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Coin Crossroads

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Summary

Students will play a racetrack game using money vocabulary and by adding coins with the same value.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

Students will play a racetrack game using money vocabulary and by adding coins with the same value.

Major Subject Area Connections

  • Language Arts
  • Math

Grades

  • Kindergarten
  • First grade

Class Time

Sessions: Two
Session Length: 20-30 minutes
Total Length: 46-90 minutes

Groupings

  • Whole group
  • Small groups

Background Knowledge

Students should have basic knowledge of:

  • Coins and the value of a cent, nickel, and dime
  • Adding same-set coin combinations

Terms and Concepts

  • Cent
  • Nickel
  • Dime
  • Coins
  • Value
  • Addition

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency or display copy of cents (pennies) (and nickels and dimes if needed)
  • 1 “Around the Racetrack” worksheet for each student
  • 1 “Around the Racetrack” overhead transparency
  • 1 plastic cup for each group
  • Spinner or die (numbered one through six)
  • 6 cents for each group
  • 1 pencil for each student
  • 2 colored pencils (different colors) for each group
  • 1 copy of an age appropriate text that relates to car racing, such as:
    • My Race Car by Michael Rex
    • Race Cars (Things That Go!) by Craig Robert Carey
    • Race Cars (Transportation) by Darlene R. Stille
    • Race Cars (Monster Machines) by David Jefferis

Preparations

  • Make an overhead transparency (or enlarged photocopy) of “Around the Racetrack” so that it can be easily seen.
  • Make overhead transparency (or enlarged photocopy) of cent (penny), and nickels and dimes if appropriate.
  • Enlarge and make copies of the Racetrack worksheet for each student.
  • Locate a copy of an appropriate text (see suggestions under “Materials”).

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/237.pdf.

Session 1

  1. Describe the 50 State Quarters® Program for background information, if necessary, using the example of your own state if available.
  2. Introduce your students to the Indiana quarter. Locate Indiana on a classroom map. Note its relation to their home state.
  3. Ask the students what they see on the coin. Discuss these images.
  4. Read the selected text.

Session 2

  1. Introduce the students to a game that involves race cars called Penny Racers.
  2. Place students in pairs and distribute materials: 1 die/spinner, 1 “Around the Racetrack” game board, 1 plastic cup containing 6 cents, and 2 different-colored pencils.
  3. Demonstrate the game to the class using overhead materials.
  4. The first student will use a spinner or die to determine the number of cents (s)he will place on the racetrack. The student will spin or roll, then place that number of cents in one lane of the first section of the racetrack, using money vocabulary: “I rolled three cents.”
  5. The first student will then trace the cents they have laid on the first space in the racetrack using his or her own colored pencil. It is then the other player’s turn to complete steps 4 and 5.
  6. Play will continue until all sections of the race track are filled.
  7. When both players have reached the finish line, they will count the number of cents in their lane on the racetrack. The player with the greatest number of cents is the winner!

Differentiated Learning Options

Use nickels or dimes rather than cents with this lesson to reinforce skip-counting.

Enrichments/Extensions

Reinforce these skills with lesson plan 6 from this set, “Pennies and Nickels and Dimes—Oh, My!”

Use the worksheets and class participation to assess whether the students have met the lesson objectives.

There are no related resources for this lesson plan.

Discipline: Math
Domain: K.CC Counting and Cardinality
Grade(s): Grade K
Cluster: Know number names and the count sequence
Standards:

  • K.CC.1. Count to 100 by ones and by tens.
  • K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
  • K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). 

Discipline: Math
Domain: K.OA Operations and Algebraic Thinking
Grade(s): Grade K
Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from
Standards:

  • K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (eg, claps), acting out situations, verbal explanations, expressions or equations.
  • K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, eg, by using objects or drawings to represent the problem.
  • K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, eg, by using objects or drawings, and record each decomposition by a drawing or equation (eg, 5 = 2 & 3 and 5 = 4 + 1).
  • K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, eg, by using objects or drawings, and record the answer with a drawing or equation.
  • K.OA.5. Fluently add and subtract within 5.

Discipline: Language Arts
Domain: RL.1 Reading: Informational Text
Grade(s): Grade K
Cluster: Key Ideas and Details
Standards:

  • RI.1.1. Ask and answer questions about key details in a text.
  • RI.1.2. Identify the main topic and retell key details of a text.
  • RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Discipline: Language Arts
Domain: SL.K Speaking and Listening
Grade(s): Grade K
Cluster: Comprehension and Collaboration
Standards:

  • SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
    • Continue a conversation through multiple exchanges.
  • SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
  • SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
  • SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
  • SL.1.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Discipline: Language Arts
Domain: RL.K Reading: Informational Text
Grade(s): Grade K
Cluster: Craft and Structure
Standards:

  • RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.
  • RI.K.5. Identify the front cover, back cover, and title page of a book.
  • RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Discipline: Language Arts
Domain: RL.K Reading: Informational Text
Grade(s): Grade K
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
  • RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.
  • RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Discipline: Language Arts
Domain: RL.K Reading: Informational Text
Grade(s): Grade K
Cluster: Key Ideas and Details
Standards:

  • RI.K.1. With prompting and support, ask and answer questions about key details in a text.
  • RI.K.2. With prompting and support, identify the main topic and retell key details of a text.
  • RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Discipline: Language Arts
Domain: RL.1 Reading: Informational Text
Grade(s): Grade K
Cluster: Craft and Structure
Standards:

  • RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
  • RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
  • RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Discipline: Language Arts
Domain: RL.1 Reading: Informational Text
Grade(s): Grade K
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.1.7. Use the illustrations and details in a text to describe its key ideas.
  • RI.1.8. Identify the reasons an author gives to support points in a text.
  • RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Discipline: Mathematics
Domain: K-2 Number and Operations
Cluster: Compute fluently and make reasonable estimates.
Grade(s): Grades K–2
Standards:

In K through grade 2 all students should

  • develop and use strategies for whole-number computations, with a focus on addition and subtraction;
  • develop fluency with basic number combinations for addition and subtraction; and
  • use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators.

Discipline: Mathematics
Domain: All Problem Solving
Cluster: Instructional programs from kindergarten through grade 12 should enable all students to
Grade(s): Grades K–2
Standards:

  • Build new mathematical knowledge through problem solving
  • Solve problems that arise in mathematics and in other contexts
  • Apply and adapt a variety of appropriate strategies to solve problems
  • Monitor and reflect on the process of mathematical problem solving

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–2
Standards:

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Text
Grade(s): Grades K–2
Standards:

  • Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).

Discipline: Mathematics
Domain: All Communication
Cluster: Instructional programs from kindergarten through grade 12 should enable all students to
Grade(s): Grades K–2
Standards:

  • organize and consolidate their mathematical thinking through communication 
  • communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
  • analyze and evaluate the mathematical thinking and strategies of others; and
  • use the language of mathematics to express mathematical ideas precisely.   

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades K–2
Standards:

  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

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