Get Ready, Get Set, Squeeze!

Grades: 
K, 1, 2

The students will prepare the lemonade for the sale in the first lesson and review coin recognition and counting skills before the sale. During Day Two, students will sort and count the money collected from their sale.

Lesson Rating 
0
Duration 
PrintTwo Forty-Five Minute Class Periods(Actual lemonade sale should take place between class periods.)
Objectives 

The learner will:

  • understand the difference between pennies, nickels, dimes and quarters and recognize their values.
  • sort coins into like groups.
  • count coin combinations.
  • follow a recipe to make lemonade.
Materials 
  • Lemonade recipe and the needed supplies for the sale
  • Cash box
  • Family volunteers
  • A copy of the book, The Coin Counting Book, by Rozanne Lanczak Williams (see Bibliographical References)
  • Chart paper and markers
  • Students journals
Home Connection 

Interactive Parent / Student Homework:Results from the sale should be sent home to families and reminder notes for the trip to the local food pantry.

Instructions

Print
  1. Day One:

    Anticipatory Set:

    Tell the students "It’s almost time for our sale, but we still have a few things to talk about. What are we trying to earn from our sale?" Students will respond with MONEY.

  2. Show the students the book titled The Coin Counting Book by Rozanne Lancak Williams. "What do you predict this story might be about?"

  3. Read The Coin Counting Book to the class. Review the different coins and their values as the story is read. Have the students practice counting the different coin combinations in the story.

  4. Remind the students that they will need to count coins during the sale. "Each glass of lemonade will cost 50 cents. What are the different combinations of coins people could have that would equal 50 cents?" Write the combinations the students come up with on a chart to be used at the sale as a quick check tool for the students working as cashiers.

  5. Follow the recipe decided upon to make the lemonade for the sale. This will work well in small groups with family volunteers overseeing each group.

  6. Help students decide on which jobs they will do during the sale (cashier, sellers, squeezers, etc.) and about the times they will hold the sale (after school, recess, which days and the numbers of days).

  7. Carry out the sale! The sale can be repeated as many times as needed to meet goal. This may actually take place over several weeks. The Day Two activities would also need to be repeated after each sale.

  8. Day Two:

    Anticipatory Set:

    This should be a time of celebration! The students have completed their sale and it is now time to add up the money earned. Praise the students for a job well done. Tell the students "The hard work is over and now we can see our results, just like Little Red Hen in the story we read a few day ago." Lay the money in several piles in front of groups of students.

  9. Have collaborative groups set up to sort the coins into like piles. Once they have completed that activity, have the students count the coins in each group. Family volunteers or the teacher may have to help with adding the different coin groups together.

    • As each group is finished, have the groups call out the totals and add them up with the students using chart paper to compute a grand total for the sale.
    • Students should reflect upon the results of the sale in their journals.
Assessment 

The assessment can be done through observation of collaborative groups during the Day Two counting activity. Students may also be called individually to assess coin recognition and values. Recognize and counts pennies Recognize and counts nickels Recognize and counts dimes Recognizes and counts quarters Ability to count coin combinations Students will receive a 1,2,3,4 or 5 depending on their ability to complete these tasks.

Cross Curriculum 

Students should have the lemonade sale after Day One of this lesson. The sale will take place somewhere between Day One and Day Two. Lunch time or after school sales are great ways for students to learn about sharing their time.

Philanthropy Framework

  1. Strand PHIL.IV Volunteering and Service
    1. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark E.2 Evaluate progress on the service-learning project before, during, and after the project.
      2. Benchmark E.3 Identify outcomes from the service.