Change Makers

Overview

In this 60-minute lesson, students count coins, group related information about prices, and practice making change using real money. This builds toward a short informative explanation about how their counting and changing works.

Learning intentions

• Students will be able to count coins and determine their total value.
• Students will be able to make change correctly using coins.
• Students will be able to write a short informative explanation with grouped facts (and an illustration if helpful) about how they made change.
• Students will be able to identify the main idea of an informational example about coin values and explain key details that support it.

Success criteria

• I can count each coin type accurately and add to find the total value.
• I can make change by choosing the correct coins for the amount owed.
• I can explain my steps clearly in writing using grouped information.
• I can identify the main idea and key details from an example about making change.

Curriculum links

• Writing — CCSS.ELA-LITERACY.W.3.2a
• Writing — CCSS.ELA-LITERACY.CCRA.W.2
• Reading Informational Text — CCSS.ELA-LITERACY.RI.3.2
• Writing — CCSS.ELA-LITERACY.W.3.10
• Writing (short research project) — CCSS.ELA-LITERACY.W.3.7 (light build toward mini research about money systems/prices across the unit)

Lesson structure (60 minutes)

1. 0–5 min · Prayerful focus + coin warm-up. Teacher sets a calm tone and shows 3 coin sets (example totals like 14¢, 25¢, 37¢) without asking for change yet. Students choose a set and say the total out loud, one coin at a time.

2. 5–15 min · Direct teach: counting totals. Teacher models counting coins and writing an addition equation (e.g., 2 nickels + 1 penny = 11¢), emphasizing regrouping and accuracy. Students practice with a prepared sheet: circle coin groups, write the total value, and check with the teacher.

3. 15–25 min · Modeling: making change with a “Start–Pay–Check” routine. Teacher demonstrates a scenario: “A trader wants 25¢. You pay 50¢. What change do you get?” Then models selecting coins for the change amount and verifying by adding change back to the price. Students repeat the routine with one scenario on mini cards, using their own coins.

4. 25–40 min · Guided practice: small group/independent stations. Teacher runs a focused rotation using real coins: Station A counts totals, Station B makes change, Station C records work in a simple sentence/diagram. Students complete 3 problems: (1) total value, (2) change owed, (3) one written explanation of their steps with grouped information.

5. 40–50 min · Reading connection: main idea and key details. Teacher reads a short informational paragraph (teacher-created) about coin values and making change (example: “We count coins by value, add to get totals, then subtract price from money paid to find change.”). Students answer: “What is the main idea?” and “Which details help you do it?” using sentence frames if needed.

6. 50–58 min · Write: short informative explanation. Teacher prompts students to write an informative paragraph for one of their problems: include the coin groups and the method they used, and add a quick illustration (coins drawn or a box diagram). Students write 3–5 sentences: grouped facts + clear steps (Start–Pay–Check). They underline the main idea sentence.

7. 58–60 min · Exit check. Teacher gives one final quick scenario: “Price 30¢. You pay 60¢. Make change.” Students answer with a coin selection and a one-sentence explanation.

Resources

• Real U.S. coins (pennies, nickels, dimes, quarters) for each student
• Coin counting mat or grid (labeled by coin value)
• Scenario cards for making change (price and amount paid)
• Recording sheet: “Start–Pay–Check” + lines for equations and sentences
• Teacher-created informational paragraph (1 short page)
• Pencil, crayons/markers for optional illustration
• Whiteboard/markers and a sample worked solution

Assessment

• Teacher observation during counting and change-making: accuracy and method clarity
• Review of student recording sheet: correct totals, correct coins for change, correct verification step
• Exit ticket correctness (coin choices + brief explanation)
• Quick check of reading task: main idea and one supporting key detail

Differentiation

• Support for the delayed speech learner: allow pointing, using fewer words, and sentence starters (“First I counted… Then I… Finally I…”) plus partner or teacher read-aloud of directions.
• Support for accuracy: provide a “coin value reference strip” (1¢, 5¢, 10¢, 25¢) and a counting mat that visually separates coin types.
• Extension for the advanced learner: add multi-step trading scenarios (e.g., pay with mixed coins, make exact change, then compute the total coins used and the total value of coins remaining).
• Challenge without extra reading: offer an optional “equation challenge” where the student must write both an addition equation (total paid) and a subtraction equation (change owed).
• Manage attention: use time-boxed station tasks (5–7 minutes each) and offer choice of which problem to solve first.

Extension (optional)

• Create a “Trading Price Chart” with 6 items (handwritten or digital): each item has a price and two possible ways to pay (one that requires making change). Students then write one paragraph explaining the rule they used to find change.