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Baker College Teacher Prep

Lesson Plan Form

Unit: Money

CCSS or State Standards:


Solve word problems involving
dollar bills, quarters, dimes,
nickels, and pennies, using $ and
symbols appropriately.
Example: If you have 2 dimes
and 3 pennies, how many cents
do you have?

Resources and Materials:


Pig Mats
Bags of Coins
Activity Sheet- Appendix L
Review Sheet 10- Appendix D

Objective:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)

Lesson Title:
More Building with the Fewest Coins
Possible
Approx 60 mins
**This is Lesson #11

Grade/Period:
2nd Grade

Studentswillrecognizeandrecalldifferenttypesofmoney
Studentswillwriteamountsofmoneyusingdecimalnotation
Studentswillcalculatemoneyusingadditionandsubtraction
Studentswilladddifferenttypesofcoins
Studentscanidentifydifferentwaysofmakingadollar
Studentscanidentifythefewestcoinspossibleinagivenamount
Studentswillbeabletouse$andsymbolswhenrecordingmoney

Essential Question(s):
Overarching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?

Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.

Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.

Whataresomeways$.65canbeshownusingmoney?

Whycanacertainamountofmoneybeshownindifferentways?Give
examples.

1. Haveclasssitonfloortogetheranddistributecoinsand
mats.Assigneachstudentamathbuddy.DesignateanA
buddyandaBbuddyforeachpair.
2. Reviewwaystoshowgivenamounts(astensandones,
fewestpossible,others)
3. Givestudentsanamounttobebuild.BuddyAshouldbuild
withthefewestpossiblecoins,BuddyBanyway.Buddies
shouldcheckeachother.
4. Whenclasshasfinishedbuilding,haveastudentsharehow
tobuildwiththefewestpossiblecoins.Otherscanshare
differentwaystobuild.
5. Continuetodothis,excepthavebuddiesswapresponsibility
forbuildingwiththefewestpossiblecoinseachtime.
Approx30mins
Totakeabreakofwhatjusthappenedhavestudentsstandupand
grabthenearestpartner
https://www.gonoodle.com/channels/kookookangaroo/secrethand
shakes1

Baker College Teacher Prep


Lesson Plan Form

Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill

Assessment:
List both formative and summative
assessments that you will use to assess
student understanding. Formative
assessments are given during instruction
(check for understanding), summative are
after completion of instruction (how will you
grade quiz, test, project, paper,
presentation, demonstration, etc.).

1. Reviewwithstudentsthatjusthappenedintheactivity.That
therearetonsandtonsofwaystomakeadollar!
2. Havestudentsreturntotheirnormalseatandhavethem
completeanactivitysheetontheirownatfirst.(Appendix
L).
3. Writetheamountsontheboardforthestudentstodo.They
mustshowthatamountin2differentways.
4. Whilethestudentsareworking,walkaroundandassist
wherethereneedstobehelp.
5. Aftermajorityofthestudentscompletedit.Givestudentsa
chancetoteachtootherstudentsaboutwhattheygot.
Amounts:
46cents,99cents,42cents,83cents,12cents,32cents
Approx30mins.

Formative:
observe students. Also have students at the end of
their activities have students come back to carpet time. During
carpet time the teacher will be secretly quizzing them through
oral questioning. Keep it casual with the students though.
Questions to ask:
How is a quarter different from a penny?
What are some characteristics of a nickel?
What is the big idea of money?
What might happen if we had 5 dimes together?
How can 25 pennies be one quarter?
Summative:
Studentsmustbeabletocountcoinsthatwasgivento

them.Withthecoinsthattheyaregiven,theyareabletomakeapurchase
withintheirpricerangefromtheclassroomstore.Thestudentsthenwill
recounttheirchangeandexplainwhytheyhavethatmuchleft.Onthenote
theymustshowtheamountofchangetheyfirsthad(byaddingthecoins
together),thenshowthedifferenceinchangefromwhentheybought
something(subtraction).Theymustbeabletoexplainwhathappenedto
theteacherandtotheirparents.Studentswillbekeepingajournalofwhat
justhappenedatthestore

Studentswillbegradedonbeingabletocounthowmuchmoneytheyfirst
startedwith,choosinganitemwithintheirbudget,selectingcorrectcoinsto
paywith,andproperlycountingthecoinsleft.Studentsshouldwriteamath
problemintheirmathjournalshowinghowthechangeleftoveriscorrect,
usingcorrectdecimalnotationandmoneysymbols.
Butthisactivitywontbehappeningforanother4morelessons.This
activity,theclassroomwillbesetupasastore.Studentswillbeabletobuy
withtheirbagsofmoneyandwhateverquarterstheyhaveleftoverfrom
theirwallet.Thisactivitywilltakeupthewholemathperiodforthatone
day.

Differentiation
:

Describe who will need additional or


different support during this lesson, and how
you will support them. Differentiated
instruction could include testing
accommodations, preferential seating,
segmented assignments, a copy of the

ESL:Pairthestudentwithabuddythatcanhelpthestudentwith
difficulties.Stillprovidethecoinsiftheyneedit.
StrugglingandExceeding:Pairthemupwithexceedingstudents,
thiswaytheexceedingstudentscanreteachasmuchastheycan
inthematerial

Baker College Teacher Prep


Lesson Plan Form

teachers notes, assignment notebook, peer


tutors, etc.

Summary, Integration and


Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson

PullOutservices:betheirbuddyforthegame,hecomesbackjust
aswearewatchingtheGoNoodle.
Studentswillbeabletotalktoeachotheraboutdifferentwaysof
makingdifferentamounts.Andtheyareabletosharethemtothe
classduringcarpettime.

Initial plans could also contain the following:


Accessing Prior Knowledge:
Students will know the different types of coins, their values, their names,
their amounts. How to use money in their lives and how it is important. Also how to make a dollar out of
the coins using the fewest coins as possible.

Anticipatory Set
: Greet students at the door, and have them take a seat on the floor. (Have GoNoodle
playing in the background-
https://www.gonoodle.com/channels/think-about-it/make-someone-happy
)
Reinforce this throughout the lesson. Then when they line up have them turn to their partner and say one
good thing.
Questions to Anticipate:
Similar questions that happened in Lesson#7 (Lesson 4).

Wrap-up Activity and Closure:


We will come together as a class and talk about what we have learned.
The teacher will ask questions to their students- pick on students that arent getting it to see where they
are lost at. Then call the groups one by one to put their quarters back in their wallet and the bag of money
in their cubby then line up at the door very quietly.

Homework/ Independent Practice


: Students are going to work independently in the second part. This
will help show if the students are getting what is being taught, if they arent the teacher has to find out
where they are lost at. There will be no homework for this lesson because they have a chance to work
independently.

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