1 Introduction of Coins
The teacher will introduce the coins to the students. The teacher will display each coin on the ELMO and talk about what the coin looks like and how much each coin is worth. The teacher will create an anchor chart for each coin with the students.
Students will be on the carpet as whole-group for this part of the lesson.
2 Introduction of ThingLink
The teacher will introduce the app ThingLink to the students. The teacher will show the students a ThingLink she has created about coins and they will explore it together. The teacher will add to the ThingLink she has created with the students in order for them to be able to see how it works step-by-step. The teacher will create a hotspots with the students to show each step. They will create one with text, one with a video, one with a photo, one with choosing a photo from the gallery, a link to a website, and one with a video from YouTube. The teacher will also show the students how to save the ThingLink and how to copy the link for their ThingLink.
Students will still be in whole-group on carpet as they learn how to use the ThingLink app.
3 Students creating ThingLink
The teacher will assign each student a partner, with their partner they will create their very own ThingLink that represents coins and their value. Students will be graded using a rubric. Their presentation must include a picture of each coin, the value of each coin, a video, and a link to an activity that can be done with coins. They must have at least 4 hotspots on their presentation.
Students will work in partners to create a ThingLink that demonstrates their knowledge of coins (quarter, dime, nickel, penny).
Watch students present ThingLink and use rubric to grade.
Students will present their ThingLink with their partner. Students who are not presenting will be filling out a paper for each presentation that includes "glows" and "grows". The glow is something that the students liked about the presentation and grow is something that the students could work on or improve. After all presentations are completed, students will have an opportunity to check out the activities that were included on each presentation.
Key Standards Supported
Counting And Cardinality
|K.CC: Know Number Names And The Count Sequence.|
|K.CC.1||Count to 100 by ones and by tens.|
|K.CC.2||Count forward beginning from a given number within the known sequence (instead of having to begin at 1).|
|K.CC.3||Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).|
|Count To Tell The Number Of Objects.|
|K.CC.4||Understand the relationship between numbers and quantities; connect counting to cardinality.|
|K.CC.4.a||When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.|
|K.CC.4.b||Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.|
|K.CC.4.c||Understand that each successive number name refers to a quantity that is one larger.|
|K.CC.5||Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.|
|K.CC.6||Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1|
|K.CC.7||Compare two numbers between 1 and 10 presented as written numerals.|
Measurement And Data
|2.MD: Work With Time And Money.|
|2.MD.7||Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.|
|2.MD.8||Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?|