First Grade - Mathematics

1.OA. 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

- 10 can be thought of as a bundle of ten ones — called a “ten.”
- The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
- The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Monster Money

by Grace Maccarone

ISBN: 9780590120074

Materials: Monster Money, by Grace Maccarone,
Chart paper or chalkboard, Coin Posters

Time: 20-25 Minutes

Students share the book Monster Money, by Grace Maccarone, to learn to recognize coins, know their value, and develop understanding of the concept of money as a medium of exchange.

Complete Lesson Plan (pdf)

First Grade - Mathematics

1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Materials: Can for every student, Wrapper for cans, Video Clip

Time: 15 Minutes

Unlike some lessons, children catch on to the idea of saving pretty quickly. After all, children are natural savers – they save everything from stickers to the latest give-aways at a fast-good restaurants. With some encouragement, children can apply this same concept to saving their pennies. One of the easiest ways to get children started on a savings plan is to put money away in a bank. You can use the bank “wrapper” to make a bank out of a can. This exercise can help children understand why saving is important: saving now can help you get things you want later.

To introduce the purpose of a penny bank, show the following video clip.

Point out that the girl in the clip saves her money UNTIL THE BANK IS FULL. Print a wrapper for each student. Have students complete the directions on the wrapper.

I Can Save Bank Can Wrappers (pdf)

Can Label 1 (pdf)

Can Label 2 (pdf)

Freund Container and Supply - site to purchase Coin Collection Cans.

After students have completed the directions on the wrapper, discuss with them how money is scarce (limited). Since money is a limited resource, choices must be made on how we spend it. Have the student circle the item they would choose to buy when their money is saved.

*Financial and Economic Concepts: Opportunity cost and tradeoffs/Decision Making *

First Grade - Mathematics

1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

1.NBT.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Materials: Ads

Time: 20 Minutes

Have the students brain storm ways that they can earn money. Ask them after they have earned money from doing chores what they have done with their money. Have they saved it or have they spent it on something?

Tell the students to pretend that you have just paid them $5 for the work they have done. Pass out the different ads and allow the students to decide what they can to buy with their $5, are they spending it all on one item or have they been able to get more than one item? How do they know that they didn’t go over their $5? Did they have any money left over? Ask them why they chose to buy what they did? Is it a need or want? Would this be something that would help their family or is it just for them? Have a class discussion about how to make the decisions they need to as a family to make sure that the needs of everyone are met?

First Grade – Mathematics

Standard 1: Students will acquire number sense and perform simple operations with whole numbers.

Objective 3: Model, describe, and illustrate the meanings of addition and subtraction and use these operations to solve problems.

Using fun activities such as Grocery Shopping, Toy Shopping and Snack Time Decisions, introduce structured spending decisions to assist young children in making choices. Help children recognize that money comes in limited amounts.

Teacher Lesson Plan (pdf)

Student Worksheets (pdf)