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Let's Go Shopping!

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Summary

Students will apply their knowledge of adding coins to a real life situation when they create different coin combinations to buy their daily snack. This lesson is part of the Unit Plan “Common Cents.”

Coin Type(s)

  • Cent
  • Nickel
  • Dime

Coin Program(s)

  • Generic

Objectives

  • Students will apply their knowledge of adding coins to a real life situation.
  • Students will create different coin combinations to buy their snack.

Major Subject Area Connections

  • Math

Grades

  • Kindergarten
  • First grade
  • Second grade

Class Time

Sessions: One
Session Length: 30-45 minutes
Total Length: 0-45 minutes

Groupings

  • Whole group

Terms and Concepts

  • Addition
  • Coin combinations
  • Coins
  • Counting
  • Dime
  • Money
  • Nickel
  • Number sense
  • Penny
  • Value

Materials

  • Snack foods (popcorn, apple slices, crackers, pretzels, granola bars)
  • Drinks (juice and water)
  • Mint or cough drop tins (one for each student) with 10 pennies, 5 nickels, and 5 dimes (plastic) in each
  • A price list:
    • 1 napkin is 7 cents (mandatory)
    • 1 glass of water is 15 cents
    • 1 cup of juice is 23 cents
    • 5 crackers are 43 cents
    • 5 apple slices are 46 cents
    • 1 handful of popcorn is 49 cents
    • 1 handful of pretzels is 51 cents
    • a granola bar is 54 cents
  • A parent helper/teacher's aide if at all possible
  1. Ask the students if they have ever been to a restaurant or a grocery store. Ask what people do at both of those places. (Buy food.) Ask them what they need to know about an item before they know whether or not they can afford to buy it.
  2. Introduce the students to the class store rules. Explain that they will buy their snacks with the money in their tins. Tell the students that they can each decide what they would like to buy for a snack, but first they must count out their coins (using only the coins in their boxes) at their seats to see if they have enough money to buy what they want. Each student MUST buy a napkin with the snack.
  3. When the students come to the snack counter with their tin, they must count out the cost of each item and they lay the change on the counter as they count. Once all the money is laid out, the student will reorganize the change and add the prices all together to find the total cost of the snack. (See the price list under "Materials.")
  4. Once the students have paid for their snacks, they will put their coins back into their tins, turn the tins in, and bring the snacks back to their seats. Once the students have finished their snacks, all trash must go in the trashcan.
  5. Have the entire class walk through the process of purchasing their snacks.
  6. Have them reflect on this activity. Discuss why did they needed to buy their snacks today. Discuss whether they think they will ever need to figure out the prices of food again and where that might happen.
There are no modification options for this lesson plan.

Assess whether the students met the lesson objectives by noting whether they were able to apply what they knew about adding coins, think through their choices, make the correct change for each item, and add the prices of the items together.

Discipline: Math
Domain: 1.OA Operations and Algebraic Thinking
Grade(s): Grade 1
Cluster: Represent and solve problems involving addition and subtraction
Standards:

  • 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart and comparing with unknowns in all positions, eg, by using objects, drawings and equations with a symbol for the unknown number to represent the problem.
  • 1.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, eg, by using objects, drawings and equations with a symbol for the unknown number to represent the problem. 

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: K-2 Number and Operations
Cluster: Understand meanings of operations and how they relate to one another.
Grade(s): Grades K–2
Standards:

In K through grade 2 all students should

  • understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations;
  • understand the effects of adding and subtracting whole numbers; and
  • understand situations that entail multiplication and division, such as equal groupings of objects and sharing equally.

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: Mathematics
Domain: K-2 Number and Operations
Cluster: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
Grade(s): Grades K–2
Standards:

In K through grade 2 all students should

  • count with understanding and recognize "how many" in sets of objects;
  • use multiple models to develop initial understandings of place value and the base-ten number system;
  • develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections;
  • develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers;
  • connect number words and numerals to the quantities they represent, using various physical models and representations; and
  • understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.

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

  • Recognize and use connections among mathematical ideas
  • Understand how mathematical ideas interconnect and build on one another to produce a coherent whole
  • Recognize and apply mathematics in contexts outside of mathematics

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