Rationale:

The purpose of the lesson is

for students to use symbols to
properly label different
amounts of money.
Materials/Equipment:

Game Cards
o Coin 4 x Quarter,
Dime, Nickle, Pennies
Cards
o Bills 4 x Dollar Cards
o Symbols 4 x Dollar,
Cents, Decimal Cards
Pocket Chart
Smartboard
Construction Paper Two
colors
Book: The Penny Pot by
Stuart J. Murphy
Game Source:
Number & Operations, Set A6:
Money, pdf. (2009). Retrieved
September 23, 2016, from
http://catalog.mathlearningcent
er.org/store/product-8740.htm
TEKS Achieved:

111.4(b)(5)(B)
Blooms Taxonomy:

Application

Learning Styles:
Visual/Spatial
Logical/Math
Interpersonal

Kinesthetic
Verbal/Linguistic

Classroom Strategies:
Cooperative Groups
Problem Solving

Coins & Cash

Submitted by: Kathy Roark
Course # 1301__ for Grade Level(s) __2nd ___ Subject __Math_________

Objectives/Outcomes:
TSW use the cent symbol, dollar sign, and the decimal point to name the
value of a collection of coins while participating in a game.

Lesson Plan:
Introduction (Anticipatory Set/Motivation):
1.

When the students come in or begin this lesson, I will open an image on
the smartboard and ask the students to address the following two
prompts in their math journal:
a. The first image is a selection of coins. Students are invited to
identify and label the sum of the coins in numerical form and
word form.
b. The second image is a word problem that students will need to
identify the value of the coins. They will also need to draw a
collection of possible coins that match the value and label each
coin with its appropriate value using the proper monetary
symbols.

Process:
1. Start by reviewing the following introduction prompts with the
students.
a. Ask for student volunteers to share their answers. Write their
findings on the board as they answer aloud.
b. Inquire if anyone else got a different answer.
c. Have the students explain why or how they derived at the
answer they did.
d. Review the symbols they were to use: the cent, the dollar sign,
and the decimal point.
e. Ask the students what they already know about each symbol.
2. Ask the students to come to the rug and bring only themselves.
3. Read the book, The Penny Pot by Stuart J. Murphy, asking the following
pre-tabbed questions in the book as you read. Allow students to turn to
a partner and discuss their answers before sharing with the class.
a. Questions for The Penny Pot:
i. Why did Jessie count by tens and then by ones?
ii. How many extra pennies did Miguel put into the pot?
iii. How much money is now in the penny pot?
iv. How do you think Jessie chose to have her face
painted?
v. What would you be if you could have your face painted?

4. On the Smartboard, pull-up an example of each characters change

from the story and have the students help identify, label, and find the
sum for each one.
5. Then, explain how the students will participate in the activity.
a. The class will be divided into two equal teams.
b. Each team will have a player to collect a game card from the
game card pile.
c. The game card piece will have an image of a collection of coins
ranging from a penny to a dollar.
d. The player then returns to his/her team and determines the
value and how the sum should be labeled using numbers and
symbols.
e. Once the team has settled on an answer, they place their game
card on the top row of the pocket chart for their team.
f. On the second row, they need to create the numerical value of
the sum using the number and symbol game card pieces.
g. Once both teams have finished, check each answer for
accurateness.
h. One point is given if the answer is correct.
i. For incorrect answers, help students make the corrections, but
no points are given.
j. Repeat rounds 9 more times, or as time allows.
k. The team with the most points at the end earns bragging rights.
6. Now, go ahead and break into your teams.
7. Provide each team with a piece of large, colored construction paper and
ask them to write down a team name at the top of it.
8. Post the construction paper with the team names on the board so that
the team points can be tracked on them.
9. Do a run through once or twice, as needed, for students to understand
fully what they are doing and what is expected.
10. Begin the game.
11. When the game is completed, tally the total number of points per team.
12. Ask the students why knowing how to label coins might be important in
real life? When might they use this skill?

Homework/Practice:

As a homework assignment, have students to identify three items that they

would want to buy in a store and show numerically how much each item costs?
Then, have them draw a picture of the coins that they would need to buy these
items.

Accommodations:

To accommodate students with ADHD, instruction for the game will be

provided verbally and in written form for easy referencing.

Assessment/Evaluation:

Assessment The following steps are assessments used throughout the

lesson to evaluate the students knowledge and understanding.

Step 1 Assess the students knowledge by completing warm-up

problems.
Step 4 Assess for understanding by having students help identify,
label and determine the sum of a collection of coins.
Step 5 Assess for understanding by verifying each response
during the game is accurate.
Evaluation The summative evaluation will be in the form of a unit exam
to be taken at the end of the unit.

Resources used to create this lesson (APA)

Number & Operations, Set A6: Money, pdf. (2009). Retrieved September 23,
2016, from http://catalog.mathlearningcenter.org/store/product8740.htm

EDUC 1301 Lesson Plans Project Assessment Rubric

Student Name:

Semester: Fall 2016

Kathy Roark
Levels of Mastery

Standards

Meets or Exceeds All Expectations

Meets Most Expectations

Meets Few or No Expectations

Student
SelfAssessment

1. a. Students know and

understand young
childrens
characteristics and
needs.

Each of the lesson plans is appropriate

for the cognitive, emotional, social, and
physical development of the specified
age group. (6-8 pts.)

Each of the lesson plans is somewhat

appropriate for the cognitive,
emotional, social, and physical
development of the specified age
group. (5 pts.)

Each of the lesson plans is rarely or not

at all appropriate for the cognitive,
emotional, social, and physical
development of the specified age group.
(0-4 pts.)

1. c. Students use
developmental
knowledge to create
healthy, respectful,
supportive, and
challenging learning
environments.

Students lesson plans require active

participation of every student in all parts
of the plans. (6-8 pts.)

Students lesson plans mostly require

active participation of every student in
all parts of the plans. (5 pts.)

Students lesson plans rarely or never

require active participation of every
student in all parts of the plans.
(0-4 pts.)

Students Lessons and

Homework/Practice appeal to diverse
learning styles and to meet the needs of
exceptional learners. (6-8 pts.)

Students Lessons and

Homework/Practice somewhat appeals
to diverse learning styles and to meet
the needs of exceptional learners.
(5 pts.)

Students Lessons and

Homework/Practice rarely or never
appeals to diverse learning styles and to
meet the needs of exceptional learners.
(0-4 pts.)

4. b. Students know,
understand, and use
effective approaches,
strategies, and tools for
early education.

Each of the students lesson plans focus

only on one major objective; all
objectives are measureable. The TEKS
are included for each activity.(6-8 pts.)

Each of the students lesson plans

mostly focus only on one major
objective each; some objectives are
measureable. (5 pts.)

Students lesson plans rarely or never

focus only on one major objective each
and/or objectives are not measureable.
(0-4 pts.)

The lesson requires the learner to

practice each lessons skills based on
the major objective. (6-8 pts.)

The lesson mostly requires the learner

to practice each lessons skills based
on the major objective. (5 pts.)

The lesson rarely or never requires the

learner to practice each lessons skills
based on the major objective. (0-4 pts.)

Students Homework/Practice activities

require the learner to practice each
lessons skills based on the major
objective. (6-8 pts.)

Students Homework/Practice activities

mostly require the learner to practice
each lessons skills based on the major
objective. (5 pts.)

Students Homework/Practice activities

rarely or never require the learner to
practice each lessons skills based on
major objective. (0-4 pts.)

4. d. Students design,
implement, and
evaluate meaningful,
challenging curriculum
to promote positive
outcomes.

Students lesson plan activities

accommodate children with
exceptionalities. (6-8 pts.)

Students lesson plan activities

somewhat accommodate children with
exceptionalities. (5 pts.)

Students lesson plan activities rarely or

do not at all accommodate children with
exceptionalities. (0-4 pts.)

Student wrote lesson plans that include

step by step instructions telling exactly
what the teacher and students will be
doing during each part of the lesson;
lesson plans are clearly written and
could be easily followed by a fellow
teacher or substitute. (6-8 pts.)

Student wrote lesson plans that include

some step by step instructions telling
exactly what the teacher and students
will be doing during each part of the
lesson; lesson plans are somewhat
clearly written for a fellow teacher or
substitute to follow. (5 pts.)

Student wrote lesson plans that rarely or

do not at all include step by step
instructions telling exactly what the
teacher and students will be doing
during each part of the lesson; lesson
plans are not clearly written for a fellow
teacher or substitute to follow. (0-4 pts.)

5.c. Students engage in

continuous,
collaborative learning to
inform practice.

Student clearly identifies and uses

credible professional, Internet, and
library research; sources are cited in
APA style. (7 pts.)

Student clearly identifies and uses

credible professional, Internet, and
library research; sources not cited in
APA style. (4 pts.)

Student does not identify and/or use

credible professional, Internet, and
library research sources. (0-3 pts.)

Supportive Skills

Meets or Exceeds All Expectations

Meets Most Expectations

Meets Few or No Expectations

Student wrote one of the required plans.
The other plans are missing. (4 pts.)

16

Student has less than 7 English

mechanics errors. (4 pts.)

Student has more than 7 errors in

English mechanics. (0-3 pts.)

Student has used the lesson plan

template as described in instructions;
some parts are missing. (4-5 pts.)

Student has not used the lesson plan

template as described in instructions.
(0-3 pts.)

Supportive Skill 2:
Applying foundational
concepts from general
education

Student wrote a reading/literature lesson

plan, a math lesson plan, and a lesson
plan on a subject of choice. (16 pts.)

Student wrote two of the required

plans. The other plan is missing.
pts.)

Supportive Skill 3:
Strong skills in written
and verbal
communication
(punctuation,
capitalization, grammar,
spelling).

Student has few to no English

mechanics errors. (6 pts.)
Student has used the lesson plan
template as described in instructions; all
parts are included. (7 pts.)

(8

TOTAL (100 Points Possible):

Professor Comments:

Student SelfAssessment

100

Instructor
Points

Instructor
Points