Kelsey Taylor Williams

A. TITLE OF LESSON: Money Monsters

B. RELATED VIRGINIA STANDARDS OF LEARNING

2.10 The student will a) count and compare a collection of pennies, nickels,
dimes, and quarters whose total value is $2.00 or less;

C. LEARNING OBJECTIVES

UNDERSTAND - What are the broad generalizations the students

should begin to develop? (These are typically difficult to assess in one
lesson.)
- The student will begin to understand how you use coins to
create different amounts up to $2.

KNOW - What are the facts, rules, specific data the students will gain
through this lesson? (These must be assessed in your lesson.)
- Students will know how much each coin is worth.
- Students will know how to create a certain amount with the
different coins.

DO - What are the specific thinking behaviors students will be able to

do through this lesson? (These will also be assessed in your lesson.)
- Students will utilize coins to purchase monsters for the
classroom.
- Students will also use coins to create different ways to get
to the same amount.

D. ASSESSING LEARNING
Students will be given a worksheet with a picture of each of the monsters on it.
When they wish to purchase that monster, they must indicate on their worksheet
which coins they will be using to get to the amount needed to purchase that specific
monster. I will go around during the lesson and pay close attention to the
worksheet as the students make their way from monster to monster. I will double
check their values and the coins that they used. I will formatively assess each child
based on the rubric below.

Keep Working Hard (1) Basic Knowledge (2) Rockstar (3)

Student does not Student can create values Student can create values
understand how to create with coins up to $2 with coins up to $2 and
values with coins up to $2 complete challenges
I will be looking for an understanding of coin values as well as combinations
of coins and their values. The worksheet is below. NOTE: The challenges
at the bottom of the boxes for each monster will NOT be displayed
on the worksheet. They will be written on post-it notes and put
around the room next to their corresponding monster.

Monster Money

Name:_____________________________________

50
cents

If you are done, come up with four

different ways to make 50 cents.

46 cents

If you are done, try buying this

monster WITHOUT using nickels.

85
cents
If you are done, try buying this
monster ONLY using quarters and
dimes.

$1.30

If you are done, try buying this

monster WITHOUT using dimes, OR
try buying this monster using ONLY
5 coins.

99
cents
 If you are done, show three other
ways you can get to 99 cents.

PART TWO: LESSON PLAN PROCEDURE (15 Points)

A. CONTEXT OF LESSON

I am going to teach students about counting coins up to $2. Students have

already worked with coins in their classroom, and the students were
preassessed before they started working with money. Almost eighty percent
of the class knew the different amounts for coins, and the students that did
not know have received the proper support at this point in the year. This
lesson will be provided as a review for the students on money. At the end of
the lesson, I want the students to begin to understand that there are multiple
ways to get the same price with coins.

I will be having the students go around the room and purchase monsters.
They will be able to pick up representations as they spend the correct
amount of money needed to purchase each monster. They will be required to
draw the coins they used next to the monsters they purchase on a
worksheet.

B. MATERIALS NEEDED
List ALL the materials that will be needed to conduct this activity.
- Coins or representations of coins
- Monsters which will just be cut outs that are laminated of monsters.
- Small cups or buckets with prices on them for the students to put their
coins in for each monster.
- Worksheet with the monsters and a space to write what coins the students
used.

C. PROCEDURE
Discuss how you will be address the topics below. Provide specifics about
what you plan to say, questions you may ask, and strategies you will use to
make the lesson a success. You may use this template or complete this in
paragraph or other friendlier formats, but each item must be discussed.

What will you be doing to ensure these

things happen
Im going to tell students that I have 67 cents in my
pocket. Then, I will ask them to tell me what kinds of
coins I might have in my pocket. This will allow
Activate Prior students to begin to get the gears turning on the
Before different kinds of coins that could be utilized to get
Knowledge
to 67 cents. By having so many different possibilities,
I am not only activating prior knowledge, I am also
allowing for higher levels of thinking.
I will explain to students that there are many ways to
get to the same amount with coins. Then, I will
explain that there are monsters around the room
Be Sure the they can purchase. I will tell them I want them to
Problem is use the coins that they have and go buy some of the
Understood monsters around the room. Then, I will tell them that
some of the monsters cannot be purchased using
nickels, dimes, or pennies. This will allow students to
forgo any shortcuts, like only using pennies.
I will tell the students to work through the entire
worksheet using their fake coins at their desk. Then,
once they finish the worksheet, they will go purchase
Establish Clear
their first choice of monster. Then, I explain that the
Expectations students can go to the different monsters around the
room to attempt the challenges after their first
purchase.
During Let Go! Students will initially work through the different
values on the worksheet. Then, they will pick the first
monster they want to purchase and subsequently
purchase it. After their first purchase they will be
allowed to go around the room to monsters and
attempt the challenges posted next to the monsters.
Students that finish before the rest of the class will
be asked to flip their paper over and write new ways
 to purchase the same monsters. If a monster still has
specific parameters around it, like you cannot use
pennies to purchase it, the student will still have to
stay true to those specific parameters.
I will go around and ask students why they used the
Notice coins they used. I will note some of the different
ways that students used to get to certain values.
Children's
More specifically, I will note students who have
Mathematical uncommon ways of getting the certain amounts, so I
Thinking can call on them later to present to the class how
they did what they did.
If I see a student struggling, I will provide extra
Provide attention and possibly allow them to buy the
This monsters that have limitations without certain
Appropriate parameters. This will allow them to utilize lower level
portion of Support of knowledge, so they can build on the foundational
the lesson knowledge needed to progress forward with money.
will be If a student finishes with all the monsters or uses up
where you all their coins, I will tell them there are multiple ways
will to get to the different prices, and they should give
Provide examples of different ways to get to the prices. I will
address
Worthwhile also create further parameters around certain
differentiat monsters. For example, if one monster says that you
Extensions
ion already cannot use pennies to purchase it, Ill tell this
child they can no longer use pennies or quarters to
purchase it.
Afterwards, we will talk about all the different ways
each student got to the different prices.
I will go back into my notes that I took while the
Promote a students were purchasing their monsters, and I will
call on the students that I thought had interesting
After Community of ways of getting their answers. I will have them come
Learners to the doc cam to explain to everyone else what they
did.
We may also talk about why each student picked the
monsters that they did.
I will allow the students to come up to the doc cam
Listen Actively and explain to the class how they got to the price. I
without will stand back and allow them to the teach the
Evaluation class. I may even call their way the Students
names way.

Summarize Students will get experience buying items with coins

Main Ideas and utilizing different ways to get the same price. I
will emphasize the importance of understanding that
and Identify there are so many ways to get to the same price. We
Future may end with the same question that I opened up
Problems the conversation with. I have 67 cents. What kinds
of coins might I have? Then, Ill tell them Hey! I
dont have any nickels. What kinds of coins might I
have now? this will further show them that there is
no one way to get to the same amount when working
with coins.
 Students may become overly excited during this
lesson, so it is important for me to be sure to provide
appropriate classroom management.

PART THREE: REFLECTION ON THE NCTM STANDARDS (10 POINTS)

This part of the lesson plan will be completed after the completion
of the lesson.

Addressing the 5 NCTM Process Standards during my lesson was a struggle but also an

eye-opening experience. I realized that the process standards actually force the teacher to be

much more creative in terms of teaching a lesson to students, so despite my initial struggle, I

definitely saw the standards as a blessing in disguise. They pushed me beyond my comfort zone

and allowed me to realize the actual potential of lesson plans.

The first standard I want to talk about is problem solving. This one was not super difficult

for me to address in my lesson, because I am a math concentration. Fortunately, due to

concentrating in math, I have been pushed into problem solving situations multiple times in

mathematics classrooms, so I have had this modeled for me very nicely. In order to meet this

standard, I decided to take the initial idea of buying the monster and placing parameters around

the actual coins students could use to purchase it. This caused the students to come up with

multiple ways that they could get each monster, and it pushed students thinking slightly. I was

very happy with my ability to meet this standard and hold push the students thinking through

problem solving.

Now the standard that I had a problem meeting was reasoning and proof. I honestly was

not quite sure how I was going to get students to reason through money, when I cannot really

reason money myself. To be completely transparent, I cannot think of a way that I can meet this
standard in a money lesson. I might be thinking too much of a college-level, but I do not know

how to prove why money is the amount that it is. Now, I may be missing a real concept here, but

I am genuinely unsure how I could have met this process standard in this lesson.

The standard I did meet though was communication. I felt really good walking into the

classroom that I was going to meet this standard, because the students had to explain their

thinking to either me or Mrs. Piner when they wanted to buy a monster. What I underestimated

though was how long the line of communication was going to stay open for, when asking

students about their work. Students spent a lot of time trying to explain the coins they used and

why they used them to the each of us, and this caused a traffic jam in the classroom at the

horseshoe tables where the purchasing was occurring. About halfway through the class, we

realized we needed to get to a place where all of the students could purchase a monster, so we

just had the students explain one representation of each monster. This expedited the process, and

it taught me something very important: be efficient AND effective.

I felt pretty effective when I was trying to meet the connections NCTM process standard.

The reason I felt this way is due to our actual use of money representation and purchasing an

item which is something students may need to do in real life. Students will come across scenarios

where they will have to count coins in order to purchase something, so I think by showing them a

practice situation, where they bought monsters, was good preparation for them in the future.

Finally, the representations we used was fake coins which meets our last and final NCTM

standard. Students were given math manipulatives by my cooperating teacher at the beginning of

the year, so they already had fake coins in the classroom to use. I felt that students could truly

build their knowledge on the coin value by looking at and playing with the coins during this
lesson. It allowed them to understand all the different ways to get forty-six cents, so I do feel that

I met this standard easily, thanks to my cooperating teacher.

One thing that the process standards did not address that I think I should address in my

reflection is the movement in the classroom. I ended up taking challenges off the worksheets,

and I put them onto sticky notes. I placed the monsters around the room, and then I put the

challenges next to their corresponding monster. I did this last minute, and I felt like it worked out

for me in the end. Students were able to sit and look at the amounts. Then, they had the

opportunity to simply play with the coins that they had in their math manipulatives bag. After

figuring out which coins they could utilize, they wrote down their answer and purchased their

first monster from one of the horseshoe tables in the room. If they came up with valid amounts

for each of the monsters on their worksheet, they were then able to travel to each monster around

the room. Once they got there, they could read the challenge(s) for that specific monster and

possibly attempt it. I felt like this was a good way to give students the opportunity to move

around the room, and I noticed the students, who were normally done first were still engaged in

the lesson even though they had technically finished the work that they needed to do.

It was a very interesting and eye-opening experience for me to implement this lesson in

my classroom. I felt awkward and on my toes for part of it, but I also felt somewhat

accomplished after the fact. I was very happy with my ability to keep the higher level students on

task even though they had finished what they needed to do, and I was also very proud of my

students, who are falling behind, because they utilized their manipulatives to help them

understand coins and their amounts. I was also proud of myself for sticking to my intuition and

ditching the challenges on the worksheet and moving them to different locations around the
room. As a yoga instructor, I, personally, find it vital to have movement in the classroom, and I

was pleased to see it occurring during my math lesson.

Some critics I have for myself are to think about how traffic may flow in the classroom.

While I do love to see students moving about the cabin, I do not like to see them becoming

incredibly impatient while they wait in line. I hope to remember to work around those types of

issues in the coming future. I also hope to push myself more to meet all 5 NCTM standards. I

think it might have been possible for me to meet the reasoning and proof standard. I just need to

step out of my own head and push myself more to do that.

Overall, I loved teaching my lesson, and I am happy with how it turned out. I think I will

push to use the five NCTM process standards in all of my math lessons in the future.