College of Education Lesson Plan Template

Teacher Candidate: Elizabeth Kolb Date and Time of Lesson: February 2 ! 2"# $T%& 'ub*ect$+rade Le,el: (ath$2nd

'chool: (erry)ood Elementary 'chool +rade

Description of Lesson: 'tudents )ill come up )ith strategies to sol,e )ord problems )ith counting money- 'tudents )ill also use e.pressions or ob*ects )ith counting money- 'tudents )ill also apply the strategies to sol,ing real )orld problems )ith moneyLesson Title or Essential /uestion that guides the lesson: 0hat are some strategies to sol,ing )ord problems in,ol,ing money1 0hy are the strategies important to sol,e real )orld problems )ith money1 2s there al)ays one strategy to sol,ing a )ord problem1 Curriculum 'tandards &ddressed:

3ational 'tandard4s5:

CC''-(ath-Content-2-(D-C-6 'ol,e )ord problems in,ol,ing dollar bills! 7uarters! dimes! nic8els! and pennies! using 9 and : symbols appropriatelyE.ample: 2f you ha,e 2 dimes and ; pennies! ho) many cents do you ha,e1

<ther:

EED&: 'tudents )ill demonstrate decision=ma8ing! goal=setting! problem= sol,ing! and communication s8ills''C&: 'tudents )ill respect each other )hen other students are sho)ing their strategy of sol,ing )ords problems )ith moneyChoral (usic: 'tandard >: The student )ill ma8e connections bet)een music and other arts disciplines! other content areas! and the )orld(C2=>-2 2ntegrate the sub*ect matter of non=arts classes into the music class by singing songs that reinforce language arts and mathematics curricula-

Revised 1.20.14

Lesson <b*ecti,e4s5: 'tudents )ill demonstrate strategies to sol,e money )ord problems in,ol,ing e.pressions! dra)ings! symbols! or models )ith a degree of ?@A-

&ssessment4s5 of the <b*ecti,es: Pre= Students will have the basic knowledge of the touch points of the penny, nickel, dime, and qua te . !enny has no touch points, nickel has one touch point, dime has two touch points, and qua te has " touch points. #he students will also have the knowledge that one touch point is ". During= Students will be doing the p oblem of the day, which is how students will be getting othe ways to the answe of the p oblem. #he point of the du ing assessment to eali$e the e a e othe st ategies to get to the ight answe . Post= Students will then demonst ate those st ategies to the class and the students will have basic skills of p oblem solving st ategies when it comes to money. #he pu pose of the st ategies to show diffe ent ways fo students to figu e out a wo d p oblem in many diffe ent ways.

(aterials$Besources: 'mart %oard (ath +ames in,ol,ing money The Coin 'ong Paper Coin (odels )ith Touch Points CTry it TogetherD +ame )or8sheets 'tic8y notes Problem of the Day En,ision 0or8boo8 Papers )ith the numbers for students to pic8 from

Revised 1.20.14

Beal ob*ects for +ame

Prere7uisites 4Prior Kno)ledge5: 'tudents )ill ha,e had prior 8no)ledge in addition )ith numbers including adding t)o digit numbers- 'tudents )ill ha,e to ha,e prior 8no)ledge in reading )ord problems that does not include money'tudents should also ha,e prior 8no)ledge in ho) to handle the 'mart %oard appropriatelyProcedures: 1. Students will be asked to ecite the %oin song, which tells the students the value of the penny, nickel, dime, and qua te . #he song is also a eview fo the students as well. 2. & will then show the students the model pape coins and ask them how many touch points does each coin have' ()ow many touch points does the penny have'* ()ow many touch points does the nickel have'* ()ow many touch points does the dime have'* ()ow many touch points does the qua te have'* +. & will then ask the students how do we know that the qua te has five touch points. #he touch points of a qua te have a counting patte n, which is counting by fives. (,hat is the counting patte n fo the touch points of the dime and the qua te '* 4. & will give a wo d p oblem of the day, which they will solve in thei math -ou nals. #he point of the p oblem of the day is so students can come up with othe ways to get to an answe . #he p oblem of the day will be scanned and be put on the Sma t .oa d. ". ,e will then go ove the p oblem togethe and some of the students will come to the Sma t .oa d and show me thei st ategy of getting to the answe . /. & will point out to the students that thei st ategy could be easie to unde stand athe than my own st ategy. & will then show the students my own st ategy of how & got the answe . 0. Students will get thei class wo k and wo k on 124, which will be wo d p oblems fo the students to do. #he application of the st ategies will help the students with the game planned fo the day. (3ou will take some of the st ategies we lea ned and apply them to the wo d p oblems on the page.* 1. Students will wo k on the wo kbook page in the 4nvision wo kbook fo about 202+0 minutes. ,e will then go ove the answe s and some students can demonst ate the st ategies they used. 5. #he wo kbook page will be pulled up on the Sma t .oa d using the 6c7 aw2)ill connected website. 10. 8fte we have done the class wo k, students will play a game called (9et:s # y &t #ogethe *. Students will be given little pieces of pape with a numbe on them. #hey a e to add that numbe to the 0 digit on thei pape . ;o e<ample, if a student picks a 0, then on thei pape they have to glue that numbe on tens digit place to make 00 cents.
Revised 1.20.14

11. Students will go a ound the oom and find ob-ects with a sticky note which has the p ice on it. 12. #he students will have to see if they have enough money to buy an ob-ect=s> in the oom with a p ice on it. 1+. ;o students to have mo e p actice with money, we will do some games on the Sma t .oa d f om math websites that have the same concepts with adding o counting money. &cti,ity &nalysis: =should show use of #,S 1 data>
Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts:

a> Try it Together +ame: This activity is appropriate for students who are having trouble counting money and adding money. This game is also appropriate for the objective because they are relating real world problems with problem solving strategies like do they have enough money to buy this object? The game will also continue to help the students with adding coins as well as having the students continue to recognize the value of the coins. The activity will help students visually by looking at their number as well as object with the price on it. The game is also geared toward students who are kinesthetic learners because they will be getting up and walking around the room. b> 'mart %oard math games? tudents will have extra practice with the reinforcement of the counting money as well as knowing how to add money. The games will also apply to the objective because it will imply the strategies when working word problems. !ne game helps students match words like "" cents to the dime and one penny. The mart #oard games will let the students who learn visually and kinesthetically by coming up to the board and seeing the coins and how to count and add them. c> Technology: Technology will be used for this lesson because the problem of the day will be scanned on the mart #oard so the students can do the problem with their own strategies. The scanner will be used for the problem of the day. The connected website will be used for the class work page in their workbook. The mart #oard will also be doing online math games involving money so they can use other techni$ues and strategies to solving a problem. Differentiation$&ccommodations$(odifications$2ncreases in Bigor =should show use
of #,S 1 data> Revised 1.20.14

The lesson is more of a practice for students )ho still need practice )ith counting and adding money- This lesson is also to help students practice finding different strategies )ith sol,ing )ord problems#- Early Finishers: They )ill get started on the game and do some of the math online games in,ol,ing money on the 'mart %oard 2- Late finishers: They )ill ha,e more time to )or8 on the class )or8 as )ell as ha,e a partner in the similar math le,el as they are;- E'<L: The students do spea8 fluent English but one student )ill ha,e to )or8 )ith another student on the same math le,el as they are for the gameBeferences: #5 Bogers! B- 4Personal 2nter,ie)5- February #E! 2"# 25 (c+ra) Fill- 42"#;5- Mcgraw-hill connected - Betrie,ed from mcgra)= hill-com$connected$login-do ;5 (c+ra) Fill- 42"#;5- My math- 4Gol- 2! pp- @"@=@">5- Columbus! <hio: The (c+ra)=Fill Companies-

Revised 1.20.14