Intern Name: Cole Hines

Lesson Title (Subject/Topic): Money Madness!! Craft

Grade: Kindergarten
Length of Lesson: 80 minutes
Date Taught: I don’t think i’ll be able to teach this anytime soon due to COVID19
LESSON PLAN TEMPLATE
In this lesson…
Students will learn about coin money. They will learn the worth of a penny,
nickel, dime, and quarter as well as learn equivalencies amongst the coins.
Overview Students will have the ability to play with learning the values and
equivalencies.

K.7​ - The student will recognize the attributes of a penny, nickel, dime, and
Standards of quarter and identify the number of pennies equivalent to a nickel, a dime, and a
Learning quarter.

● Which coins are associated with each name?

● How much is each coin worth?
Essential Questions ● How much of some coins are equal to the amounts of others?

Students will be able to…

Identify a penny, nickel, dime, and quarter.
Objectives Differentiate the values amongst the coins being learned about.
Model the equivalencies between the coins being learned about.

I can… ​identify coins, recognize their value, and recognize how many coins
Learning Target equal the same amount of others.

Before the lesson students will need to be aware of what money is and why it is
Necessary Prior important in everyday life, demonstrating to the students why it is being taught
Knowledge to them. Basic math vocabulary.

Fake coins, pencils, paper, division charts (to put equal amounts of money on
Materials each side).

Ask the class about money to get them excited and interested in the subject:
Who likes money?
Who wants to have a lot of money one day?
Introduction/Hook Do you think it’s important to know about money for everyday life?
 ● Use cutout printable coins to demonstrate the names of the coins, how
much each coin is worth, and how to write the amount of money shown.
● Print and cut out fake coins and a “division board”. This board is
divided into two sections where students can place coins on each side to
show equivalencies.
● Announce to the class different amounts of money to demonstrate on
Instructional one half of their board. After each value announced I will check that
Activities & each student is on track before moving onto the next value for them to
Strategies demonstrate.
● After having the class demonstrate several values, we will continue with
demonstrating a certain value on one side of the division board and
matching the same value with different coins on the other side of the
board. Again, after each value is announced I will check with students
to make sure they are understanding the content before moving onto the
next.

Key Vocabulary or Money, coin, penny, nickel, dime, quarter, cents, equals. Number values of
each coin. Simple addition of coins. Equal values represented differently.
Concepts

Assessments Have a zoom call, and split the screen in half and have a virtual jeopardy game.

For the closure activity they will do an “exit ticket” that contains a few
questions recapping coins, their values, and equivalencies amongst coins. Once
completed correctly the students will be admitted to the treasure box for all of
Closure Activity their hard work and cooperation. Post the exit ticket on schoology for the
parents to print.

● Allow more time before moving on to other values if students need it.
●
● One on one in depth explanations about why certain coins equal the
Accommodations same amount as others if necessary.
● Give more time for online assignments.

http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2016/stds/
stds-gradek.pdf
Resources
http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2016/cf/gr
adekmath-cf.pdf

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name:
Lesson Title (Subecjt/Topc):
Date of Lesson Taught:
Cooperating Teacher & School
Grade:
Time of Day:

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or
edit your lesson?

Kylee helped me with this but I also thought through how I would want to do this activity if I
were a student.
2. How did the SOLs and Objectives help focus your instruction?
It kept me in line and I could look to it as a rubrik.

3. What parts of the instructional plan worked as you anticipated?

Well none of it worked because it was all wrong.

4. What, if any, adjustments needed to be made once you began?

I have to make it all virtual, other than that, it is amazing.

5. How well did you anticipate the materials needed?

I got the wrong materials. If it weren’t virtual it would’ve been great.

6. How effective was the assessment you chose to use? (If no assessment was used, what will
the future assessment be and how will you gauge its effectiveness?)

The assessment will help the teacher to decide which students are grasping the concepts of
coins and who aren’t.

7. To what degree do you feel that this lesson was a success? What evidence do you have for
the success of the lesson? (Hint: Student learning is the key to a lesson’s success!)

How are we supposed to know if we didn’t actually use it?

8. How did the time spent preparing for your lesson contribute to it’s success?

I don't get it. We never actually used it.

9. If you could do this lesson again with the same students, would you do anything differently?
If so, what?
I’m very confused, as we never used it.

10. Any last comments/reflections about your lesson?

No