Math lesson plan · 1st grade (Year 2 in England) · 30 minutes
Know coin values and compare them
Measurement
CCSS 2.MD.C.8England: Y1 Measurement
Objective and success criteria
Students will: Know coin values and compare them.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Compare numbers to 10
Leads to: Count groups of the same coin
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Compare numbers to 10). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
Hook · 3 min
- Ask the class to estimate the length of the room or the weight of a bag before measuring it.
- Share the objective: Know coin values and compare them. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which is worth more: 2 coins of 5¢, or 1 coin of 10¢?
- Step 1: 2 × 5¢ = 10¢, compared with 10¢.
- Step 2: They are worth the same
- Answer: They are worth the same
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which is worth more: 4 coins of 5¢, or 1 coin of 10¢? (4 coins of 5¢ / 1 coin of 10¢ / They are worth the same) → 4 coins of 5¢Prompt: More coins does not always mean more money.
- How much is a dime worth? (25¢ / 1¢ / 10¢ / 5¢) → 10¢Prompt: Penny, nickel, dime, quarter: they go up in value in that order.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which is worth more: 2 coins of 1¢, or 1 coin of 25¢? (2 coins of 1¢ / 1 coin of 25¢ / They are worth the same) → 1 coin of 25¢Prompt: More coins does not always mean more money.
- How much is a dime worth? (1¢ / 5¢ / 25¢ / 10¢) → 10¢Prompt: Penny, nickel, dime, quarter: they go up in value in that order.
Watch out for
- Measuring from the end of the ruler instead of zero.
- Converting units the wrong way (multiplying instead of dividing).
Support and stretch
Support
- Review first: Compare numbers to 10.
- Use concrete materials: rulers, scales and measuring jugs.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Count groups of the same coin.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-1.
Free lesson plan from eurekami.com/lesson-plan-builder