Elementary Math Methods Lesson Plan

Teacher Jason Mills Date: 6/24/2020

Candidate:

Cooperating School /
Teacher: District:

Grade: 2nd Grade Field

Supervisor:

Unit / Subject: Math

Lesson Title / Math - Measurement and Geometry

Focus:
2.7 The student will
a) Count and compare a collection of pennies, nickels, dimes, and
quarters whose total value is $2.00 or less

Anticipated 5 Days
Time Allotted
Day 1- Engage - 60 minutes
for Lesson:
Day 2 - Explore - 60 minutes
(Days & Minutes)
Day 3 - Explain - 60 minutes

Day 4 - Elaborate - 60 minutes

Day 5 - Evaluate - 60 minutes

PLANNING AND PREPARATION

Content Knowledge
● How was this lesson developed based on your research and knowledge of content and the
discipline? Why do students need to learn about this in your own words.
 ➢ This lesson was developed from the required textbook from this course. ​“​Elementary
and Middle School Mathematics - Teaching Developmentally 10th Edition”​. ​The lesson
plan has been created to help students bridge their knowledge from the previous grade
level math standards to the next grade level math standards. This lesson plan will create a
progression of knowledge in their grade level learning requirements.

Learner Differences
● How did this lesson develop as a result of your examination of research and data about
student learning needs?
➢ This lesson plan will cover all of the student learning needs throughout my entire
classroom. I have 23 total students in my class. My class has three special education
(SPED) students, one (ELL) student, two gifted students, and the rest of the students in
my classroom are general education students. This lesson will improve every students'
learning needs in the class by increasing their knowledge on how to count money and
compare values of money up to a dollar. The lesson will prepare every student to be
successful by focusing on the different learning styles and needs for each student.
● How did this lesson develop as a result of your examination of research and data about
diverse students learning your content/lesson topic?
➢ My (SPED) students will have extra support from teachers and parents throughout the
lesson plan activities for the week. Group and peer tutoring will help diverse students
improve their comprehension of the material. My (SPED) students will be given extra
materials (books, pictures, worksheets) and extra time to complete the scheduled lesson
plan activity for the day. My (ELL) student will work with me during the lesson plan. I
will create flash cards and find videos in my students’ own language about money during
the lesson plan. I will also research the money terms from the country of my student to
enhance the learning opportunities to cross reference their native money terms to
American money terms. My gifted students will be able to assist any of the (SPED)
students and general education students who are struggling with the lesson plan activity. I
will also have an extra activity planned for my gifted students to extend their learning by
asking them to find out how many pennies, dimes, nickels, and quarters separately are
needed to make five and ten dollars.
● How did this lesson develop as a result of your examination of research and data about to
employ culturally sustaining pedagogical strategies? (Think of inclusive education for
all-not just race)
➢ Money has different names and values all over the world. Money can be counted and
valued the same way from one country, nationality, city, or state. The entire class will
have fun exploring the different names and values of money throughout the world. We
still start by discussing the findings of my research about money from the country where
our (ELL) classmate is from.
 ● How did this lesson develop as a result of your examination of research and data about
addressing difficulties students might have and gaps in students’ knowledge?
➢ Learning the value of money is a great way to build on students' knowledge of having to
add and subtract two and three digit numbers. Adding and subtracting two and three
different numbers is the same way when you use different amounts of money. We only
need to recognize and use decimal points, dollar, and cent signs correctly.
● How did this lesson develop as a result of your examination of research and data about
using students’ assets throughout the lesson?
➢ We all need to know how to use money to buy something, pay bills, and balance
checkbooks to live in the real world. This lesson uses examples of counting and
comparing money scenarios where students can apply what they have learned to real life
situations.

Standards
● Which content, state (VA SOLs), and national (NCTM) standards connect with your
outcomes? List the state, content, ​and​ national standard or standards that are being
addressed. ​(Remember, you must address a​ t least​ one math and one ​Visual Arts SOL's​ in
your lesson. Be sure that for each VA SOL listed here that you have a complementary
learning outcome statement in the section below.)
➢
2.7 The student will
a) Count and compare a collection of pennies, nickels, dimes, and quarters whose
total value is $2.00 or less

Outcomes/Goals
● What will students be expected to know or do as a result of this lesson?
● List all ​outcomes​ associated with this lesson (for both your math standard and your visual
arts standard). (​The student will be able to (TSW)…​)
➢ The students will be able to count and compare a collection of pennies, nickels, dimes,
and quarters whose value adds up to two dollars.
➢ The students will recognize the value of a penny, nickel, dime, quarter, and a dollar.
➢ The students will know how to make change.
➢ The students will know how to add and subtract the value of money.
➢ The students will know different ways to add coins to make one and two dollars.
➢ The students will know how to use money in real world scenarios.
➢
● Are these learning target(s)/outcome(s) appropriate based on your prior
assessment/knowledge of students’ understandings?
 ➢ Yes
● Are your targets/outcomes observable and measurable?
➢ Yes
● What are your ​essential questions​ that align with the outcomes?
➢ How much is a penny, nickel, dime, and a quarter worth?
➢ What do pennies, nickels,dimes, and quarters look like?
➢ How will I compare pennies, nickels, dimes, and quarters?
➢ How many ways can I use coins to come up with a dollar or two dollars?
➢ How can I add and subtract values of money together?
➢ How will I be able to pay for something I want to buy?

Resources​ ​and Materials

● What resources and other materials will be incorporated and how will they promote
active learning? Be specific. List all materials and resources needed for the lesson. (​This
includes physical materials as well as digital materials and web addresses. Be sure for
your final lesson/unit plans that you attach all necessary supplemental materials needed
(e.g., PowerPoints, worksheets, lab instructions) to carry out the lesson in its entirety.)
➢ 46 Mirrors - 2 mirrors per student
➢ 23 Scissors
➢ 23Glue Sticks
➢ Money Manipulatives
➢ 23 Chromebooks
➢ Powerpoint
➢ Math Journals
➢ Chore Money Center.pptx
➢ https://www.education.com/download/lesson-plan/rolling-in-the-money/attachments/coin
-challenge-city-trip.pdf
➢ www.mathgames.com
➢ https://drive.google.com/file/d/1-vp9R4PZMPQV_pqcbQqh-V0Ya5XhiJ1G/view
➢ https://schools.aglasem.com

Technology
● Does technology enhance the design and delivery of your lesson?
➢ The technology used in this lesson plan will have the students using visual and hands-on
activities in assisting the students in mastering their learning targets of counting money
value up to the amount of two dollars and comparing pennies, nickels, dimes, and
quarters.
● Does the use of technology promote active learning?
➢ Yes
 ● Be specific. List all technology needed for both students and teacher.
➢ Laptop
➢ Powerpoint
➢ Chromebooks
➢ Personal Home Computer/Laptops/Teacher issued take home Chromebooks

INSTRUCTIONAL DELIVERY

Learning Environment
● How will you support individual and collaborative learning and foster positive interaction
in the classroom? (Think math discourse)
➢ Collaborative Learning -​I will start the count and compare money lessons with a class
discussion about money and what reasons we use or need money. I will start off with
vocabulary words like ​currency, value, change, coin, dollar etc. ​( I will have money
related vocabulary words posted throughout the classroom.)
➢ Individual Learning - ​I will discuss the definition of the word ​chore w​ ith the class. I
will have the students go home and discuss chores with their parents, grandparents, or
guardians about chores and if they did chores when they were younger. The student will
then discuss doing a chore at home and getting a price of how much it will be for them to
complete the chore. The student will come to class and tell us what type of chore they
will be doing and for how much.

Introduction/Activating Strategies
● How will you engage learners in the lesson and learning?
● How will you launch the lesson? How will you activate prior knowledge? ​(This is your
Engage​ phase in the 5E model. Be sure to include all probing questions and explain
your methods in detail here.)
We will have discussed money and related vocabulary words that involve money before
we start the activity. I will put up different pictures on the white board of different
currencies such as: a penny, nickel, dime, quarter and a dollar. I will ask the students to
explain, What is the difference in currency between a coin and a dollar? How much is
each item worth? Once I feel the students can move forward, we will start the student
activity “ Making Money”

Instructional Strategies
● What learning activities do you have planned for the students?
 (You should follow the 5E instructional model. This section should include the E ​ xplore​,
Explain​, and ​Elaborate​ phases. Label each of the 5Es explicitly in this section. Also, be
sure to include a variety of ​teaching strategies (methods)​. Activities are to be
learner-centered​ (e.g., solve problems, construct models, design and perform
experiments, read authentic resources, answer open-ended questions, support ideas with
evidence, compose, analyze and interpret maps, draw conclusions.) Include ​guided
process​ of learning. Include the opportunities learners will have to expand and solidify
their understanding of the concept and/or apply it to a real-world situation. List any
independent practice​ activities. Do not forget to include probing questions you want to
./ask students in this section as well!)

Day 1-​ ​ Engage

“Making Money” - ​In this class activity students will have the ability to make different amounts
of coins (pennies, nickels,dimes, and quarters can be used during the activity) using two mirrors.
Since the students will be using mirrors, I will have parents come in and help supervise this
activity, along with myself to make sure the students are being safe and having fun. The students
will be tasked to join the mirrors together like a corner of a wall and place the coin in front of the
mirrors. They will be asked how many coins do they see? Can you make more than one coin?
How many coins can you make? How few? Can you make more than one coin with only one
mirror? I will be walking around the class and observing the outcomes the students come up with
during the activity.

Image of placing two mirrors together to make a corner of a wall and placing the money in
front of the mirror for “Making Money” activity. Image provided by
https://schools.aglasem.com

Day2 -​ Explore
Learning Center​ “CHORE MONEY” ​- ​I will introduce the class to a new math center called
“Chore Money”. This math center will have individual and collaborative work combined into the
center. As a class we will go over the “CHORE MONEY” powerpoint. I will answer any
questions the students may have and then we will start out math center rotations. The learning
center will cover VA SOL standard -
Measurement and Geometry ​2.7
The student will
a) Count and compare a collection of pennies, nickels, dimes, and quarters whose total
value is $2.00 or less
Chore Money Center.pptx

Day 3 -​ Explain
Coin Challenge: City Trip - ​I will ask the students have they ever used money before? Have
they seen their parents use money? What did they buy? Where did their parents use the money
at? At the beginning of the lesson I will discuss going to the city and buying ice cream from the
grocery store. I will explain to the students that I will bring enough money for the ice cream and
the change from that ice cream, I will put in my piggy bank. I will explain to the students that
they will cut out the amount of money from the worksheet and glue it down to answer the four
questions in the worksheet. I will let the students know that they will be answering the first two
questions individually and the last two questions our student helpers (gifted students) and myself
will be around to help them answer the final two questions. The student’s will then start the
activity. The students will be going on a city trip and they will need to be prepared to take
enough money to be able to pay for a bus ticket, a parking space, and make change from
purchasing a cupcake and a pair of sunglasses. The following link will have two sheets that will
be printed off and given to the students.
➢ The students will need scissors and glue.
➢ The students will cut out the coins and paste them in the correct place to answer the
questions on the worksheet.
➢ The first two questions the entire class will have the ability to answer independently.
➢ The last two questions students on the worksheet students will need help from the teacher
or have assistance from gifted students in the class.
https://www.education.com/download/lesson-plan/rolling-in-the-money/attachments/coin-challe
nge-city-trip.pdf

Day 4 - ​ Elaborate
Add and Subtract the value of Money up to a Dollar -
In the next activity will be a synchronous online activity for the entire class. I will sign out
chromebooks to students who do not have a computer or access to a computer at home. As a
class we will review adding and subtracting two and three digit numbers. I will ask my students,
have they ever added money? Where did they add money?
➢ We will then discuss using values of money to add and subtract.
➢ We will practice together adding and subtracting values of money.
 ➢ We will then discuss together dollar and cents symbols.
➢ The students will get out their home computers chromebooks and go to
www.mathgames.com​ and select the game add-and-subtract-money-up-to-1. They will
practice the math money problems individually.
➢ I will send the link below the math game link for the students to take home and work on
math problems. The link will be me playing the first level of the game activity for them to
follow and they can go to the website themselves and play the next two levels on their
own.
https://drive.google.com/file/d/1-vp9R4PZMPQV_pqcbQqh-V0Ya5XhiJ1G/view

Day 5 -​ Evaluate
Math Journal ​- In the evaluation phase of this lesson I will require the students to illustrate and
write counting three ways to make two dollars (students can use any coin variations and just one
dollar in any method they choose as long as it adds up to two dollars) in their Math Journals. I
will be using an analytic rubric for the students assessment. This will show the criteria of
Knowledge, Illustration, and Writing.

Closure
● How will you bring closure to the lesson?
➢ I will review with the whole class all aspects of the lesson plan from the entire week. I
will ask the students what they thought about the lessons and which lesson was their
favorite and which lesson did they not like. I will ask the students to tell me three major
points they learned from the lesson or provide any details about the lesson they have
questions about.

Differentiation
● How will you adjust instruction, including incorporating technology, to meet the needs of
a diverse set of learners? Be sure to specifically address the following learners:
o Students with high-incidence disabilities (e.g., autism, ADHD, mild learning
disorders) ​(What plan do you have for remediation for students who struggle with
the content?)
Teacher will give extra support. Special Education Teachers and parents will also support
students during the lesson. Students will be given books, pictures, and worksheets to follow
along with the lesson plan. Students will be able to work in groups with or with other students in
the class. Extra time will be given for completion of lesson activity.
o English Language Learners (ELLs) ​(What strategies can you suggest for these
learners that are specific to this lesson?)
Flashcards can be created for ELL learners to follow the lesson in their own language. Teacher
Support will be given during lessons with help from language specialists. Teachers will research
information to help ELL students cross reference currency from their country to American
currency.

o Gifted Learners ​(What plan do you have for extension activities to further
advance content knowledge of these students?)
Help students who do not understand lesson activity. Peer Teaching. Research the half-dollar
coin and the two dollar bill. Present to the class which president is on the cover of a half dollar
and a two dollar bill.
Assessment
● How will you measure understanding of the outcomes and standards? What artifacts or
student products will be produced as a result of this lesson? ​(Remember that you should
assess all outcomes/standards that you listed above. How will you know that your
students met the standard? This is the final E, ​Evaluate,​ in the 5E instructional model.)
● What type(s) of ​formative and summative assessment​ tasks/instruments (e.g., test,
paper) and rubrics will be used? ​(Remember, on assignments where the responses may
be subjective (e.g., projects, papers, experiments), it may be essential to create a rubric
for grading assignments.)
➢ Summative Assessment - Analytic Rubric
Name: Teacher/Grade: Mr Mills/2nd Grade Assignment: Illustration/Writing
Criteria Excellent Good Satisfactory Needs
improvement

Knowledge Knowledge is Knowledge is at Knowledge is at Knowledge is

above grading grading level. average grading below grading
level. level. level.

Illustration Illustration is Illustration is at Illustration is at Illustration is

above grading grading level. average grading below grading
level. level. level.

Witing Writing is above Writing is at Writing is at Writing is below

grading level. grading level. average grading grading level.
level.
PROFESSIONAL LEARNING

Reflection
● How will you evaluate your practice?
➢ My students will be evaluated with an analytic rubric, the students will illustrate and
write in any variation of pennies, nickels, dimes, quarters, and dollars three ways to make
two dollars.
● Where might/did learners struggle in the lesson?
➢ Some learners might struggle adding two and three digits amounts of money together. We
will review addition and subtraction facts of two and three digit numbers. So the students
can follow the concept and apply it two adding money values.
● How can the lesson be strengthened for improved student learning?
➢ Have business owners and bankers visiting the class and talk about savings accounts and
saving money through sales.
● Did the lesson reflect culturally sustaining pedagogies? If not, how can this be
enhanced?
➢ Yes, this lesson helped diverse students count and compare values of money through
teacher, student, and parent support. Lesson plans were created for every student to be
able to participate and follow the lesson plan through their own language and learning
abilities.