Name: Mikenna Breen LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

The student applies mathematical process standards to Students will be able to solve one-step equations
determine the value of coins to solve monetary to determine a remaining balance (< $1.00) when
transactions a purchase is made 70% of the time
Specific Measureable Attainable Relevant _Time
Grade: 2nd Subject: Math

Task Analysis: (C4) What lang. must be taught: Strategy to teach Language: (C4)
currency
What skills must be taught: Written text and oral speech
Addition & Subtraction, Subtraction with a decimal point

Assessment: (C5)
Performance Tasks

Strategies for Success: (C6) Element of Technology: (C6)

Graphic Organizer – an anchor chart to distinguish the VoiceThread – have students watch teacher-made
different types of coins VoiceThread about the different coins

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Anchor charts Pictures/words to glue

Glue
Auditory – Notebook
Counting songs, repeating aloud
Kinesethic –
Money manipulatives

Higher Order Questions to ask: (C6)

1. Why do you think it’s important to learn this?

2. What have you learned today?

3.
How would you identify and define each of the coins?

Hook: (C7) Closure: (C7)

My hook will be a flocabulary video (a rap song) about Exit pass: picture of penny then student should write
money penny in the blank and its value
 1. Teacher Input / Direct Instruction / Modeling: (C6)
• Activate prior knowledge about coins
o “What do you already know?”
• Write down what student says
• Need them to know coins are used for money, different colors/sizes/values

2. Student Activities / Guided Practice: (C6)

Make a graphic organizer together identifying the name of the coin, the value of the coin, and how the coin looks
- Everything will be cut already for students

3. Independent Practice: (C6)

Students will independently identify coins through questions and riddles

Ex. “I am worth 1 cent. What am I?”, “I am a quarter. How many cents am I?”

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Modifications are generally connected to instruction and Plan language objectives for all lessons and make them
assessment: things that can be tangibly changed or
modified. Making the assignment easier, so the student is not explicit to students
doing the same level of work as other students is an example of a
modification.

An accommodation is a change that helps a student overcome or

work around the disability. These changes are typically physical or
environmental. Allowing a student who has trouble writing to give
his answers orally is an example of an accommodation.

Notes:
N/A
Name:
DELIVERY PLAN (C8)
OBJECTIVE: Students will be able to identify the types of commonly used coins and determine their value correctly
Rigor 75% of the time.

OPENING:
Retrieval I will engage students by playing a flocabulary video which will be a student-friendly rap song about money

TEACHER INPUT:
Relevance Need to know vocab such as cents, penny, nickel, dimes and quarters

MODEL:
Routing Making an anchor chart while activating students prior knowledge about money

GUIDED PRACTICE:
Retaining / Rehearsing
Make a graphic organizer together that differentiates coins

INDEPENDENT PRACTICE:
Stations – each station will have a riddle that describes a coin and students will write answer on worksheet

CHECK FOR UNDERSTANDING:

Recognizing
High Order Thinking Questions

ASSESSMENT:
Collect station worksheet

RESOURCES / MATERIALS:
Pictures, money manipulatives, glue, paper

CLOSURE:
Re-exposure
Exit pass