# Teacher Education Lesson Plan Template

Teacher: Ms. Brinda Patel

Date: 3/17/2016

Title of Lesson: Penny/Nickel Exchange Game

Cooperating Teacher: Ms. Victoria Zano

Core Components
Subject, Content Area, or Topic
Math
Student Population
AM-24
PM-20
Learning Objectives
SOL
K.3.2. The students will determine the value of a collection of pennies and/ or nickels whose total
value is ten cents or less.
VBO
I can identify pennies and nickel.
I can count the pennies and nickels.
I can explain that a nickel has the same value as five pennies.
I can tell the values of pennies and nickels.
Materials/Resources
Pennies
Nickels
Promethean board
Crayons
Worksheet
Coin cards
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used

Strategy
Return
Identifying Similarities & Differences
45%
Summarizing & Note Taking
34%
Reinforcing Efforts & Providing Recognition
29%
Homework & Practice
28%
Nonlinguistic Representations
27%
Cooperative Learning
23%
Setting Goals & Providing Feedback
23%
Generating & Testing Hypothesis
23%
22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy
Return
Teach Others/Immediate Use of Learning
95%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

Practice by Doing
Discussion
Demonstration
Audio Visual
Lecture

75%
50%
30%
20%
10%
05%

Safety (if applicable)
Time
(min.)

Process Components

10-15

*Anticipatory Set
TW play a coin song on YouTube.
TW review with students the coins and their values with the help of coin cards.
TW show different coin cards and students will be asked to identify them.
Today we will learn about money and its value.

10-15

*Instructional Input or Procedure
TW tell students it is very important to know the money because it helps you buy things.
Make sure you have your thinking cap on and listen to the teacher carefully.
TW tell the students different value of different coins. TW will mainly focus on pennies
and nickels today.
TW show student a penny and ask students “How much is a penny worth?” SW respond to
the teacher. TW show student a nickel and ask students “How much is a Nickel worth?”
SW respond to the teacher.
TW write the value of penny and nickel on the promethean board. TW write 5 penny on
the board and TW ask students “How many nickels make 5 cents?” SW respond to the
teacher. TW then write 10 cents and ask students “How many Nickel makes 10 cents?”
SW responds to the teacher. TW give few more examples if it is needed.
TW tell students that now they are going to play penny/nickel exchange game.

5-7
mins

*Modeling
TW model how to play the penny nickel exchange game. TW will have a box with few
pennies and few nickels in it. TW give students few pennies and they will come to Ms.
Patel, Ms. Zano and Ms. Watters and exchange it for nickels.
*Check for Understanding
The teacher will ask students how much is a penny and nickel worth when they to
exchange their coins. Also, TW ask them to count the pennies and get the appropriate
amount of nickels.

5
mins

*Guided Practice
TW walk through the penny/ nickel game with other student and SW get to see how to
play the game.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

8
mins

*Independent Practice
SW color the coin worksheet. SW color different color for different coins on the
worksheet.
Assessment
Students will be summatively assessed based on the worksheet that they will be working
on independently.

2
mins

*Closure
Teacher will ask students value of different coins.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Auditory (class discussion), Visual (Coins, coin cards, YouTube video).
Classroom management Issues
TW will be very clear on the instruction about the penny/nickel exchange game.
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.
Brinda Patel
Intern Signature

Cooperating Teacher
Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

3/17/16
Date

Teacher Education Lesson Plan Template
Teacher: Ms. Brinda Patel

Date: 4/4/2016

Title of Lesson: 4 corners coins game

Cooperating Teacher: Ms. Victoria Zano

Core Components
Subject, Content Area, or Topic
Math
Student Population
AM-24
PM-20
Learning Objectives
SOL
K.3.2. The students will determine the value of a collection of pennies and/ or nickels whose total
value is ten cents or less.
VBO
I can identify pennies and nickel.
I can count the pennies and nickels.
I can explain that a nickel has the same value as five pennies.
I can tell the values of pennies and nickels.
Materials/Resources
Pennies
Nickels
Dimes
Quarters
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used

Strategy
Return
Identifying Similarities & Differences
45%
Summarizing & Note Taking
34%
Reinforcing Efforts & Providing Recognition
29%
Homework & Practice
28%
Nonlinguistic Representations
27%
Cooperative Learning
23%
Setting Goals & Providing Feedback
23%
Generating & Testing Hypothesis
23%
22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy
Return
Teach Others/Immediate Use of Learning
95%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

Practice by Doing
Discussion
Demonstration
Audio Visual
Lecture

75%
50%
30%
20%
10%
05%

Safety (if applicable)
Time
(min.)

Process Components

10-15

*Anticipatory Set
TW play a coin song on YouTube.
TW review with students the coins and their values with the help of coin cards.
TW play brainpopjr
Today we will learn about money and its value.

10-15

*Instructional Input or Procedure
TW show students coin cards and SW identify the coin and its value. TW tell students that
today they will be playing a simple and a fun game called 4 corner coin game.
TW show students four different corner in classroom which will have a 1c, 5c, 10c, 25c
write on it. At each corner there will be Ms. Patel, Ms. Zano and Ms. Watters.
TW tell students that they will get one coin and they will go to the appropriate corner
where they will exchange coin at the corner.

5-7
mins

*Modeling
TW model how to play the four corner game. T and TA will stand at each corner with bowl
of money in their hand. SW come to appropriate corner and will exchange the coin for
different coin. When the coin is exchanged, SW go to another appropriate corner. Game
will continue until teacher rings the bell.
*Check for Understanding
The teacher will ask students how much is a penny and nickel worth when they to
exchange their coins. Also, TW ask them to count the pennies and get the appropriate
amount of nickels.

5
mins

*Guided Practice
much is a penny worth?” SW respond. TW ask “How much is a nickel worth? SW
respond. TW ask “How much is a dime worth?” SW respond. TW ask “How much is a
quarter worth?” SW respond.
*Independent Practice
SW sort the coin at the math center when they play coin sorting game.

8
mins

Assessment
Students will be summatively assessed based on the answer they give when they exchange
the coin.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

2
mins

*Closure
Teacher will ask students value of different coins.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Auditory (class discussion), Visual (Coins, coin cards, brainpopjr video), Kinesthetic( playing
game)
Classroom management Issues
TW will be very clear on the instruction about the 4 corner coin game.
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.
Brinda Patel
Intern Signature

Cooperating Teacher
Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

3/17/16
Date