1. Major Art Modality Utilized: Music Multiple Intelligences Addressed: Musical, Logical-Mathematical Lesson Abstract: Students will learn short songs to help them learn the different denominations of coins in United States currency. They will create Money Mats and utilize these in group formats to practice choosing the correct amount of coins to purchase items. Materials Needed: Pictures of household items from catalogs, scissors, glue, 11” x 17” colored construction paper, price tag print-outs (see Lesson Handout #1) Procedures: (During math time over several days) 1. During calendar or circle time, pass around several copper pennies to the students to hold. Ask them what it is. Most will be able to identify it as “money” and a few may identify it as a “penny.” Teach the students “The Penny Song” (to the tune of “Found a Peanut”- See references). Sing through the song several times together. 2. Count out five pennies and hold them out in one hand. In the other hand hold a nickel. Explain that it takes five pennies to make one nickel. Pass around the nickels and ask the students what they notice that is different about the nickel compared to the penny. Teach the students “The Nickel Song” (Same tune but different words to “The Penny Song”- See references). Sing through the Nickel Song a few times, then refresh the students on The Penny Song. Ask a few students to trade you a nickel by having them choose the correct number of pennies. Standards Addressed in this Lesson: AKS identify coins by name and value: pennies, nickels, dimes, quarters, and dollar bills (GPS) (KMA_B2007- 28) AKS count out pennies to buy items that together cost less than 30 cents (GPS) (KMA_B2007-29) AKS make fair trades involving combinations of pennies and nickels or pennies and dimes (GPS) (KMA_B2007-30) Standards Addressed in this Lesson: AKS identify coins by name and value: pennies, nickels, dimes, quarters, and dollar bills (GPS) (KMA_B2007- 28) AKS count out pennies to buy items that together cost less than 30 cents (GPS) (KMA_B2007-29) AKS make fair trades involving combinations of pennies and nickels or pennies and dimes (GPS) (KMA_B2007-30) SUBJECT AREA/ SUGGESTED GRADE LEVEL: Math & Music- Musical Money (Kindergarten) Page 1 of 4

2. Area for Teacher Notes: If you plan on using the “Money Mats” over the course of several days you may want to have them laminated for extra durability. Area for Teacher Notes: If you plan on using the “Money Mats” over the course of several days you may want to have them laminated for extra durability. Procedures: (Continued) 3. Count out two nickels and hold them out in one hand. In the other hand hold a dime. Explain that it takes two nickels to make one dime. Pass around the dimes and ask the students what they notice that is different about the dime compared to both the nickel and the penny. Teach the students “The Dime Song” (See references). Sing through the Dime Song a few times, then sing both the Nickel and the Penny song. On the floor or on a table, lay out ten pennies, two nickels, and one dime. Walk the students through the process of going from one dime all the way to ten pennies. 4. Go through the same process as before with a quarter. Teach the students “The Quarter Song” (see References). Review all four songs. 5. Have a wide selection of items from catalogs spread out over several tables. Allow students to choose three items and cut out just the images from the magazine pages. A pair of students should glue their items onto the large piece of construction paper (usually between 4 to 6 items per construction paper). Hand the students several of the price tag pieces already cut out and let them glue one by each item on their paper. Once these are complete, refer to them as the student's “Money Mats.” 6. Allow the students to practice determining the correct amount of coins they will need to purchase different items on their mats. Every so often, rotate the mats around to different groups. Students should be encouraged to use a variety of different types of coins (not just all pennies or all dimes). As a class, determine how you could purchase an item that is twenty-five cents without using a quarter, etc. SUBJECT AREA/ SUGGESTED GRADE LEVEL: Math & Music- Musical Money Page 2 of 4

3. Assessment: Students will work in groups and with the teacher going through different students' Money Mats. Students should be able to identify the correct amount and denomination of coin to purchase the “items” on the Mats. Resources/ Links: All lyrics to the songs in this lesson were created by Dr. Jean Feldman and can be found at: www.drjean.orgwww.drjean.org SUBJECT AREA/ SUGGESTED GRADE LEVEL: Math and Music- Musical Money Page 3 of 4

4. Lesson Handout #1: Price Tag Template Page 4 of 4