Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Ashley Schwarz

Grade Level: 1st grade
Subject: Money
Date: January 23, 2020
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking
from, putting together, taking apart, and comparing, with unknown number to represent the problem.

1.MD.B.5- Identify nickels and understand that five pennies can be thought of as a nickel. Identify dimes and
understand ten pennies can thought of as a dime. Count the value of a set of coins comprised of pennies, nickels and
dimes.
List the Rationale (cite theories or theorists):

Anita Archer- students learn best when they have clear and concise instructions. The students know exactly what
they are supposed to do and what you are expecting from them.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

Students will be able to identify the different units of money and be able to add the different amount of money.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Students need to be able to identify the units of money because money is in every part of their lives.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
DON’T INCLUDE

Background Information:

Group being taught:

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
Prerequisite skills: First grade students learning to solve real world problems in math.

List the materials/resources you will need to teach the lesson.

Paper/Notebook
Pencil
Fake Money- including quarters, dimes, nickels, and pennies
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
Include if needed

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *

DON’T INCLUDE
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

DON’T INCLUDE

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
DON’T INCLUDE

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

• When answering a question student will be asked to raise their hands.

• When asked if they agree or disagree with an answer or statement, they will do a thumbs up for agree and
thumbs down for disagree.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.

Gain student’s attention: Alright student. Time to get started. You need to have your notebook and pencil on your
desk.

State the goals of the lesson: “Today, we are going to work on money.” Ask the students if they know when they
have to use money in real life situations.

Relevance of the target skills: “We are going to work on problems with money because when you go to the grocery
store you may need to know if you are able to buy all of your groceries.”

Review: We are going to review that a penny is equal to one cent, nickel is equal to five cents, Dime is equal to ten
cents, and a quarter is equal to twenty-five cents. We have been working on creating different amounts using our
coins.

Body of the Lesson:

Modeling (I do it.): We are going to work on creating different sum amounts using different units of money including
the dollar bills.

Introduce vocabulary with examples and non-examples: We are going to add what is called dollar bills to the
different amounts of coins that we already know. Dollar bills come in many different amounts, but we are only going
to talk about two for today. Dollar bills are a piece of paper money that is equal to one or five dollars. One-dollar
bills is equal to 100 cents. Five-dollar bills are equal to 500 cents.

Example- A one-dollar bill is equal to 100 cents which is also equal to 100 pennies.

A five-dollar bill is equal to 500 cents which is also equal to 20 quarters.

Non-examples- Four one-dollar bills is equal to 400 cents which equal to 4 quarters.

With the amount of $4.17, you start with a five-dollar bill and then you need a quarter. We know that this is not the
correct amount.

We are going to learn how to create an amount of money that is easier than using just different amounts of coins. A
dollar is equal to 100 pennies and when we write it, it’s going to look like $1.00.

1. We are going to create the amount $1.72. We are going to start first with one one-dollar bill and then we are
going to do the cents part of the total. Then we are going to start with two quarters that is equal to 25¢
which will give us 50¢. We still need 22¢ so we will need to add two dimes which is 20¢. We will then only
need 2¢ which is two pennies which equals to ¢2. With a total of one dollar, two quarters, two dimes, and
two pennies we get the amount $1. 72 (one dollar and 72 cents).

2. This time we are going to create the amount $2.59. We are going to start with two one-dollar bill. Then we
are going to need two quarters which is 50¢. After the 50¢, we still need 9¢, We can get to 9¢ by having one
nickel and then adding four pennies. With all that we reach the total of $2.59 (two dollars and 59 cents).

3. We are going to create the amount $4.43. We start by needing four one-dollar bills. We then are going to
need one quarter which is 25¢. After that we still need 18¢. To get 18¢ we first need one dime which is 10¢,
then we need one nickel which is 5¢. To get to the total you still need 3¢ so we need three pennies. With all
of that we reach the total which is $4.43 (four dollars and 43 cents).

4. We are going to create the amount of $6.35. We will start with a five-dollar bill. We then need to add one.
One-dollar bill. After that we still need 35¢ so we will need one quarter which is 25¢. Then we will need to
add one dime which is 10¢. With all that we reach the total of $6.35 (six dollars and 35 cents).

5. For the last example, we are going to create the amount of $8.67. We will start with a five-dollar bill and
three one-dollar bills. To get the 67¢, we need two quarters which is 50¢. We will then need to add one
dime which is 10¢. In order to finish out the amount we need another 7 cents which we will get with a nickel
and two pennies. After all of that we have reached the total amount of $8.67 (eight dollars and 67 cents)

Include a rule for your lesson: Always start with the coin or dollar bill that is equal to the largest amount.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
Prompted or guided practice (We do it.):
Now we are going to work on a few problems together.

We are going to work with our seat partners and create different amounts of money using a combination of coins
and dollars.

1. With your seat partner, work on creating the amounts $7.98. The students will work on the problem with
their seat partner. After about 2 minutes, I will ask for volunteers to come up to the board to write the
answer they think is correct. We will go through and explain all the steps again.

[Student says- “We should start with a one-dollar bill.”] {I respond- That is close, but we need to remember the rule
of starting with the largest coin or bill that is equal to the largest amount.} So instead we should start with a five-
dollar bill and then go down to the coins that equal the smallest amount.

2. Another amount that we will go through is $4.59. The students will work on the problem for about 2
minutes and then volunteers will come up to the board and right the answer that they think is correct. We
will go through and explain all the steps.

[Teacher would say- “Raise your hand when you have an answer.” The student says the answer- “four one-dollar
bills, two quarters which is 50¢, one nickel which is 5¢, and four pennies which is equal to 4¢.” Teacher says- “Give
me a thumbs up if you agree with what the student said”. Students then hold up a thumbs up.]

Do any you have any more questions?

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Students work on separating these three problems, $5.78, $3.98, $7.24. “When you have finished the three
problems you may come back to my desk and I will check your answers.”

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
Review Critical content: Today we learned about the 1$ and 5$ bills. And we also reviewed from yesterday the
different coins and the amounts that they are equal to.

Preview the content in the next lesson: Tomorrow in math, we are going to talk about the 10$ bill.

Assign independent work- Teacher says- “Once you have finished the three problems on your own and have
corrected them with me then you need to do page 15 out of your math workbook. I want the page to be
turned into the box when you have finished it.”

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

Not needed for this lesson.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
Not needed for this lesson.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

I felt that having the PowerPoint with the different amounts of money already on there and prepared made me feel
more comfortable about presenting. I felt that it was having all the material ready to go made the lesson go a lot
smoother. The only thing that I would change in the lesson is that I wouldn’t have chosen examples that were quite
so big. I felt that after presenting the examples some of them were too big for the grade level of my students. I feel
that with it being first grade students the bigger examples would be more than they could handle.