## Ms. Raejean

### Target 1​

###### Lesson Type:

Review

Number Operation

:

Fractional Numbers

Add coins to determine a given quantity (of currency).

###### 1:

Use currency symbols (\$ and ₵) appropriately.

###### 2:

Develop strategies for counting currency (i.e., start with quarters, then dimes, etc.).

###### 3:

Group coins in a way that creates more “friendly” numbers to compute.

###### 4:

Accurately count a set of money.

3rd

###### Vocabulary:

Money, Quarter, Dime, Nickel, & Penny

Activities:

We reviewed the name and value of each coin. Then, students made the given amount of money printed on the task card. Students were asked to use different combinations to make the same amount. For example, 40¢ could be made with 4 dimes or with 1 quarter, 1 dime, and 1 nickel. Next, students counted a set amount of coins. We discussed strategies for counting the coins. For example, start with the quarters, add on dimes, nickels, then pennies. So students gained practiced with starting with the 25, then adding on 10, 5, or 1 more.    ### Home Exploration

###### Guiding Questions: ## Absent Students:

### Target 2

:

###### 1:

Identify the correct arithmetic processes based on the information presented in word problems.

###### 2:

Find the key words in word problems that indicate the correct arithmetic process to use.

###### 3:

Find and use the needed information in a word problem in order to solve.

3rd

###### Vocabulary:

Regrouping, Base 10 Blocks - Flats, Rods, Units, Tens, & Ones

Activities:

Students solved word problems involving addition and subtraction. We made sense of the problem by identifying 1) what the problem was about, 2) what question needed to be solved, and 3) important information. These word problems involved regrouping of one place. Base 10 blocks were used to help visualize regrouping, or carrying over. For example, 5 ones + 8 ones = 13 ones or 1 group of tens and 3 ones. When subtracting, students regrouped 1 group of ten into 10 ones so there were enough ones to subtract. For example, 80 - 57. 1 group of ten was taken from the 8 tens, which became 7 tens and 10 ones. Students could proceed to subtract 7 from the regrouped 10.    ### Home Exploration

###### Guiding Questions: ### Target 3

:

###### Vocabulary:

Activities:    ### Home Exploration 