Emily Boersma and Jessica Maier
Lesson #1: ‘20 Dollar Bill’
Length: 30 minutes
College Supervisor: Nancy Cook
Date: February 1, 2012
OBJECTIVE: The learner will distinguish a $20 bill at 100% accuracy.
Grade Level Content Expectations (GLCE):
1st Grade Mathematics GLCE - M.UN.01.05 Match one coin or bill of one
denomination to an equivalent set of coins/bills of other denominations.
4th Grade Mathematics GLCE - N.ME.04.15 Read and interpret decimals up to
two decimal places; relate to money and
place value decomposition.
Behavioral Expectations:
1.
2.
3.
4.
Show respect
Come prepared to learn
Positive attitude
Be responsible
OUTLINE OF LESSON:
Anticipatory Set- Have store bought items organized in the front of the
classroom. Each item will have a price tag of 20 dollars, representing things that can
be bought with this amount of money.
[Watch video if time: http://www.youtube.com/watch?v=XWbK9vu877g]
Objective- “Today, we are going to learn how to tell the difference or set
apart a $20 bill from a $1, $5 and $10.”
Rationale- “We need to know what a $20 bill looks like so we can purchase
items from the store and know what bill to pay with when we purchase the item.”
Input- “We know that this is a $1 bill because it has President George
Washington on the front and a big number 1 in the corners. It’s also worth less than
a $5 bill and a $10 bill.”
“We know that this is a $5 bill because it has President Abraham
Lincoln on the front and a big number 5 in the corners. It’s worth more than a $1 bill
but less than a $10 bill.”
“We know that this is a $10 bill because it has President Alexander
Hamilton on the front and a big 1-0 in the corners. It’s worth more than a $1 bill and
a $5 bill but less than a $20 bill.”
“This bill right here is a $20 bill.”
Model- (Think Aloud) “I know for a fact that this bill is a $20 bill because I
have a song that helps me remember. It goes like this:
The 20-Dollar Bill
I know a song
It’s really kind of funny
It’s all about dollar bills
And learning how to count money!
1 dollar, 5 dollar, 10 dollar, 20 DOLLAR, 50 dollar
A 20-dollar bill is green as can be
President Jackson on the front, you will see.
He is the man whose got a full head of curly hair
He has a smirk on his face and a stone-like stare.
This bill has a big 2-0 on it too
Knowing a 20-dollar bill is as easy as tying my shoe.
1 dollar, 5 dollar, 10 dollar, 20 DOLLAR, 50 dollar
A 20-dollar bill can buy a lot more
Than a 1-dollar, 5-dollar or 10-dollar at the store.
Ask me to find a 20-dollar bill and I’ll know
Cause’ I will rap this song like a pro.
1 dollar, 5 dollar, 10 dollar, 20 DOLLAR, 50 dollar”
Checking for Understanding- (Whisper shout ‘yes’ or ‘no’) “Now, I am going
to scramble the bills. Be sure to close your eyes! When I tell you to open your eyes,
whisper shout ‘yes’ if I am pointing to a $20 bill or whisper shout ‘no’ if I am not
pointing to a $20 bill. Ready? Open your eyes!” (Point to a $20 bill: YES, point to a $5
bill: NO, point to a $20 bill: YES, point to a $10 bill: NO.)
Guided Practice- The first activity will simply serve as an auditory aid for
the students. The second activity is at a receptive/recognition level. It will convey to
me if the student can distinguish a $20 bill.
1. Sing it Loud and Proud!
(I will hand out the lyrics of the $20 Bill Song to all students.) “For this
activity, I want you to look at the lyrics in front of you. I want you to take out your
favorite color marker, and circle parts of the song that are different than the $1 Bill
Song, the $5 Bill Song, and the $10 Bill Song.” (I will watch closely and provide aid if
necessary.)
2. Color the $20 Bill!
(I will hand out a worksheet that has various bills scrambled up.) “Now, I
want everyone to distinguish a $20 bill by coloring it green. If you are having a hard
time remembering what a $20 bill looks like, you may take a peek at the $20 Bill
Song!” (I will watch closely and re-teach skills if necessary.)
Independent Practice- “On this worksheet, choose the bill that is worth
more money. Color the bill green that is worth more money. When you’re done, raise
your hand and I will check your answers.”
Closure- “Awesome job! You now know what a $20 bill looks like!
Remember, we know what a $20 bill looks like because it has President Jackson on
the front, with his full head of curly hair and his stone-like smirk, and a big 2-0 in the
corners!”
Evaluation- (Flashcard check) I will use flashcards for my evaluation. I will
show the student a flashcard with a bill on it. They must say ‘yes’ if a $20 bill is on
the flashcard of ‘no’ if a $20 bill is not on the flashcard.
Evaluation of Objective- Student will be able to distinguish a $20 bill when
compared to other bills. The learner will distinguish a $20 bill at 100% accuracy.
Materials Needed- Items worth $20, computer for Youtube video, money ($1,
$5, $10, and $20), the $20 Bill Song lyrics, ‘Sing it Loud and Proud!’ activity, ‘Color
the $20 Bill!’ activity, ‘Which is More?’ independent activity and bill flashcards used
for student evaluation.
Emily Boersma and Jessica Maier
Lesson #2: ‘Locate it!’
Length: 30 minutes
College Supervisor: Nancy Cook
Date: February 1, 2012
OBJECTIVE: The learner will locate a $20 bill at 100% accuracy.
Grade Level Content Expectations (GLEC):
1st Grade Mathematics GLCE - M.UN.01.05 Match one coin or bill of one
denomination to an equivalent set of coins/bills of other denominations.
4th Grade Mathematics GLCE - N.ME.04.15 Read and interpret decimals up to
two decimal places; relate to money and
place value decomposition.
Behavioral Expectations:
1.
2.
3.
4.
Show respect
Come prepared to learn
Positive attitude
Be responsible
OUTLINE OF THE LESSON:
Anticipatory Set- Have a teacher-student role play. The teacher will buy an
item from the student with a $20 bill.
Objective- “Today, we are going to learn how to locate a $20 bill in a wallet.”
Rationale- “We need to know how to locate a $20 bill so that when we buy
something, we can choose the right bill to pay with.”
Input- “I know that this is a $20 bill because I see President Andrew Jackson
on the front with his full head of curly hair. I also know it’s a $20 bill because it has a
big 2-0 in the corners.”
Modeling- “I need a $20 bill to buy a new pair of shoes. Let’s see if I can find
a $20 bill in my wallet.”
Teacher pulls out a $1 bill from wallet “Hum, this is not a $20 bill. This bill has
President George Washington on the front. It must be a $1 bill.”
Teacher pulls out a $5 bill from wallet “This is not a $20 bill either!
This bill has President Abraham Lincoln on the front. It must be a $5 bill.”
Teacher pulls out a $10 bill from wallet “This is not a $20 bill! This bill
has President Alexander Hamilton on the front. It must be a $10 bill.”
Teacher pulls out a $20 bill from wallet “Oh wait, this might be it! This
bill has a man with a full head of curly hair on it. It’s President Jackson! This bill also
has a big 2-0 in the corner. Hurray! I found a $20 bill to pay for my shoes.”
Checking for Understanding- (Clap once) “Now, I am going to jumble all
these bills and put them back in my wallet. I want you to watch carefully. If I pull out
a $20 bill, I want you to clap once. If I pull out a $1 bill, $5 bill or $10 bill, give me
thumbs down because it is not a $20 bill. Are you ready?” (Pull out a $10: Thumbs
down, pull out a $20 bill: clap, pull out a $1 bill: thumbs down, pull out a $20: clap
once.)
Guided Practice- The activity is at a recognition level. It will convey to me if
the student can locate $20 bill.
1. Find it in My Wallet!
(I will hand out paper wallets to each student. The wallets will be filled with
different bills.) “Alright, I want everyone to open up his or her wallet, and
find a $20 bill. Hold it up once you find it! Awesome! Now, jumble up the bills.
Here we go. Can everyone take out all their money from their wallet, and find
three $20 bills.” (I will watch closely and provide aid if necessary.)
Independent Practice- (Each student will have a box. The box will be filled
with various coins and bills.) “Does everyone have their own box? Good. For
this activity, you are going to search through the box, and find as many $20
bills as you can. After you are sure you have found all the $20 bills in your
box, record your total number, with a marker, on top of your box. Also, place
your name on the box and turn it in on the back table.” (I will watch closely
and provide aid if necessary.)
Closure- Wow! You can now locate a $20 bill from your wallet. Nice job!
Evaluation- The student will have a $1 bill, $5 bill, $10 bill and $20 bill in
front of them. The teacher will ask the student to locate the $20 bill by
placing a hand on the $20 bill in front of them.
Evaluation of Objective- Student will be able to locate a $20 bill when
compiled in a stack of other books. The learner will locate a $20 bill at 100%
accuracy.
Materials Needed- An item worth $20, paper wallets, money ($1, $5, $10,
and $20), and a box filled with various coins and bills.
Emily Boersma and Jessica Maier
Lesson #3: ‘Identify it!”
Length: 30 minutes
College Supervisor: Nancy Cook
Date: February 1, 2012
OBJECTIVE: The learner will identify a $20 bill at 100% accuracy.
Grade Level Content Expectations (GLEC):
1st Grade Mathematics GLCE - M.UN.01.05 Match one coin or bill of one
denomination to an equivalent set of coins/bills of other denominations.
4th Grade Mathematics GLCE - N.ME.04.15 Read and interpret decimals up to
two decimal places; relate to money and
place value decomposition.
Behavioral Expectations:
1.
2.
3.
4.
Show respect
Come prepared to learn
Positive attitude
Be responsible
OUTLINE OF THE LESSON:
Anticipatory Set- The teacher will dress up as President Andrew Jackson.
Objective- “Today, we are going to learn how to identify a $20 bill.”
Rationale- “We must know how to identify a $20 bill in order that we may
buy a pair of shoes, purchase candy from the store, and pay for our parents dinner.”
Input- “I know how to identify a $20 bill. I can tell that a bill is worth $20
because I see President Andrew Jackson on the front, with his full head of curly hair,
and a big 2-0 in the corners.”
Modeling- (A tub of bills is placed at the front of the room.) “The object of
this activity is for me to pull out a $20 bill from the tub. I must keep my eyes closed
when I put my hand in the tub. I will grab only one bill from the tub. I will then open
my eyes and identify what bill it is. If I pulled out a $20 bill from the tub, I can go
back to my seat. If I pull out a $1 bill, $5 bill or $10 bill, I must state why it’s not a
$20 bill, place the bill back in the tub, and try again. “
Checking for Understanding- (Make an ‘O’ or an ‘X’) “Let’s play the game
together.” Teacher places hand in tub and pulls out a $5 bill. The students make an Xsign with their arms. “You’re right. This is not a $5 bill because it does not have
President Jackson, with his full head of curly hair, on the front or a big 2-0 in the
corners. Let’s try again.” Teacher places hand in tub and pulls out a $20 bill. The
students make an O-sign with their arms. “Awesome. I pulled out a $20 bill. I can now
go back to my seat.”
Guided Practice- The activity will call for students to search for and identify
$20 bills placed around the room.
1. Scavenger Hunt: Find the $20’s
(I will hand out a recording worksheet.) “This is going to be fun! I have hid many
bills around the room. Some may be in closets, some under the desks. The object of
this game is to identify as many $20 bills as you can find. When you find a $20 bill,
be sure to record where you found it on your worksheet. Try to be sneaky! You don’t
want your peers to see where you are finding $20 bills. I will give you 10 minutes to
find as many $20 as you can. Ready, set, GO!!”
Independent Practice- “Does everyone have a worksheet? Good. As you can
see, the worksheet has many different bills on it - $1 bills, $5 bills, $10 bills and $20
bills. Your task is to first identify the $20 bills on the worksheet, and then cut them
out. When you have cut all the $20 bills out of the worksheet, please raise your hand
and I will bring a paper clip so that you can clip all your $20 bills together.”
Closure- “You guys did it! You mastered how to identify a $20 bill. I am so
proud!”
Evaluation- Each student will create a poster. On the poster, students will
convey ways in which they identify a $20 bill (President Andrew Jackson the front
and a big 2-0 in the corners). The rubric for the poster will be clearly explained to
the students prior to presenting example posters.
Evaluation of Objective- The student will communicate how they identify a
$20 through making a poster. The learner will identify a $20 bill at 100% accuracy.
Materials Needed- A tub of bills, Scavenger Hunt recording worksheet,
worksheet with various bills on it, and poster board.