Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards

LESSON RATIONALE
This lesson is designed for second grade students to help them understand the differences and value of coin money. This
lesson is taught using manipulative money coins to assist students comprehension of money. This concept is important
for the students to understand in order for them to use money when they get older when they have to buy item on their
own.
(CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will identify the different coins and their values.
B. Objective(s)—
1. Given a coin, the students will be able to identify the coin and its value.
2. By completing the activities, the students will be able to add and subtract the value of coins.
3. After completing the lesson, the students will be able to count real money and know if they have
enough money to buy an item they desire.
C. Standard(s): 2.M.7: Find the value of a collection of pennies, nickels, dimes, quarters and dollars.

(CAEP K-6 3.c)

II. Management Plan-
 Anticipatory Set: 10 minutes
 Instruction:
o Money Guide Sheet: 10 minutes
o Manipulative Activity: 20 minutes
o Puzzle Sheet: 10 minutes
o Closure: 5 minutes
 Materials:
o Making Cents by Elizabeth Keeler Robinson
o Money Guide Worksheet
o Manipulative Activity Worksheet
o Puzzle Sheet
o Scissors
o Glue
o Pencil
o Doc Cam
o Clip Boards
 Space
o Anticipatory Set: Rug in front of classroom
o Instruction: Begin on rug and then move back to desks
o Closure: At desks
 Behavior:
o The students have cards on their desks, they start on green and move to yellow and red if they are
misbehaving after several reminders. The students use this method every day and if they receive five
days in a row staying on green the whole day, they will receive a price at the end of the week.
o For students who are working beyond what is expected of them and are paying close attention to every
detail, they will earn dojo points at the end of the lesson. The class collects dojo points every day and
receive prices once they earn so many.
III. Anticipatory Set
 “Has anyone ever really wanted something, but then you count your money and realize you don’t have quite enough
to buy the item you want? I know that has happened to me before maybe when I was trying to buy some candy.”
o Allow for students to share
 “Jessie, the girl in this story, is running into that same problem. So let’s read about how much money she has, how
much she needs and how she comes up with that money to get what she desires.”
o Call students down to rug by table
o Read The Penny Pot by Stuart J. Murphy
 “What did Jessie want to buy but did not have enough money for?”
o Let student answer
  “What did Jessie do in order to get that extra money she needed?”
o Let student answer
IV. Purpose: “Yes, today we are going to be identifying different coins and their values so you can understand how much
money you need to buy your favorite toy next time you go to the store or maybe your favorite candy bar.”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners-
 For students who learn best with tangible items, there will be coin manipulatives to help them visualize the
amount of coins and values needed to solve the problems.
 For students who may not be able to read on their own or need someone working with them, they will have a
partner/group that can help guide them along in the activities.
(CAEP K-6 1.b)

VI. Lesson Presentation (Input/Output)

 “This book talked about every coin and every bill that we have in the United States, but we are going to spend our
time focusing on the coins and their values.”
 “We are going to fill out a guide of identifying coins and their values together, so can I have Kya B. pass out
clipboards to everyone and we are going to work on this sheet together here on the rug.”
o Complete worksheet 1 as class
 “Can someone tell me what number space has the penny in it?”
o Allow time for student to answer
 “Great work! Does anyone remember what the value of a penny is?”
o Allow time for student answer
 “On my paper I wrote a one with a symbol next to it that looks like a c with a line through it. Does anyone know
what that represents or stand for?”
o Give time for thoughts and answers
 “Yes, this symbol stands for cents when we say one cent is the value of a penny.”
o Repeat this process with nickel, dime, and quarter until sheet is completed
 “Now that we have our guide let’s put away the clip boards and return back to our seats. Let’s try to be quiet and
quick so we can move onto our next activity.”
 “This next activity I am going to have you do with your shoulder partner, so that is the person sitting next to you. If
you do not have a person sitting next to you then I will partner you with someone once we get started on this
activity.”
 “Before we start working in partners, we are going to do the first problem all together that way I can explain what
you will be doing and how I want you to go through the process of this activity.”
 “In this activity you are going to be figuring out how many coins and what specific coins it will take to buy an item
that is listed on your paper. You are going to use this plastic money to help show you what coins you need and how
many of them are needed.”
 “Then you will write your findings in the blanks provided. So let’s do this first problem together and then you will
have about twenty minutes to finish the paper with your partner.”
o Do first problem as class and show students how to use manipulatives to solve problems
 “When you are counting money, the first thing you want to think about is what is the biggest coin that I can use in
order to find the amount I am looking for. So when trying to find 26 cents I can look back at my chart and see what
number is closest to that number. Does anyone know?’
o Have student answer
 “Yes 25 is the closest number to 26 so I am going to use at least one quarter. Now how much more do I need to get
from 25 to 26?”
o Student answers
 “Yes I need 1 more so I am going to bring over a penny because that is worth 1 cent. And now I have 26 cents. So I
will write a 1 next to pennies and a 1 next to my quarters. Good job! Now I want you to finish this sheet with your
shoulder partner, I am going to give you about twenty minutes.”
o Give about twenty minutes
 “When your group is finished raise your hands so I can come check your work and give you your last activity.”
o Wonder around and help students as needed and check work when completed
o Give students last puzzle activity when they are done counting money
 Continue to walk around room and assistance students as needed

(CAEP K-6 3.d)

VII. Check for understanding

  During the lesson I will walk around the room and make sure students are on task and completing the activities.
 I will call on a variety of students to answer questions when in a group to see if they are understanding.
 I will check student work before they move onto next activity to make sure they understand the activity and got
the correct answers.
 Students volunteering and answering the problems correctly shows their understanding of counting and
identifying money
 If a student is by chance not grasping the idea, then reexplain the coins and their values from the money guide
and using the manipulative coins

VIII. Review learning outcomes / Closure

 “Alright friends, today we talked about different coins and their values. So before we put all of our sheets away
in our mailboxes, I want everyone to hold up a penny from their money.”
 “Great job, now who can tell me what its value is?”
o Repeat with nickel, dime, and quarter
 “Good work today everyone. If you could now put all your money back in the bags and then put your worksheets
into your mailbox so your desk is cleared off for your next learning activity with Mrs. Els.”

PLAN FOR ASSESSMENT

A. Formative:
 Walk around room while students work
 Take note of students who are struggling and may need a follow up lesson
 At the end ask students to hold up specific coins and tell values
B. Summative:
 Collect manipulative sheet at the end of lesson to see what students understood the topic and what
students did not fully grasp the idea.

(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
14 out of 17 students achieved the lesson objectives. I was able to tell this by looking at the sheets they
completed in class and through the closing activity. All but three students were able to get a 90% or better on
the worksheet done in class. Those three students were also the ones who struggled to hold up the correct coin
at the end. I think these students were confusing the identity of the coins and needed more to differentiate them.
2. What were my strengths and weaknesses?
A strength I had during this lesson was how I communicated with the students. I stayed calm with the students
even at times when they seemed upset or frustrated if they were not getting something. I also had my voice
projected enough for them all to hear.
A weakness I had during this lesson was seen through the worksheet the class did. Some students needed more
of a challenge and I could have provided that to them by having them come up with multiple ways to find the
same value in the money.
3. How should I alter this lesson?
This lesson should be altered to fit the higher achieving students. For the students who are familiar with money
and are quick to catch onto the concept, I need something more for them to do. In the worksheet an easy change
would be to have them come up with at least three ways to buy the same item of value. Then explain how much
change they would get back if they paid with a dollar bill.
4. How would I pace it differently?
I would spend more time on explaining the differences in the coins to help the students be able to identify the
coins when they are using the manipulatives. This would then help the students who seemed confused by the
nickel, dime, and quarter be able to pick out the differences.
5. Were all students actively participating? If not, why not?
Yes, all of the students were actively participating through the whole lesson. They were all engaged during the
reading and were ready to try to buy some new toys on the worksheet that they filled out with a partner.
6. What adjustments did I make to reach varied learning styles and ability levels?
I walked through and spoke with some students who finished early. I had them explain to me how they found
the answer and another way they could buy this toy. During the lesson the students experienced a read aloud,
instruction on the board, a table they completed as a class, and small group work where they got to hold the
manipulatives to visually help them.
7. Did students seem to take interest in what was being taught and stay engaged through lesson?
 Yes, the students seemed to be eager about this lesson and they were all ready to learn and answer my
questions. Some students were getting so excited that I had to remind them to raise their hands before talking
because I wanted everyone to have a chance to think about the answer.
8. Did I move the students toward independence throughout my lesson?
Yes, we started out the lesson as whole group and the students could volunteer when they were ready to answer
a question. Then the students did a partner activity where they worked with one person next to them to help get
the answers correct and by the end when I was asking questions, the students were answering them on their
own.
9. Did students connect the activities to the real world of using money?
By the end of the lesson the students were talking about how much money they have in their piggy bank and
what they were saving up for. Some students had really big dreams and some just wanted to buy a toy at the
store. This is how I know they were able to connect my lesson to the real world of using money.
Coin Name Value
 How Many Coins Do I Need To Buy a…
Pennies- Lollipop
Nickels-
Dimes- 26 Cents
Quarters-

Pennies- Pencil
Nickels-
Dimes- 12 Cents
Quarters-

Pennies- Eraser
Nickels-
Dimes- 4 Cents
Quarters-

Pennies- Drink
Nickels-
Dimes- 8 Cents
Quarters-

Pennies- Teddy Bear

Nickels-
Dimes- 33 Cents
Quarters-