Post by Nia09 on Jun 8, 2009 12:17:34 GMT -5
Subject: Mathematics
Topic: Money
Sub Topic: Coins
Grade: One
Ability: Mixed Ability
Age: 6-7 years
No. of Students: 23
Sex of Students: Twelve (12) Males Eleven (11) Females
Time: 09:00-09:45
Duration: 45 minutes
Objectives: After discussion students should be able to:
„« Identify coins by their characteristics
„« Give the value of each coin correct
„« Match coins pieces accurately to their name or word
Teaching Materials: a collection of assorted coins, flash card, chart with jingle, money tree
Previous Knowledge: Students have encountered coins before
Introduction: Have students sit in groups. Require them to sing the little jingle five currant buns in a bakers shop. Question students to elicit the cost of one bun? Who went to the baker¡¦s shop? What did the person do at the baker¡¦s shop? How much money did the person have? Briefly discuss.
Jingle (Five Currant Buns)
1
Five currant buns in a baker¡¦s shop
Round and flat with sugar on the top
Up can a boy with a dollar one day
Bought a currant bun and took it all away.
2
Four currant buns in a baker¡¦s shop
Round and flat with sugar on the top
Up can a boy with a dollar one day
Bought a currant bun and took it all away.
3
Three currant buns in a baker¡¦s shop
Round and flat with sugar on the top
Up can a boy with a dollar one day
Bought a currant bun and took it all away.
4
Two currant buns in a baker¡¦s shop
Round and flat with sugar on the top
Up can a boy with a dollar one day
Bought a currant bun and took it all away.
5
One currant buns in a baker¡¦s shop
Round and flat with sugar on the top
Up can a boy with a dollar one day
Bought a currant bun and took it all away.
Development
Step One
Teacher presents this scenario to students. If I want to get a pop corn, and a jam from Mary¡¦s tray what must I have? Expected response (money). Teacher probe some more; what type of money would be most appropriate to buy the jam and pop corn. Briefly discuss
Step Two
Distribute an assorted collection of coins to each group. Have students observe the coin carefully. Require students to describe the coins individually. Allow them to compare their shapes, sizes and numeracy value.
Step Three
Require students to select a coin piece from the collection. Have them identify it by naming. Now, let them look under their tables, chairs etc to find the flash card with the word. The group that matches all the coins pieces to the words would start the next activity
Step Four
Introduce the symbol for coins and words on flash cards. Explain to students that once ago there was a stroke or line going through the C however, it has been removed and it¡¦s only the C. Have students decode the word (cent) using their phonetic skills. Explain to students that the letter C has two sounds; a hard and soft sound. However, in this case it carries a soft sound. Briefly explain the rule.
Step Five
Discuss if money really grows on tree. Teacher introduces a money tree. Have the group member stick the select coins pieces on the tree. Drill concept.
Recapitulation: Draw students¡¦ attention to the scenario of going to Mary¡¦s tray to buy pop corn or jam. Question students¡¦ to elicit which coin piece would be best for buying it and why. Review coins once more.
Application: Students¡¦ will complete given exercise below
Colour the coin pieces
1. Colour the 1c orange
2. Colour the 2c blue
3. Colour the 5c green
4. Colour the 10c purple
5. Colour the 25 c red
6. Colour the $1 yellow
Match the coins to their names
Cents Words
1 c five cent
2 c ten cents
5 c one cent
10 c one dollar
25 c two cents
$1 twenty five cents
Evaluation
Topic: Money
Sub Topic: Coins
Grade: One
Ability: Mixed Ability
Age: 6-7 years
No. of Students: 23
Sex of Students: Twelve (12) Males Eleven (11) Females
Time: 09:00-09:45
Duration: 45 minutes
Objectives: After discussion students should be able to:
„« Identify coins by their characteristics
„« Give the value of each coin correct
„« Match coins pieces accurately to their name or word
Teaching Materials: a collection of assorted coins, flash card, chart with jingle, money tree
Previous Knowledge: Students have encountered coins before
Introduction: Have students sit in groups. Require them to sing the little jingle five currant buns in a bakers shop. Question students to elicit the cost of one bun? Who went to the baker¡¦s shop? What did the person do at the baker¡¦s shop? How much money did the person have? Briefly discuss.
Jingle (Five Currant Buns)
1
Five currant buns in a baker¡¦s shop
Round and flat with sugar on the top
Up can a boy with a dollar one day
Bought a currant bun and took it all away.
2
Four currant buns in a baker¡¦s shop
Round and flat with sugar on the top
Up can a boy with a dollar one day
Bought a currant bun and took it all away.
3
Three currant buns in a baker¡¦s shop
Round and flat with sugar on the top
Up can a boy with a dollar one day
Bought a currant bun and took it all away.
4
Two currant buns in a baker¡¦s shop
Round and flat with sugar on the top
Up can a boy with a dollar one day
Bought a currant bun and took it all away.
5
One currant buns in a baker¡¦s shop
Round and flat with sugar on the top
Up can a boy with a dollar one day
Bought a currant bun and took it all away.
Development
Step One
Teacher presents this scenario to students. If I want to get a pop corn, and a jam from Mary¡¦s tray what must I have? Expected response (money). Teacher probe some more; what type of money would be most appropriate to buy the jam and pop corn. Briefly discuss
Step Two
Distribute an assorted collection of coins to each group. Have students observe the coin carefully. Require students to describe the coins individually. Allow them to compare their shapes, sizes and numeracy value.
Step Three
Require students to select a coin piece from the collection. Have them identify it by naming. Now, let them look under their tables, chairs etc to find the flash card with the word. The group that matches all the coins pieces to the words would start the next activity
Step Four
Introduce the symbol for coins and words on flash cards. Explain to students that once ago there was a stroke or line going through the C however, it has been removed and it¡¦s only the C. Have students decode the word (cent) using their phonetic skills. Explain to students that the letter C has two sounds; a hard and soft sound. However, in this case it carries a soft sound. Briefly explain the rule.
Step Five
Discuss if money really grows on tree. Teacher introduces a money tree. Have the group member stick the select coins pieces on the tree. Drill concept.
Recapitulation: Draw students¡¦ attention to the scenario of going to Mary¡¦s tray to buy pop corn or jam. Question students¡¦ to elicit which coin piece would be best for buying it and why. Review coins once more.
Application: Students¡¦ will complete given exercise below
Colour the coin pieces
1. Colour the 1c orange
2. Colour the 2c blue
3. Colour the 5c green
4. Colour the 10c purple
5. Colour the 25 c red
6. Colour the $1 yellow
Match the coins to their names
Cents Words
1 c five cent
2 c ten cents
5 c one cent
10 c one dollar
25 c two cents
$1 twenty five cents
Evaluation
