Tws Lesson Plan Day 2

Wesleyan College Education Program
General Lesson Plan Template

Grade Level: 1st grade Number of Students: 21 students
Instructional Location: The Academy for Classical Education (ACE) Date: March 9th
PART 1: LESSON GOALS AND LEARNING OBJECTIVES

Standard(s) Addressed: Use place value understanding and properties of operations to add and subtract using pennies, nickels,
What GA Learning Standards and dimes.
(Common Core, etc.) will be
addressed during the lesson? (List MGSE1.NBT.7: Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as
number and text) manipulative in multiple mathematical contexts.)
Learning Objective: SWBAT identify the features of a penny, nickel, and dime.
What will the students know and
be able to do by the end of the SWBAT identify the value of a penny, nickel, and dime.
lesson? (use observable language
with measurable verbs) SWBAT use strategies (such as Hairy Money) to determine the value and relationships of the coins.
SWBAT understand how five pennies can be thought of as a nickel and ten pennies as a dime.
What are the similarities and differences of coins such as a penny, nickel, and dime?
Central Focus of Lesson:
What is the big idea or focus How can these coins be used to help understand place value and operations such as addition and
question of the lesson? subtraction?
Higher Level(s) of
Thinking/Critical Thinking: Students will be expected to use the first level of Bloom’s Taxonomy, knowledge by identifying,
describing, and recognizing, the different types of coins involved in the lesson.
Using Bloom’s Taxonomy,
which level(s) of thinking are Students will use the second level of Bloom’s Taxonomy, understanding, by classifying and
featured in your learning comparing/contrasting the different types of coins involved in the lesson.
objective? How do you
Students will be challenged to solve various math problems regarding the addition of pennies, nickels,
know?
and dimes. This allows the students to use the third level of Bloom’s Taxonomy, application.
Students will be expected to relate quantities of coins and their values, such as five pennies being the
same value as one nickel, two nickels being the same value of one dime, etc. (Analyzing).
Prior Knowledge/Prerequisite SWBAT use the prior knowledge of the value of a penny and a dime.
Skills:
List the prior knowledge and SWBAT use the prior knowledge of place value and the operation of addition.
prerequisite skills that students
will need to use and build upon to SWBAT use the prior knowledge of counting by 5’s, which can be related to tally marks.
be successful in this lesson
Misconceptions: Students may hold a misconception of the differences between nickels and dimes, since both of these
What misconceptions will students coins are silver. This misconception can be addressed by looking at the physical characteristics of both
likely have about this lesson? How coins. A nickel is larger and thicker than a dime.
will you address those
misconceptions? Students may hold a misconception of the differences between the value of a tally mark and the value of
the mark used in the strategy of “Hairy Money”. This misconception can be addressed by repeatedly
reminding the students that a “hair” represents the value of five cents and a tally mark still represents
the value of one.
Key Vocabulary: - Penny - Value

What words specific to the content - Nickel – Hairy Money
of this lesson will you be - Dime
introducing or will be vital to - Cent(s)
students mastery of this objective?
Language Objectives:
Students will be expected to use the terms of the various coins including the penny, nickel, and dime.
How will students be expected to
utilize the Key Vocabulary when Students will need to be able to discuss the value of each coin correctly.
illustrating their understanding or
demonstrating mastery of the Students will be expected to use the correct unit, cent(s), behind each math problem that the student
objective? (syntax---writing, solves. This helps reinforce that it is important to use the correct unit of measurement and counting for
reading or discourse---listening, each math problem/equation.
discussing, presenting)
PART 2: ASSESSMENT
Assessment Plan- How will you
know students have mastered
the learning objectives?
The students were administered a pre-assessment prior to the beginning of the lesson. Each student was
Pre-Assessment: How did you asked to identify a penny, a nickel, and a dime. The students were then asked to look at a number of coins
pre-assess this topic? What and determine the value of the group of coins. Students were asked the value of a group of pennies, a
groups of nickels, and a group of dimes. Lastly, the students were asked to look at the price of an item, as
specifically from the pre-
well as a group of coins, and determine if the group of coins was enough to buy the item.
assessment indicated that your
students NEED this content at this After administering the pre-assessment and evaluating the data that was provided, it was apparent that
time? some students could not identify the corresponding coin name with a picture of the coin. Some students
were not able to identify the correct value of a group of coins. There were also a number of students in
Formal and Summative which failed to decide if a group of coins, and its value, was enough money to buy a given item.
Assessment: What evidence will
you collect from your students that
show they have mastered or Students will be given two formative assessments as a part of their morning work assignments. Both of
achieved the Learning Objective? these formative assessments focuses on the value and physical characteristics of a dime. Since the
HINT…look at the verb in your students have already practiced and learned the value and physical characteristics of a penny, I felt that
it was important to make sure each student understood the material. These morning assignments also
objective and standard…is this
helps the students to refresh their memory about the value of a dime.
reflected in your assessment?
The first formative assessment asks the students to color in the correct value of dimes. On one side of the
Evaluation Criteria: worksheet, there is a given value of dimes. On the other side, there are ten empty dimes that are able o
Develop and attach a copy of the be colored in.
evaluation tool(s) being used for
assessment in this lesson. For The second formative assessment asks the students to look at a number of dimes and determine the
instance, are you using a correct value of the given dimes. The students are provided with the number of dimes and the must cut
rubric/checklist/performance scale out and glue the corresponding value of the dimes correctly.
to score the assessments? Also
how is mastery of the objective
being determined (for instance,
level 3 out of 4 on performance
scale, 8/10 or better on a rubric)? In order for the students to receive mastery on the given standards, they must prove that they can
identify the physical characteristics of a dime, as well as the value of the dime. Since the dime has already
been taught and is practiced on a daily basis, the students will be expected to complete the worksheets
without an incorrect answer.
Technology Component:
Describe how you will use During this lesson, the implementation of technology will be used on an administrative level. The
technology (digital and other) to ClearTouch board will be used to display the worksheets that correspond with the lesson.
enhance learning? Indicate and
explain at what level is the The document camera will also be used as a part of the administrative part of the lesson. The coin
application: 1) administrative, 2) foldables will be used as a hard copy and will be projected onto the ClearTouch board to be filled out as a
class.
substitution, 3) augmentation, 4)
modification, 5) redefinition, and
does it include STEM/STEAM
integration?
PART 3: LESSON IMPLEMENTATION
Write a detailed outline via steps (NOT in a paragraph form) of your class session including instructional strategies, learning tasks, key
questions, key transitions, management techniques and strategies, student supports, assessment strategies, and conclusion.
Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do
as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines.
Materials
(What materials will you use? - Large magnetic coins (provided by host teacher)
Why did you choose these - Penny, Nickel, and Dime Poems
materials? - Counting Dimes Worksheet (Teachers Pay Teachers – CrayolaQueen)
Include any resources you used. - Counting Dimes Cut and Glue Worksheet (Teachers Pay Teachers – CrayolaQueen)
This can also include people! - All About the Penny Foldable, All About the Nickel Foldable, and All About the Dime Foldable
(Teachers Pay Teachers)
Include the specific URL link to
- ClearTouch Board
any videos utilized) - Document Camera
- Lucky Ducks
Lesson Introduction - “Before”:

Setting the stage, activate and
build background knowledge,
introduce and explain
How will you set a purpose

and help students learn
The lesson will be introduced in a way that the students are prepared to use coins and money
why today’s lesson is throughout their lives. Coins and money are used on a daily basis and the students should be prepared
important to them as and comfortable using these methods of payment and counting.
readers/writers/learners?
How will you pique

interest and/or curiosity Young children are always interested in new toys and activities, therefore it will be easy to make a
and ‘hook’ the students connection with the value of coins and an item the students may desire. For instance, I could say to the
regarding today’s topic? students that a piece of bubble gum costs 10 cents, and in order to by the piece of bubble gum, I must be
able to identify which coin I must use to pay for the piece of bubble gum.
How will you activate and
build on prior knowledge
and experiences related to The students have already learned and practiced the values of a penny and a dime. The students are also
the topic? able to count by 5’s, which is a major concept that must be taught before introducing the value of a
nickel.
How will you introduce
and explain this I will show the students the differences in the coins and help the students understand that each coin
strategy/skill so that holds a different value. Coin poems that have already been taught will be used to distinguish the
students will understand differences between the characteristics and values of the coins. A new poem for the nickel will be
the how and why? introduced to the students so that they have a way to remember the characteristics and value of a nickel.
The value of the coins will also be taught in a strategic way using “Hairy Money”. This concept allows the
students to look at the value of the coins by 5’s to determine the value of a set/group of coins.
Learning Activities - “During”:

Active engagement in meaning
making, explicit instruction, and
practice (you should be checking
for understanding throughout the
lesson)
How will you engage Students will be engaged with this lesson by allowing them to create a foldable for each of the three coins
students in active meaning that are being studied. This select group of students find joy in creating graphic organizers, foldables, etc.
making of key concepts and will be allowed to color and remained engaged with the lesson.
and ideas?
How will you model this I will model what each foldable should look like using the document camera and the ClearTouch board.
strategy/skill for your With the use of the document camera, I will be able to walk through the steps of the foldable with the
students (exemplars and/or students step by step. This allows the students to make sure they are creating the foldable correctly,
demonstrations)? writing the correct information on the foldable, and will hold them accountable for their own work.
How will you provide As we complete each foldable, I will ask guiding questions that help guide the students to thinking of the
opportunities for guided answer on their own. After time is given, we will discuss as a class what we believe the answer for the
practice? foldable is.
The students will then be randomly called on using the management strategy of the lucky ducks. The
How will students
students are expected to be prepared to answer the next question as they do not know who will be called
independently practice on next. The student who is called on will be able to take into consideration our class conversation and
using the strategy and the result in an answer of their own.
skill it targets?
What planned supports

will you use for the whole

class, individuals, and/or Visual representations will be given to those students who have specific learning needs. In this particular
students with specific class, there aren’t any students who receive planned supports for math.
learning needs?
Differentiating Instruction:
The process in which the students are learning the value of the coins is different than that of using
How will you differentiate manipulatives. Instead of using individual coins physically in order to find the value of the set of coins,
instruction in this lesson? Circle the students will be expected to use the strategy of “Hairy Money” and use their prior knowledge of
those that apply: counting by 5’s.
Process Product Content The product of the work will be differentiated by creating small groups of different ways to determine
Readiness Interest the value of a set of coins. In the small group that has been planned, students will use task cards and
Learner Profile determine the correct set of coins that matches the value of an item that is available for purchase.
The interest of the small group has been differentiated by using a task card activity with items that the
Describe what/how you will students are interested in such as a doll, football, stuffed animal, etc. The students will be able to match
differentiate: the value of an item that is of interest to them.
Accommodations (If needed): There are no accommodations needed for the math block.
What accommodations will you
make for students who are English The English Language Learners in the class are strong in the subject of math.
Language Learners, have IEP/504
plans/ gifted educational plans? There are no students on a IEP or 504 for math.
Closure - “After”: Restate

teaching point, clarify key points,
extend ideas, check for
understanding
Students will be able to show their understanding of the lesson by either completing the problems
How will students share or
provided on the lesson worksheet, or by showing their understanding during their small group activity.
show what they have
learned in this lesson?
How will you restate the The repetition of the discussion of the value of the coins will help restate the teaching point and clarify
teaching point and clarify key concepts of the lesson. The students should know the value and the characteristics of each coin.
key concepts?
How will you engage At the end of the lesson, the students will be asked on a scale of 1-3 their understanding of the material.
students in self-reflection If a student feels that they are completely lost in the lesson, they are able to hold up a number 1. If the
on how the strategies/skills students feel as if they understand the lesson but that they need more practice with the lesson, they are
learned today can be used able to hold up a number 2. If a student feels as if they are able to teach one of their peers the concept of
as the lesson, they are able to hold up a number three.
readers/writers/learners?
How will you provide

Repeatedly asking the students the value of the coins and how many hairs each coins gets will help me to
opportunities to extend evaluate which students understand the concept and which students do not understand the concept.
ideas and check for From there, the lesson can be modified and can be revisited, or the class can continue to practice the
understanding? concept throughout the week.
Next Step: What will be the most The most logical next step after this lesson is to make sure that the students understand the value of
logical next step for students after another coin, the nickel. The nickel is the newest coin that the students have learned, but they will
this lesson? What’s assessment complete a similar morning work assignment as they have the past two days.
data and other evidence is driving
your decisions?
Specifically…what foundation did

this lesson build or provide that
The students will be asked a series of questions about each of the coins values and characteristics. These
will be utilized in some way in the foldables only help the students to assure themselves that they know how much the coin is worth, how
following lessons? many hairs the coin receives, what is on the front and back of the coin, and they are provided practice
with the total value of a set of coins. These foldables can be used as a guide for the struggling learners in
the class or can be used as a review for others.
NOTE: Attach any and ALL

Relevant handouts, activities,
templates, PPT slides, etc. that
are referenced and utilized in this
lesson.

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Wesleyan College Education Program

General Lesson Plan Template

PART 1: LESSON GOALS AND LEARNING OBJECTIVES

the value of one.

Key Vocabulary: - Penny - Value

Lesson Introduction - “Before”:

How will you set a purpose

How will you pique

Learning Activities - “During”:

What planned supports

will you use for the whole

Closure - “After”: Restate

How will you provide

Specifically…what foundation did

NOTE: Attach any and ALL

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