Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 72906
How Many Ways Can You Make Combinations of Pennies
and Dimes?
Are you looking for an engaging way to teach your students how to add combinations of pennies and dimes? This lesson is for you and your
students! In this lesson, the students will be using real world situational problems, ten frames, base ten blocks, pennies, and dimes to add
combinations. This lesson starts with whole group, moves to guided practice, then progresses to independent practice. The lesson ends with a
summative assessment and a rubric for you to use when grading.
Subject(s): Mathematics
Grade Level(s): 1
Intended Audience: Educators
Suggested Technology: Document Camera,
Overhead Projector
Instructional Time: 45 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: money, pennies, penny dimes, dime, compute, value, combinations, coins, addition
Resource Collection: FCR-STEMLearn Mathematics General
ATTACHMENTS
Formative AssessmentAssessing Prior Knowledge.pdf
Independent Practice Self Check.pdf
Pennies and dimes for students.pdf
Summative Assessment.pdf
Teacher big coins.pdf
Formative Assessment Checklist and Anecdotal Notes.pdf
Rubric for Summative Assessment.pdf
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will compute the value of combinations of pennies and/or dimes up to 20 cents using coin manipulatives.
Students will use a ten frame to make connections to help compute the value of combinations of pennies and/or dimes.
Student will attend to precision when counting combinations of coins.
Prior Knowledge: What prior knowledge should students have for this lesson?
1. Students need to know how to use the ten frame.
2. Students need to know the value of pennies and dimes.
Guiding Questions: What are the guiding questions for this lesson?
1. How do we show a number on the ten frame?
2. How do you know?
3. How can we show that number on a ten frame with a coin?
page 1 of 4 4. How many pennies does it take to fill up the ten frame?
5. What could we exchange ten pennies for?
Teaching Phase: How will the teacher present the concept or skill to students?
1. The teacher will start the lesson with a situational problem to gain the students' interest.
The teacher will say, "I was in Wal-Mart shopping when I heard that ice cream was on sale for 9 cents! I just had to buy some!"
2. Ask: How can you show the number 9 with your cubes on the ten frame?
3. Students use their ten frame and base ten blocks to show the number 9 on their work mat.
4. "Tell your partner how you made 9 on your ten frame."
5. The teacher will do a quick check of the ten frames and listen as students explain their thinking to their partner.
6. The teacher will ask a student to share out their thinking by coming up to the board and filling in the teacher ten frame showing the number 9. "How do you know
that is the number 9?"
7. The teacher models and says: "What coins could we exchange for the cubes?" Student response: 9 pennies.
8. "How do you know?" Students should make the connection between one cube and one penny. Teacher will model replacing cubes with a penny.
9. "Now you will replace your ones with pennies on the ten frame."The teacher will check students work mats.
10. "How many more pennies do I need to add to the ten frame to make a 10 or 10 cents?" How do you know? Possible student responses: one more
because one more than 9 is 10, the ten frame is missing one so I know I need to add one, there's five on the top and four on the bottom so I know I needed to add
one more.
11. "Now that I have ten pennies on the ten frame, what coin could I exchange the ten pennies for?" Student responses: one dime. The teacher says,
"How do you know?" Students explain their thinking.
12. The teacher puts the magnetic dime next to the ten frame. Instruct the students to take their ten pennies off the tens frame and put a dime there to show 10 cents.
13. Teacher records on a chart 10 pennies have the same value as 1 dime. (This is an anchor chart to add our learning to so student can refer back to for future
lessons.)
14. "You won't believe what else I heard at Wal-Mart! I could buy Skittles for 14 cents! Again, I just had to buy some."
15. Teacher models thinking: "I know I already have one dime that is 10 cents. So I just need to add 4 more to equal 14 cents. I know pennies are
worth one cent so I would count on from 10 and put 4 more pennies on the next ten frame.
16. Teacher models step counting out loud and placing the pennies on the next ten frame.
17. "On your work mat, show me 15 cents. Show and explain to your partner how you made 15 cents on your work mat."
18. Teacher listens to a few students as they are talking to their partner. The teacher will ask a student to share out their thinking by coming up to the board and filling
in the teacher ten frame showing the number 15.
19. "How did you know that is 15 cents?" Possible response: one dime is the same as 1 ten so I counted on from ten. Then put pennies in the next ten frame to
count ones. (10, 11, 12, 13, 14, 15 cents.)
20. Continue previous steps with a different number if your class needs more practice relating base ten blocks to coins.
21. Move on to guided practice.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Students will need at least 2 dimes and 10 pennies each.
2. Students will practice adding combinations of pennies and dimes related to real world items.
3. The teacher uses the ten frame and base ten blocks to model. The teacher says, "I am thinking about going to buy some ice cream today at lunch. The ice
cream will cost 18 cents. So, I know that I need 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18 cents."
4. "Can I buy the ice cream with base ten blocks? Why? Student responses: blocks are not money, we need to exchange the blocks for real money. The
teacher says: With your pennies and dimes, show me on your work mat what combinations of pennies and dimes I could use to make 18 cents."
5. Walk around and make observations as to what the students are doing on their work mat.
6. Call on a student to model their thinking and exchange the teacher base ten blocks for the magnetic pennies and dimes.
7. "How do you know that equals 18 cents?" Have a student explain their thinking. You want the student to start with 10 and then count on by ones to 18. If they
don't, ask another student to show another way to count.
8. Follow steps 3-8 using different numbers up to 20.
9. Move onto independent practice.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Independent Practice Self Check.pdf
1. The students will have self-checking cards and a bag of coins to practice adding combinations of pennies and dimes. Instruct students to fold their self-checking
paper in half so that they can see the pictures, but not the coins.
2. The students will look at the picture and the amount.
3. The students will make the amount for all three items with their bag of coins.
4. Students will then check their three answers by flipping the card over.
5. The teacher will be working with students that still need practice with the counting combinations using the ten frame, base ten blocks, pennies, and dimes. This
may be one on one but no more than 3 in a group.
6. Move onto closure.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. The students will come back together as a whole group. The teacher will pose the following question and call on students to share their thinking using the magnetic
coins to count different combinations of pennies and dimes.
2. The teacher says, "How many pennies does it take to fill up the ten frame? How do you know?" Students' response: ten pennies.
3. "Yes, 10 pennies fill up the ten frame. Count the pennies with me. 1 cent, 2 cents, 3 cents, 4 cents, 5 cents, 6 cents, 7 cents, 8 cents, 9 cents,
10 cents."
4. "What could we exchange ten pennies for?" Students response: one dime. "How do you know?"
5. "Why do you think it might be easier to use dimes and pennies instead of just all pennies? How do you know?"
6. The teacher will let other students come to the board to make other combinations for students using pennies and dimes.
7. The teacher closes by giving students this task: "I want to challenge you to work with someone at home to bring in another combination of pennies
page 2 of 4 and dimes to share with the class this week."
8. Move on to the summative assessment.
Summative Assessment
Summative Assessment.pdf
Rubric for Summative Assessment.pdf
1. The teacher hands out the Summative Assessment that students will put in their math journal.
2. Students will choose two numbers from the given choices that they want to prove the coin combination. (Write the following choices on the board: 11, 12, 13, 14,
15, 16, 17, 18, 19 cents.)
3. Once the students choose the two numbers, they will circle the correct coin combination.
4. The teacher will use the rubric to check the students' progress on adding combinations of pennies and a dime.
5. The teacher will analyze the data to see which students need more practice. You can pair up students to teach each other or meet with them one on one to review
counting combinations.
Formative Assessment
Assessing Prior Knowledge: You will need to give these 2 separate assessments the day before the lesson so you will have time to analyze the data. The teacher
will record gathered information on the check list.
Formative Assessment Checklist and Anecdotal Notes.pdf
Formative Assessment-Assessing Prior Knowledge.pdf
1. Students will fill in their ten frame using base ten blocks to show their understanding of tens and ones and an understanding that ten ones is equal to one ten.
Students will need base ten blocks, a work mat(a piece of 9x12 construction paper to be used as a work space), and a ten frame. See example of
images of possible student responses.
Formative Assessment Image.pdf
This is a whole group assessment. The teacher will circulate the room and observe students making number models on the ten frame. Have students get in their
test taking spots according to your classroom procedures.
Once students are in place to start the teacher will say, "Today boys and girls, you are going to use your ten frame and base ten blocks to show/model
different numbers. Listen, the first number that I want you to model is the number 8."
Students will move their base ten blocks onto the ten frame to represent the number 8.
The teacher checks off which students made the number correctly/incorrectly.
The teacher says, Now make the number 5.
The teacher checks off which students made the number correctly/incorrectly.
The teacher says, Now make the number 10.
The teacher checks off which students made the number correctly/incorrectly.
This first assessment will give you data information on which students understand how to represent numbers on a ten frame. For the students that had difficulty, you
can meet with them one on one or in a small group. (No more than 3 to a group.) The teacher will model/think aloud on making the numbers that the students have
difficulty with. After you model, have students make different numbers. Ask How do you know? Student should be able to verbalize their thinking.
2. Students will need to identify the coins, penny and dime and know their value.
The second assessment will give you data information on which students can identify the penny and dime and their values. This assessment is a cut and glue
worksheet. Pass out the assessment and read the directions to the students. Students will turn in when finished for you to analyze their data.
The teacher will need to confer with the students that need more instruction on identifying the penny, dime and their values.
Feedback to Students
1. When students are doing the turning and talking part of the lesson with their partner about their base ten blocks and ten frames, the teacher will meet with each
student for a quick conferring. The teacher will give a thumbs up if the students made the number correctly and ask, "How do you know that is the number
___?" Student response: I counted, 1, 2, 3, etc.
2. The teacher will help a student if the student is unsure. Quickly model the number for the student or have their partner help them if they did it correctly.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
The teacher can assist the students that are struggling with adding the combinations on the spot as they are working on their independent practice.
The teacher can let struggling students use the ten frame to help with adding the combinations.
Students that have finished can help struggling students.
Extensions:
Students can use the coins and whiteboards at centers to make larger combinations of pennies and dimes. Place nickels and quarters in the center as well, for your
students that are ready to make coin combinations using other coins.
Suggested Technology: Document Camera, Overhead Projector
Special Materials Needed:
Base 10 blocks
Ten frame for students and magnetic for teacher (teacher can make their own ten frame on the board by using black electrical tape)
Pennies and dimes for students Pennies and dimes for students.pdf
Magnetic pennies and dimes for the teacher (print out coin paper) Teacher big coins.pdf
page 3 of 4 Work mat (This is a 9x12 piece of construction paper for students to use as a work space.)
Chart paper
Copies of student sheets and assessments.
Further Recommendations:
1. Make the teacher ten frame, or you can purchase a magnetic one.
2. Have bags of pennies and dimes for each student ready to use. (20 pennies 10 dimes)
3. Print out all assessment papers.
Additional Information/Instructions
By Author/Submitter
This lesson supports the following mathematical practice: MAFS.K12.6.1 Students will attend to precision by counting combinations of pennies and dimes.
Pictures of coins from http://www.en.wikipedia.org
SOURCE AND ACCESS INFORMATION
Contributed by: Pam Jordan
Name of Author/Source: Pam Jordan
District/Organization of Contributor(s): Citrus
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.1.MD.2.a:
Description
Identify and combine values of money in cents up to one dollar working with a single unit of currency1.
a. Identify the value of coins (pennies, nickels, dimes, quarters).
b. Compute the value of combinations of coins (pennies and/or dimes).
c. Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four
quarters in one dollar.) (1Students are not expected to understand the decimal notation for combinations of dollars
and cents.)
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