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EDIT 610 FINAL PROJECT

Part I: Original Lesson Plan

Target Audience: This lesson is designed for second grade students in a general education Math

class.

Objective: Students will be able to group 10’s by exchanging $1, $10, and $100 bills.

Standards: 2.NSBT.1 Understand place value through 999 by demonstrating that:

a. 100 can be thought of as a bundle (group) of 10 tens called a “hundred”;
b. the hundreds digit in a three-digit number represents the number of hundreds, the tens digit
represents the number of tens, and the ones digit represents the number of ones;
Materials:
 Math Masters
 Scissors
 Math toolkit
 Math Journal
 Envelope
 Die
Warm up:

Count up and back by 10s from a multiple of 10.

Count up by 10s from 50. Stop. Continue to count on by 5s.
Count up by 10s from 100. Stop. Continue to count on by 5s.

Focus:

Math Message
1. Using Math Masters pp. G11-G13, students will cut out the play money.
2. Count the money
3. Put the money in an envelope
4. Record the amount on the outside of the envelope
Making Exchanges
1. Ask students to share their strategies for counting the money.
2. If no one suggests it, have students put their money into 3 piles- $100s, $10s, and $1s.
Find the total by counting the 100s first, then the 10s and finally the 1s.
3. Discuss relationships between the different dollar denominations
 How many $1 bills can you exchange for one $10 bill?
 How many $10 bills can you exchange for one $100 bill?
 How many $1 bills can you exchange for one $100 bill?
4. Have partners make exchanges by trading either ten $1 bills for one $10 bill or ten $10
for one $100. Both students count the money again to check that they still have the
same total.
Counting Money
1. Turn to journal page 17.
2. Discuss how the bills pictured are alike and different.
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EDIT 610 FINAL PROJECT
3. Students complete the page, using their toolkits to model the problems.
4. Briefly go over answers.
The Exchange Game
1. Each student gets a copy of The Exchange Game mat from Math Masters pp. G14
2. Partners put all their bills together to form a bank.
3. Player A rolls the die and takes from the bank the number of $1 bills shown on the die.
4. Player A places the $1 bills in the $1 column on his or her game mat.
5. Player B repeats steps 2 and 3.
6. Players continue, taking turns
7. Whenever possible, player trade ten $1 bills for one $10 bill or ten $10 bills for one
$100 bill. They put each new bill in the correct column on their mats.
8. The game is over when a player trades for a $100 bill.
Practice:
1. Students use Math Journal to complete math boxes 2-1.
2. Students continue to play The Exchange Game

Part II: Revised Lesson Plan

Target Audience: This lesson is designed for second grade students in a general education Math

class.

Learning Objective:

 Students will be able to group 10’s by exchanging $1, $10, and $100 bills.

 Students will be able to use technology to research prices of items.

 Students will be able to engage in positive behavior and social interactions online.

Content Standard: 2.NSBT.1 Understand place value through 999 by demonstrating that:
a. 100 can be thought of as a bundle (group) of 10 tens called a “hundred”;
b. the hundreds digit in a three-digit number represents the number of hundreds, the tens digit
represents the number of tens, and the ones digit represents the number of ones;

ISTE Standards:
1c. Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
2b. Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
3d. Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
Materials:
 Math toolkit
 Math Masters
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EDIT 610 FINAL PROJECT
 scissors
 Student iPads with Seesaw, Nearpod, and google chrome installed
 Teacher computer and Smart Board
 Grouping by 10s Nearpod
 Project instructions video
1. Distribute student iPads. Explain that they will be participating in an online lesson.
Review the appropriate behaviors online and how to safely use their iPads. Remind
them that they should only be on the Nearpod lesson, and nothing else on their iPads.
2. Use the Grouping by 10s Nearpod to teach the lesson

Warm up (Nearpod slides 1-7):

1. Review lesson objectives and overview
2. Students individually respond to the warm-up prompts for counting up and back by 5s
and 10s.
Focus (Nearpod slides 8-12)
1. Students cut out money on Math Masters pp. G11-13, count the money, then fill in the
blanks on Nearpod.
2. Students match the bill totals on Nearpod.
3. Students use the response board to discuss different ways of making $200.
4. Students play the Time to Climb assessment check-in on Nearpod.
Practice (Nearpod slides 13-16)
1. Using the Nearpod slide as their game mat, students will play The Exchange Game
a. Partners put all their bills together to form a bank.
b. Player A rolls the die and takes from the bank the number of $1 bills shown on
the die.
c. Player A places the $1 bills in the $1 column on his or her game mat.
d. Player B repeats steps 2 and 3.
e. Players continue, taking turns
f. Whenever possible, player trade ten $1 bills for one $10 bill or ten $10 bills for
one $100 bill. They put each new bill in the correct column on their mats.
g. The game is over when a player trades for a $100 bill.
2. Students complete the math box pages in Nearpod.
3. Students rate their understanding of the lesson with a poll.
Activity
1. Students will view the Project instructions video
2. Using their iPads, students will research items of their choice
3. Using the webtool, Canva, students will design an infographic about the prices of their
chosen items, 2 possible ways to pay using $1, $10, and $100 bills, and the method that
they would choose.
4. Students will save the infographic to their iPad and upload it to SeeSaw. After
uploading, they will respond thoughtfully to two others in the class.
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EDIT 610 FINAL PROJECT
Before and After

The integration of technology, diversity, and digital citizenship into this mathematics

lesson will improve student achievement significantly. The redesign of instruction meets the

needs of all learners, holds students accountable, incorporates student interests, and allows

students to practice digital citizenship through online collaboration. Since the Nearpod portion of

the lesson is the amount of content covered in one day, the project could serve as a day 2 follow

up to provide students with time to get creative and respond thoughtfully.

Technology Decisions

Technology was successfully integrated into this lesson following the TPACK

framework. I used the foundational mathematics concepts and high-quality instructional

strategies from the original lesson and redesigned them to enhance learning through the

integration of technology. The technology that I chose to integrate in this math lesson were

Nearpod, Adobe Spark, Canva, and Seesaw.

These technologies consist of a learning management system, multimedia presentation

tool, video making software, and creative design tool. In this lesson, students would be using

Seesaw, Nearpod, and Canva. Each of these tools would be introduced prior to the lesson to

ensure that students can effectively navigate the technology.

Students would use the multimedia presentation tool, Nearpod, during direct instruction.

This tool provides students with individual access to the instructional presentation and

incorporates various interactive components. The individuality of the tool holds students

accountable for their learning, ensuring that each student is actively involved. It also provides the

teacher with immediate feedback of student understanding. Moreover, this presentation tool
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EDIT 610 FINAL PROJECT
houses most of the materials needed for instruction, so very little time is lost in transition which

allows for more instructional time.

Adobe Spark is a tool that I utilized to create instructional content. I created a video

explaining the project assignment to students. I would post the video in Seesaw for students to

refer back to if they need a refresher on the expectations. This video increases student

engagement in the task and supports them with visual representations.

Canva is the webtool that students would be using to create their projects. They will

research the internet for real-world examples of the items that they may want. Then use Canva to

create an infographic displaying the item of their choice, the price of the item, two ways to pay

with $1, $10, and $100 bills, and the method that they would use. This satisfies standard 3d of

the ISTE standards because students are using technology to research real world items and

determining methods of payment. It also addresses the content standards because students are

making groups of 10 using money.

Finally, students will upload their creations to the class learning management system,

Seesaw. After uploading, students will thoughtfully respond to at least two peers. This

component of the assignment satisfies ISTE standards 1c and 2b because students are receiving

feedback to improve their practice and engaging in positive online interaction.

Diverse Needs of Learners

My redesigned lesson incorporates components which address multiple learning styles.

During direct instruction, I will be verbally explaining content while the Nearpod provides visual

representations of math objects. The interactivity of the Nearpod along with the imbedded

partner game allows kinesthetic learners to manipulate learning objects to form deeper

understanding. Throughout the lesson, there is also a variety of grouping: whole group, partner
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EDIT 610 FINAL PROJECT
work, team collaboration, and individual work. Finally, the activity at the end of the lesson

incorporates student interests, which also helps meet student needs.

Targeted Digital Citizenship

An important component of technology integration in a second-grade classroom is

teaching the skills of digital citizenship. Prior to engaging students in the Nearpod lesson, I

would review online behavior with them. They would know and understand that during

instruction, they should only be looking at the Nearpod. Later in the lesson, as students are

creating their infographics and posting them to the learning management system, positive online

interactions will be discussed. As a class, students will brainstorm comments that would be

helpful to provide to their classmates. Then, after they post their videos, they would have the

opportunity to be a good digital citizen and contribute thoughtfully to their classmates’ work.

Part III; Assessment Plan

Target Audience: This lesson is designed for second grade students in a general education Math

class.

Activity ISTE South Lesson Assessment Format of

Standard Carolina Objective(s) Type Assessment
State
Standard
Nearpod 1c. Students 2.NSBT.1 Students will Formative Students will
“Time to use Understand be able to be assessed
Climb” technology to place value group 10’s based on their
seek through 999 by correct
feedback that by exchanging responses to
informs and demonstrating $1, $10, and the quiz
improves that: $100 bills. questions.
their practice a. 100 can be Student
and to thought of as performance
demonstrate a bundle will indicate
their learning (group) of 10 progress and
in a variety tens called a drive future
of ways. “hundred”; instruction.
2b. Students b. the
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EDIT 610 FINAL PROJECT
engage in hundreds
positive, safe, digit in a
legal and three-digit
ethical number
behavior represents the
when using number of
technology, hundreds, the
including tens digit
social represents the
interactions number of
online or tens, and the
when using ones digit
networked represents the
devices. number of
ones

Infographic 1c. Students 2.NSBT.1 Students will Formative Students will

Project use Understand be able to be assessed
technology to place value group 10’s using a
seek through 999 by grading
feedback that by exchanging rubric. The
informs and demonstrating $1, $10, and rubric will
improves that: $100 bills. assess
their practice a. 100 can be creativity,
and to thought of as Students will representation
demonstrate a bundle be able to use of all required
their learning (group) of 10 technology to components
in a variety tens called a research and
of ways. “hundred”; prices of thoughtful
2b. Students b. the items. responses.
engage in hundreds
positive, safe, digit in a Students will
legal and three-digit be able to
ethical number engage in
behavior represents the positive
when using number of behavior and
technology, hundreds, the social
including tens digit interactions
social represents the online.
interactions number of
online or tens, and the
when using ones digit
networked represents the
devices. number of
3d. Students ones
build
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EDIT 610 FINAL PROJECT
knowledge
by actively
exploring
real-world
issues and
problems,
developing
ideas and
theories and
pursuing
answers and
solutions.

Nearpod “Time to Climb”

There is an assessment check-in built into the Nearpod interactive presentation. Student

performance on this quiz is automatically graded through Nearpod and results are made

accessible to the teacher. The quiz is designed to check progress of learning after the focus of the

lesson is complete. Student performance will drive instruction for the practice portion of the

lesson. Using these results, the teacher will better understand which topics need more practice.

Infographic Project

Students work will be assessed based on the learning objectives of the lesson. Assessment

guidelines are made clear through the Adobe Spark video. This video would be played in class

and uploaded to Seesaw for students to reference as they are working. As students are

researching and developing their content, the teacher will be monitoring progress and providing

support when needed. The teacher will utilize the rubric to determine progress towards the lesson

objective

Content Standards ISTE Standards Creativity

3 pts- Infographic includes all
of the following:
 Image
 price
 two ways to pay using
3 pts- Students successfully
used the technology to
research items, demonstrate
their learning, created an
original infographic, and
2 pts- Infographic used
images, color, and creative
fonts effectively to gain
attention of the viewer.
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EDIT 610 FINAL PROJECT
$1, $10, and $100 bills engaged in positive
 preferred method interactions online.
2 pts- Infographic includes 3 of 2 pts- Students met only two 1 pt.- Infographic used
the following: parts of the learning minimal color, images and
 Image objectives. creative fonts to gain
 price attention of the viewer.
 two ways to pay using
$1, $10, and $100 bills
 preferred method
1 pt.- Infographic includes 2 of 1 pt.- Students met only one 0 pts- Infographic lacks
the following: part of the learning objectives. images, color, and creative
 Image fonts
 price
 two ways to pay using
$1, $10, and $100 bills
 preferred method
0 pts- Infographic includes 0 or 0 pts- Students did not meet
1 of the following: learning objectives.
 Image
 price
 two ways to pay using
$1, $10, and $100 bills
 preferred method