**Title:** Let’s go Shopping!

**Goal:** Help students learn how to count change using dimes, nickels and pennies.

**Objectives:**

- Students will be able to identify the value of a dime, nickel and penny.
- Students will be able to purchase an item using dimes, nickels or pennies.
- Students will be able to visually demonstrate the coins they used to purchase their items.

**Intended Audience:** 1^{st }and 2^{nd} grade Multisensory/ Mathematics

**New York State Learning Standards:**

**Standard 3: Mathematics**

Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

K.CM.3 Listen to solutions shared by other students

K.CN.1 Recognize the presence of mathematics in their daily lives

K.N.1 Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 10)

K.PS.10 Explain to others how a problem was solved, giving strategies

**Prerequisite Knowledge: **

- Students should be familiar with the basic characteristics of a dime, nickel and penny.
- Students should be familiar with the values of a dime, nickel and penny.

**Materials Needed:**

- Bags with dimes, nickels and pennies
- “Bob’s hand” handout
- Money reference charts
- Items (pencils, crayons, etc) for students to purchase
- Cut-outs of dimes, nickels and pennies

**Procedure:**

**Introduction: “ Boys and Girls remember the activity we worked on yesterday using Bob’s hand, today we will be practicing using different strategies to help us count change”.**

1. Students should be seated at their desks. Direct students to face the number chart located in the front of the classroom.

2. Begin by asking students to count by 5’s and then count by 10’s as you point to each number. This skill is important to review and master, considering students will be counting by 5’s and 10’s when they go shopping for their items.

3. At this point, students will all receive a zip lock bag with dimes, nickels and pennies; a coin reference chart and “Bob’s hand” handout.

**Figure 1. First grade coin reference chart**

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**Figure 2. Second grade coin reference chart**

** ****Figure 3. Bob’s hand**

4. The teacher will bring up “Bob’s hand” on the smartboard and ask students to briefly give the name and value of each coin. Fore example,

Dime = 10¢

Nickel = 5¢

Penny = 1¢

As students give the value for each coin, the teacher should write the value of each coin under its respective picture.

5. The teacher will then ask students to open their zip-lock bags and give Bob:

a. 7

b. 10¢

c. 15¢

d. 20¢

6. It is essential at this point for the teacher to walk around the classroom and make sure students understand the concept of counting and making appropriate change. This should only take approximately 5-7 minutes and should only be used for review purposes. The teacher will then model these different amounts on the smartboard.

7. At this point, the teacher will inform students that they have all done a wonderful job and they are all ready to go shopping.

8. Students will be divided into groups of three since there will be three shopping stations. For this lesson, all thirteen students will be divided according to grade level and class. In other words,

Mr. H’s and Mrs. B’s students = RED

Mrs. D’s students = YELLOW

Mrs. R’s = BLUE

9. Students will be told the goal of the activity is to buy as many items as they can using the coins in their zip-lock bags.

10. Students in the RED group are in first grade and their item prices are differentiated. Their goal is to be able to make up to 20¢ using dimes and pennies.

11. The BLUE and YELLOW group both are both second grade students and their item prices are more complex since they are expected to make use of all the coins.

12. Each station will have a supervisor, once each student arrives to their station, they will be given simple instructions from the supervisor.

13. Before students go to a station, the teacher will ask them to meet on the mat and she will model what will happen at the stations.

14. Each student will receive a “Let’s go Shopping” handout where they will have to record the item they bought, the cost of the item and which coins they used to pay for their item.

15. If by any chance a student was to finish ahead of time, they will be given a money handout where they will be able to practice their skills.

16. Once all students finish buying their items, they will be told to gather at the mat. At this time, the teacher will ask students to turn to their partners and share the items they bought and what coins they used to buy their item.

17. The teacher will walk around and listen into random groups conversations, and then she will ask a few students to share their ideas with the class. As students share, the teacher will visually demonstrate the coins students used.

**Conclusion: “Boys and Girls, everyone did a great job buying their items using your coins. Can anyone tell me why it is important to be able to know how to count money?”**

**Adaptations: **

- Teacher will be walking around the room providing assistance.
- Students will be able to use coin cut-outs to demonstrate the coins they used instead of writing which coins they used.
- Groups will be differentiated based on curriculum grade level.
- Coin reference charts with visual aids will be provided for all students.

**Assessment:**

- Students writing will serve as the main assessment.
- The teacher will also be walking around assessing students.
- Students will be held accountable through their “Let’s go Shopping” handout.
- Students will also be informally assessed during Think pair share time.