

|(Generic Rubric) |

|3 - Point Response |

|The response shows complete understanding of the problem's essential mathematical concepts. The student executes procedures |

|completely and gives relevant responses to all parts of the task. The response contains few minor errors, if any. The response |

|contains a clear, effective explanation detailing how the problem was solved so that the reader does not need to infer how and why |

|decisions were made. |

|2 - Point Response |

|The response shows nearly complete understanding of the problem's essential mathematical concepts. The student executes nearly all |

|procedures and gives relevant responses to most parts of the task. The response may have minor errors. The explanation detailing |

|how the problem was solved may not be clear, causing the reader to make some inferences. |

|1 - Point Response |

|The response shows limited understanding of the problem's essential mathematical concepts. The response and procedures may be |

|incomplete and/or may contain major errors. An incomplete explanation of how the problem was solved may contribute to questions as |

|to how and why decisions were made. |

|0 - Point Response |

|The response shows insufficient understanding of the problem's essential mathematical concepts. The procedures, if any, contain |

|major errors. There may be no explanation of the solution or the reader may not be able to understand the explanation. The reader |

|may not be able to understand how and why decisions were made. |

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