USF Elementary Education Lesson Plan Template (S 2014

)
Grade Level Being Taught: Subject/Content: MONEY
2nd

Group Size:
18

Name: ___Ashlyn Moser___
Date of Lesson: 2.24.16

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
they’d 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?)

Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the ABCD’s
of objectives: action, behavior,
condition, and degree of mastery,
i.e., "C: Given a sentence written in
the past or present tense, A: the

MAFS.2.MD.3.8- Solve one- and two-step word problems involving dollar bills (singles,
fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using
$ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and
equal groups situations1. Example: The cash register shows that the total for your
purchase is 59¢. You gave the cashier three quarters. How much change should you
receive from the cashier?
A) Identify the value of coins and paper currency.
B) Compute the value of any combination of coins within one dollar.
C) Compute the value of any combinations of dollars (e.g., If you have three tendollar bills, one five-dollar bill, and two one-dollar bills, how much money do you
have?).
D) Relate the value of pennies, nickels, dimes, and quarters to other coins and to the
dollar (e.g., There are five nickels in one quarter. There are two nickels in one
dime. There are two and a half dimes in one quarter. There are twenty nickels in
one dollar).

-

How much is each coin worth?
How much is the total amount of change provided?

-

Students will be able to understand and explain what the amount of each coin is.
Students will be able to find the sum of different coins.

E – Student will be able to answer 100% of their think sheet correctly.
S- Student will be able to answer 75% of their think sheet correctly.
N- Student answered 50% of their think sheet correctly.

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: MONEY
2nd
student B: will be able to re-write 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
need to be a percentage.)

Group Size:
18

Name: ___Ashlyn Moser___
Date of Lesson: 2.24.16

U- Student did not try.

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?

-

-

-

Formative evidence:
 Teacher will observe students during the lesson.
 Teacher will have collected a pre-assessment think sheet from the day before.
 Teacher will listen on called on students, and conversations among the students
and their peers.
Summative evidence:
Teacher will collect students think sheets at the end of the lesson.
Teacher will collect their unit text at the end of the unit.

-

Teacher must know what each coin is.
Teacher must know the value of each coin.
Teacher must know how to add.

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?

-

I will ensure that students have this previous knowledge by teaching the previous
days and collecting their work from those days.
My learners are 18 2nd grade students.
As their teacher, I know what their levels of understanding are, as well as where

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?

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


-

I am teaching this objective to help my students understand the value of money
and how to find the values of money.
This lesson fits into a two day plan on money.
I am teaching the lesson this way to make sure students get a full understanding
of each coin and its value
It is important for students to learn this concept because money is used in all
areas of our lives. This lesson will help students learn how to skip count larger
numbers.

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

What do you know about them?
What do you know about their
readiness for this content?

What misconceptions
might students have about
this content?

-

-

Group Size:
18

Name: ___Ashlyn Moser___
Date of Lesson: 2.24.16

they are in math overall.
I know that they are ready to take on different addition problems with coins.

Students might get confused on the different silver coins, and their value (dimes,
nickel, and quarter).
Students might think a penny is worth more than a dime because it is larger.

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.)
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

-

Time

Whole group learning.
Demonstration.
Guided release.
Think sheets.
Differentiated groups.

Who is
responsibl
e (Teacher
or
Students)?

-

Go over todays objective, written on the board
Watch the “coin rap” video.
Release students to desk and pull out an expo
Ask a HOT PROBLEM on a slip of paper.
(make sure students are showing HOW they did it)
Walk around and look around to each students and how they
are doing.
Call students to the carpet.
Have two kids (who solve it in a different way) have them
share it to the class on the elmo board.
Have students release to there desks.
Have the student helpers get the math books and pass them
out.
Show students that if “if I was doing it I would start by

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

-

counting the coin with the biggest value first. Make sure to
prove you answer”
Have students complete Page 346 on their own.
Walk around and check their work as they are going along.
Write O for they are ready to work alone. Or M for come work
with me in a small group.
As students finish release them to work on pages 347, 348
either alone or with myself in a small group, depending on
their achievement levels with the coins and values.
Students who will be working with me will come to the carpet
to work with Itools and figure out the different values of coins
added together.
Have students leave books on the back counter to check over
after.
Students can play math games with their coins, (roll dice,
choose coins, and add)

…a student struggles with the content?
-

What will you do if…

Group Size:
18

Name: ___Ashlyn Moser___
Date of Lesson: 2.24.16

Student will be put with myself, or with Mrs. Hunt to work on the think
sheet together and get a better understanding the values and sums of
coins.

…a student masters the content quickly?
-

Student will be able to work alone.
Student will be able to write down problems of their own, with different
coins.

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: MONEY
2nd
Meeting your students’
needs as people and as
learners

Group Size:
18

Name: ___Ashlyn Moser___
Date of Lesson: 2.24.16

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
- All students use the same coins in America, knowing each coin and it’s
value will be very helpful for them in all areas of life.
If applicable, how does this lesson connect to/reflect the local community?
-

Students will be able to count coins in their home lives

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
-

Student will be able to work alone.
Student will be able to write down what are some other things they know
based off the data.

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
the accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use?
Why did you choose these
materials? Include any

-

Student will be put with myself, or with Mrs. Hunt to work on the think
sheet together and get a better understanding of the graphs and their
data.

-

No specific accommodations for this lesson are needed.

-

Pencils
Elmo.
White board.
Mixture of different coins.

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: MONEY
2nd
resources you used. This can
also include people!)

-

Think sheets
Youtube
Fake money coins
Thinkcentral.com – itools

Group Size:
18

Name: ___Ashlyn Moser___
Date of Lesson: 2.24.16