Counting on Coins
Students will be able to count pennies in order to find the total. Students will be able to determine which group has the largest amount by recognizing the larger number and quantity of coins.
- Take out a group of 8 pennies and a group of 2 pennies, and place them in two separate piles.
- Tell the students that when they count each number, they count onto the last number to make it a larger number.
- Explain that they will be working on counting, ordering numbers, and finding the largest numbers.
Explicit Instruction/Teacher modeling(5 minutes)
- Utilizing the SMART Board, model ordering the numbers and counting to find the total in each group on the first slide.
- Conduct a “think aloud” with the students, where you share your thinking as to how you ordered the numbers and why you chose a certain pile.
- If you are not able to use a SMART Board for this lesson, use pennies, and model ordering and counting the pennies. Use two different piles for each example.
Guided practise(5 minutes)
- Continue with the additional SMART Board slides. This time, invite students to come up and order the numbers in group A, writing a corresponding number under each penny.
- After the students have done that correctly, invite the whole class to clap and count the numbers in order.
- Continue the same procedure with group B.
Independent working time(10 minutes)
- Distribute the Pennies and Cents worksheet.
- Have students count the pennies in order, finding the total number of pennies represented by each colour.
- Enrichment:Have your students complete the Coins in a Purse worksheet.
- Support:Provide “counting starters” or “counting completers” for students who struggle with starting or ending the order of coins. Provide these students with sequences that have one or two numbers written on each coin to get them started counting the total number of coins. Give students penny manipulatives to use as they are counting.
- Have the students further manipulate pennies on the SMART Board to create groups of pennies, count them in order, and find the total number of pennies.
- Use the worksheet that the students completed during independent work time.
- Ask students to point to the largest number on the page. Students should recognise that as numbers are ordered, larger numbers represent larger quantities, and smaller numbers represent smaller quantities.
- Continue with other comparisons, such as which is the smallest number on the page.
Review and closing(5 minutes)
- Write two different numbers between 1-10 on the board, and ask the students to prove which number is the largest by counting in order.
- Encourage students to justify their responses and to demonstrate it with real or play money.