USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 2nd Subject/Content: Math

Lesson Content What Standards (national or state) relate to this lesson? (You should include ALL applicable standards. Rarely do teachers use just one: theyd never get through them all.) Essential Understanding (What is the big idea or essential question that you want students to come away with? In other words, what, aside from the standard and our objective, will students understand when they finish this lesson?)

Name: __Sabrina Schaller__________________________________ Group Size: Date of Lesson: February 5 18

MACC.2.MD.3. Work with time and money

How do you choose coins to show a money amount in different ways?

Objectives- What are you teaching? (Student-centered: What will students know and be able to do after this lesson? Include the ABCDs of objectives: action, behavior, condition, and degree of mastery, i.e., "C: Given a sentence written in the past or present tense, A: the student B: will be able to rewrite the sentence in future tense D: with no errors in tense or tense contradiction (i.e., I will see her yesterday.)." Note: Degree of mastery does not

After teacher modeling students will be able to use coins to demonstrate certain amounts. They will work in their Go Math workbooks pages 349-352. Page 349 asks children to use coins to show $.27. This could be 1 quarter and 2 pennies, 2 dimes and 7 pennies, 2 dimes and 1 nickel and 2 pennies, 5 nickels and 2 pennies, etc. They need to draw the coins as well as label how much they are worth to match the amount of money. The second box they need to represent $.51. This could be a combination of: 2 quarters and 1 penny, 5 dimes and 1 penny, 10 nickels and 1 penny, etc. On page 350-351 Students are asked to show an amount in two ways. Page 352 has problem solving questions. For number 7 students need to show 2 different ways to pay $.50. Number 8 requires students to use 4 coins to buy a book for $.40. This needs to be sown two ways only using 4 coins. Number 9 asks for students to pick which set of coins makes $.20.

USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 2nd Subject/Content: Math
need to be a percentage.) Rationale Address the following questions: Why are you teaching this objective? Where does this lesson fit within a larger plan? Why are you teaching it this way? Why is it important for students to learn this concept? Evaluation Plan- How will you know students have mastered your objectives? Address the following: What formative evidence will you use to document student learning during this lesson? What summative evidence will you collect, either during this lesson or in upcoming lessons?

Name: __Sabrina Schaller__________________________________ Group Size: Date of Lesson: February 5 18

This objective will be taught so that students can understand how to form different amounts using a variety of coins. It will help them become quicker in counting money and distinguishing each coins worth.

The formative assessment will involve me to walk around monitoring the students work and helping guide them when they have questions. They need to have the coins labeled and follow the directions on the pages. For the summative assessment they need to have 6 out of 9 questions correct throughout pages 350-352

What Content Knowledge is necessary for a teacher to teach this material?

The teacher needs to understand that a quarter is worth 25 cents and has president George Washington on it. On the back it can have the eagle or different American states. The nickel is worth 5 cents. It has Thomas Jeffersons head and the back (reverse) of the nickel pictures Monticello, Jefferson's house (which was designed by Jefferson himself), located in Virginia, USA. The dime is worth 10 cents Franklin Roosevelt is on the dime and the back has the torch with an olive and oak branch. The penny is worth 1 cent and has a picture of Abraham Lincoln. The back has the Lincoln Memorial. Teacher also needs to have

USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 2nd Subject/Content: Math

Name: __Sabrina Schaller__________________________________ Group Size: Date of Lesson: February 5 18

a basic understanding on how to add and count by 5s, 10s, and 25s.

What background knowledge is necessary for a student to successfully meet these objectives? How will you ensure students have this previous knowledge? Who are your learners? What do you know about them? What do you know about their readiness for this content? What misconceptions might students have about this content?

To do the tasks assigned students need to know what the American coins look like and how much they are worth. Students also need to be able to do basic math (addition) skills.

They might not understand how to jump from 25 cents to 50 cents when there are 2 quarters, or 10 cents to 20 cents when there are two dimes. If this happens the student will need to see a pattern of what happens when multiple coins are put together and with this pattern they might be able to understand how to add different coins together.

Lesson Implementation Teaching Methods (What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es, direct instruction, lecture, demonstration, partner word, etc.)

For the beginning of the lesson the teacher will directly instruct the students on what the worth of the different coins are and review the different names of the coins.

USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 2nd Subject/Content: Math

Name: __Sabrina Schaller__________________________________ Group Size: Date of Lesson: February 5 18

Step-by-Step Plan (What exactly do you plan to do in teaching this lesson? Be thorough. Act as if you needed a substitute to carry out the lesson for you.) Where applicable, be sure to address the following: What Higher Order Thinking (H.O.T.) questions will you ask? How will materials be distributed? Who will work together in groups and how will you determine the grouping? How will students transition between activities? What will you as the teacher do? What will the students do? What student data will be collected during each phase? What are other adults in the room doing? How are they supporting students learning? What model of co-teaching are you using? What will you do if

Time

Who is responsible (Teacher or Students)? Teacher:

Each content area may require a different step-by-step format. Use whichever plan is appropriate for the content taught in this lesson. For example, in science, you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation). Lets review what we know about coins. Can anyone tell me about one coin and what he or she knows about it? (a penny its one cent, a dime its worth 10 cents, a quarter its worth 25 cents, a nickel its worth 5 cents.) If Andrew wanted to buy Loom bracelets from a friend and one costed 32 cents, what coins could Andrew use to pay 32 cents? (Use fake money to show me on the desk when I walk around). Now lets practice together on how we can use different coins that come up with the same amount. Open up to page 349 lets work on this together. Read red-letter word on bottom of page and have a couple students show what they did on overhead. Students should work independently on pages 351-352. When students are finished they need to bring their book to teacher to get looked at.

15 min

15-20 min

Student Teacher

a student struggles with the content? Depending on the struggle CT will accommodate towards their needs by siting with student and guiding instruction.

USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 2nd Subject/Content: Math

Name: __Sabrina Schaller__________________________________ Group Size: Date of Lesson: February 5 18

What will you do if

a student masters the content quickly? Theyll be encouraged to write their own word problems and answer them. For example: Leah wanted to buy some candy. It costs $1.00. What coins could you use to pay $1.00?

Meeting your students needs as people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your students? Different cultures have different currencies. Almost everyday students see money or handle it. Its a big part of our lives and is a fundamental tool in buying things or wanting to make money. If applicable, how does this lesson connect to/reflect the local community? Our community uses money everyday. It helps build local businesses.

How will you differentiate instruction for students who need additional challenge during this lesson (enrichment)? For the student who needs differentiated instruction my CT or I will sit with them and ask where they feel they need the most help. Once the problem is indicated we will help guide the student through multiple methods until they understand the material.

How will you differentiate instruction for students who need additional language support?

Accommodations (If needed) (What students need specific accommodation? List individual students (initials), and then explain

Not applicable S.E: physical and comprehension L: SLD: comprehension Both of these student may need one on one instruction and continuous scaffolding.

USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 2nd Subject/Content: Math
the accommodation(s) you will implement for these unique learners.) Materials (What materials will you use? Why did you choose these materials? Include any resources you used. This can also include people!)

Name: __Sabrina Schaller__________________________________ Group Size: Date of Lesson: February 5 18

http://www.enchantedlearning.com/math/money/coins/dime/ http://www.enchantedlearning.com/math/money/coins/nickel/ http://www.cpalms.org/Public/search/Standard#0