ESSENTIAL

LEARNINGS

OUTCOMES

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome?

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome?

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

Page

 NO SCHOOL

 NO SCHOOL

NO SCHOOL

NO SCHOOL

Tues

Page 51

 Identify a nickel and its value.

 The children will identify and name what is in the front and back of a nickel.

1.   Distribute  a nickle to each child.
2. Have the children examine the front and back of a nickel.
3. The teacher will point out the likeness of Thomas Jefferson on the front and Jefferson's home in the back.
4. Write 5 cents using the cent symbol on the board.
5. The teacher will ask for a volunteer to show the values using pennies.
6. Place a nickle next to the five pennies and tell the children that a nickel is worth 5 pennies.
7. Show amounts through 9 cents using using only pennies.
8. Ask the children to trade five pennies for a nickel, then have them trade.
9. Demonstrate counting a group of coins  with one nickle and up to four pennies, starting with five and counting on one for each penny.

1. Can you identify the pictures in front and back of a nickel?
2. How many pennies do you need to trade for a nickel?
3. Can you trade 5 pennies for a nickel?

Wed

Page 51

  The children will count groups of a nickel and pennies and write the numbers up to 9 cents.

  The children will complete activity p. G 11.

1. Review the value of a penny and a nickel.
2. Distribute activity p. G11
3. Have the children to point a t the triangle with the number 1.
4. Have the children count pennies and trace the number 6 to show 6 cents.
5. Then Ask the children the value of the coins at the right and write the number 6 to show 6 cents.
6. The teacher will explain that in each exercise they will count the value  of the coins, not the number of coins, then record it.
7. Remind the children to watch for different coins and different backs.

1. What coin can you use in place of five pennies?
2. Why it might be easier to carry nickels instead of pennies?
3. What is the difference between a nickel and a penny?

Thurs

Page 51

May Procession

May Procession

May Procession

May Procession

Fri

Page 51

 Count groups of nickels and pennies and write the amounts up to 9 cents.

 The children complete activity p. G 12

1.  Have the children review coin values.
2. Have the children place the a finger on the blue triangle.
3. Have the children note the value of the coin in exercise 1 and trace the number 5 to show five cents.
4. Help the children complete the page by counting the value of the coins and then recording the value.

1. Can you describe the pictures in front and back a nickel?
2. What is the value of a nickel?
3. Is the nickel value more than 5 pennies?

School Grade Weighting Scale:

Tests and Quizzes (50%):

Classwork/ Participation (20%):

Homework (15%):

Projects/ Portfolios (15%):

Multiple Intelligences/ Differentiated Instruction:

Use of Technology:

____ Smartboard

____ Student Response System