1. Relate Coins to a Dollar
Unit of Study: Money
Global Concept Guide: 3 of 3

2. Content Development
Standard Footnote: Students will not be expected to write the decimal form of a coin. For example, a nickel does not need to be written as Students will not be expected to write the decimal notation for a combination of coins.
Students rely on a variety of previous trivial skills that they sholuld have obtained by this point in first grade.
Conservation of numbers
Simple arithmetic
Identifying coins by name and value
Count by tens and ones
Students must relate the values of these coins to a dollar.

3. Day 1
Essential Question: How can you show the value of one dollar with like coins?
Engage: Hold up a dollar bill for the students. Ask them what the value of a dollar is. Allow students to share their thinking. Tell them that today they are going to explore the value of a dollar and how it can be made from like coins.
Building Conceptual Knowledge: In this lesson, Build A Dollar, student will use a hundred chart to model how each coin is related to a dollar.
Guided Practice: Use Problem Solving task for students to solve real world problems involving money.
By the end of Day 1, students should be able to understand that there are different ways to make a dollar and represent at least one way.

4. Day 2 Essential Question: How do coins relate to a dollar?
The lesson “Roll a Dollar,” from CPalms, was originally written for second grade. *Slight modifications have been detailed below to make it first grade appropriate.
Engage: Begin with Penny Pot by Stuart Murphy. The focus while reading is to talk about the names of the coins and their values and relate the coins to the values that are in the book.
Building Conceptual Knowledge/Guided Practice: Teacher introduces “Roll a Dollar” game whole group. *The goal in this game is for students to find one way to make a dollar using like coins. Students will spin the spinner and collect the coins on their Money Mat. The game continues until one student has made a dollar with all like coins.
Ex. Student A may have 3 quarters, 7 pennies and 9 dimes on their Money Mat. On their next spin they land on a dime. Student A has now made a dollar in all dimes and wins the round.
Independent Practice: Problem Solving with money. Students will solve problems relating values of coins.
By the end of Day 2, students should be able to identify multiple ways to make a dollar using like coins.

5. Enrich/Reteach/Intervention
Enrich: Coin Drop: Students use coins to build amounts and clear coins from the board.
Reteach:
Core/Enrich: Piggy Bank Catch – Students move the bank to collect exactly one dollar in falling coins.

6. Literature for your Classroom Library