NAME Heather Maynard DATE APPROVED BY Click here to enter text.

PROFESSIONAL GOAL When posing a question to the class pause for 10 seconds to allow students to respond.
INSTRUCTIONAL GOAL Giving students as much of a real-world situation in the classroom as possible and watching them become proficient customers who can count, figure change, and find the
value of saving.
LESSON PLANS FOR THE ENTIRE UNIT
INSTRUCTIONAL OBJECTIVES; STRATEGIES AND ACTIVITIES DESCRIBE AND DOCUMENT HOW YOU OBSERVED
SELF REFLECTION OF YOUR LESSON PLANNING
DATE INCLUDE DIFFERENTIATION OF INSTRUCTION MATERIALS INDIVIDUAL STUDENT'S LEARNING OR LACK OF
WITH INSTRUCFTIONAL IMPLEMENTATION
AND IEP ACCOMMODATIONS/MODIFICATIONS LEARNING
OPENING
What changes were made as you implemented your Summarize data based on assessment that indicates
Establish purpose/reasons for the learning experience--telling students what you
expect/plan as relates to essential understanding Coins – pennies, lesson? learning or problems with the learning of the lesson

Opening: Eyes on me class! I’m Mrs. Wunder (Maynard), nickels, dimes, The only change in my lesson was that WR – Identified all coins and coins values
for the next 6 lessons, we are going to be learning about quarters, $1, $5, I didn’t get all the students to record correctly – he can add and uses a standard
$10 their money jar amounts on the tracking
money, and we will are actually going to turn this algorithm approach. He had problems with
sheet. Other than that, I implemented
classroom into a store. This is a store just for kids! “Making Cents” adding when he had to trade/carry over.
everything else that was on my lesson
by Elizabeth plan. Need to work on how to trade and how to
Prior Knowledge: I will get to all the store details in a Keller Robinson group and order coins when counting.
minute but lets first begin with reading aloud “Making
Cents” by Elizabeth Keller Robinson. Essential CF – Correctly identifies coins and their
Understanding values. She can add – and groups like
Poster coins together when adding. She has
At the end of these 6 lessons, you will be able to add
together the cost of items you would like to purchase, issues with adding because she doesn’t
Poster of how order the coins by value and uses $ instead
decide if you have enough money to purchase the items,
you can earn of a cent sign. She used a counting-on
determine if you will have money remaining and if you
money! approach. Need to work on how to order
need change back!
coins when adding and review money
Store items – symbols.
Opening this store is going to help you understand that …
baseball, et4
EU 1: *When making purchases in society, individuals use
Money Jars ML – Correctly identifies coins and their
money to pay for them. values. He also can add/count coins
EU 2: *We use estimation to quickly project a solution.
(4) Money Jar correctly. He uses mental math to
tracking sheets calculate various coins together. Review
INSTRUCTION adding coins up to a $1.00 and move to
May involve one or more pre-assessment, motivation, presentation, (4) Pre- Why were these changes made? counting collections of coins greater than
reinforcement, supplemental, application, evaluation, re-teaching. Indicate
where you will differentiate the lesson activities for specific students in BLUE. assessment one-dollar.
activity sheet I ran out of time because I
Motivation (Store Overview): I will begin paying you for NC – Correctly identifies coins and their
planned too much into the lesson
doing the job of being a student. I will pay you for good Pre – values. He uses a standard algorithm
so I didn’t get to assist two
behavior, participation, good attitudes, and good grades. assessment when adding amounts together. He can
students on how to record their add 3 digit #’s with 2 digit #’s but has
Standards for payment – checklist money jar amounts. trouble adding coin amounts. Need to work
* Completing an assignment = a penny or nickel. on counting and grouping coins by value
and then ordering coins by highest to
* Coming to class = a dime. lowest when adding.
* Well-behaved = a penny or nickel.
* Walking in the hallways appropriately = a penny or nickel. Behavior issues – William interrupted the
* Actively participate in lessons = a penny or nickel lesson multiple times because instead of
* Putting extra effort into school work = a penny or nickel raising his hand he would just blurt out
* Being Responsible = a penny or nickel questions. This is because I didn’t set
Now you can LOSE money if they break a classroom rule classroom expectations on how to ask
= a penny or nickel. questions so I will make sure I do that at
the beginning of each lesson.
Next Friday, the store will have its grand opening and you
will have the opportunity to go shopping. Items will be on
display for what will be available in the store (I will have a
baseball on display because Noah loves baseball).
Students will be asked what they would like to have in the
store (within reason) to encourage students to earn their
pay.

Students will receive a money jar with their name on the

outside for them to save their money in.
Students will be paid immediately when they have been
found displaying good behavior, participation, or grades.
Students will be told that their money jar should stay on
top of their desks until the lesson is over and then I will
keep it till the next lesson.

Students will be asked to count their money at the end of

every lesson giving them practice in sorting coins and skip
(mix) counting before they visit the store and are
assessed.

*A name for your classroom store. 

*The use of money in the real world (pay bills, buy food,
entertainment, etc.).
*Where we acquire money (jobs, gifts).
*Definition of a customer as someone who buys things
(usually with money that he/she earns).
*Identification of each coin and its value.

Pre-assessment: To assess students’ knowledge of

recognition of coins and their values as well as skill in
counting a small collection of coins I will distribute an
activity sheet for students to complete. By introducing the
context as “Kip has some coins in his pocket. His coins
are shown on your activity sheet.” Students will be asked
to think about Kip’s coins and write statements that
describe his coins. Posing guiding questions to help
students start the task; such as what can you tell me about
the types of coins hip has? What can you tell me about
the value of Kip’s coins? This will be collected and
reviewed – looking specifically for responses that indicate
possible gaps in recognition of coins and their values.

ACCOMMODATIONS AND MODIFICATIONS What worked well in your lesson?

Markee, William and Noah – preferential seating I did a nice job getting the students
close to teacher. interested in the lesson and the
Noah – breaks upcoming lessons, which got the
Markee and William, check progress and
students engaged and asking questions
provide feedback often in the first few minutes
of each assignment through out the lesson. I also did well
relating the learning’s to the real world.
During the assessment activity when
students raised their hands to ask me a
question, I actually shocked myself by
doing such a great job by not allowing
myself to just give the answer. I instead
assisted the student in discovering the
answer. As I assisted the students, I
did a great job at using various
ways/manipulatives in discovering the
answer. For instance, for Noah I had
him use coins in finding the answer.
For Cortasia, I circled coins on paper
for her to add together.

INSTRUCTIONAL ASSESSMENT
What didn't work?
Indicate in BLUE where you will differentiate assessment for specific students.
The activity sheet I mentioned above under the instruction To begin, I planned too much for the
section will serve as a pre and post-assessment. I will lesson. I should have cut something
review the student’s responses to see how the students out when I realized that but instead just
responded to the question about the total value of Kip’s rushed through it. This then resulted in
coins. For example, did the student find the actual value
or use reasoning skills to determine whether the value is not allowing students enough “think
less than one dollar? Does the student’s response show a time” or not posing enough questions to
“counting on” approach or “standard” algorithm? Also, assess students’ understandings.
were they able to recognize the coins and their values? I When I did pose questions, I had
will record my observations of the student responses using students raise their hands but the same
a checklist type format. Using “+” to indicate that the two students always raised their hands
student performed the skill successfully and “-“ to indicate
difficulty demonstrating the skill. This assessment will and I didn’t get to find out what the
allow me to assess where individual students skill level for other two were thinking. I also
money-related skills are at – determining where I will begin mentioned that students needed to
teaching from for lesson #2. follow classroom rules or there would
be deductions made but I didn’t explain
or state my expectations or really know
what my expectations even were,
luckily, it wasn’t that big of a problem for
this lesson but in future lessons this
could lead to huge classroom
management/behavior issues.

CLOSING
What changes will you make in your future planning or
Summarizing the purpose of the learning experience as related to the essential
instruction?
understanding and what to expect in the next learning experience.
Today you learned about the opening of our new store and I will begin each lesson by setting and
its rules and guidelines to follow so that you can earn stating my behavior expectations. I will
money towards your big “Friday” shopping day so you can allow students more “think time” and
make lots of purchases! This store will allow you to see
timing the lesson and activities more
how in the real – world EU 1: *When making purchases in
society, individuals use money to pay for them. accurately so that I don’t rush through
EU 2: *We use estimation to quickly project a solution. the lessons. When posing questions to
the class I will utilize whiteboards
On Monday (lesson #2), we will be learning how to count and/or by drawing a popsicle stick out
our coins and how to make change to $1.00. of a jar (students names on sticks) this
way I can better assess students
understandings and in getting all
students to participate in answering
questions.