STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Cargen Taylor Grade: Second Topic: Measurement

Brief Lesson Description:
Students will work with real coins to explore how to count and compare both alike and different coins. Students will be able to access
their prior knowledge of coins as they learn the best way to count different coins together. This lesson will take approximately one week
to implement.
Specific Learning Outcomes:
Students will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to
● Determine the value of a collection of coins and one-dollar bills whose total value is $2.00 or less.
● Count by ones, fives, tens, and twenty-fives to determine the value of a collection of coins whose total value is $2.00 or less.
● Compare the values of two sets of coins and one-dollar bills (each set having a total value of $2.00 or less), using the terms
greater than, less than, or equal to.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
Students are able to work together and everyone has equal access and equal opportunities to learn. Students are also able to pursue
their own interests as they create their own product for a class store activity.

Narrative / Background Information

Prior Student Knowledge:
In prior grades, students have learned to recognize the attributes (color, size) of the different US coins, identify the number of pennies
equivalent to a nickel, a dime, and a quarter, and determine the value of a collection of like coins whose total value is 100 cents or less.

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

2.7a The student will count and compare a 2.15 The student will refine motor skills ● measure with multiple copies of
collection of pennies, nickels, dimes, and (e.g., cutting, modeling, molding, tearing, units of the same size, such as
quarters whose total value is $2.00 or less weaving) to create two-dimensional and paper clips laid end to end
three-dimensional works of art ● use repetition of a single unit to
measure something larger than
the unit, for instance, measuring
the length of a room with a single
meter stick
Specific Problem Solving Strategy being used:
The value of a collection of coins and bills can be determined by counting on, beginning with the highest value, and/or by grouping the
coins and bills into groups that are easier to count.

Possible Preconceptions/Misconceptions:
● Some students may omit one or more coins, especially when given a set that has not been arranged in groups of like coins from
greatest to least.
● Students may have difficulty using only coins to represent an amount of money greater than one dollar.
● Some students may struggle to count by fives, tens, and/or twenty-fives and will need additional practice counting in order to
help them count sets of coins.
● Students may represent 17 cents or $1.07 instead of $1.70, which may indicate students have not yet developed an
understanding of the notation used to represent dollars and cents.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
Pre-assessment on students’ knowledge and memory of learning about money.

Materials:
● Small dry erase boards for each student
● Dry erase markers for each student
● Erasers/tissues for each student
● Pre-assessment slideshow

Procedure:
1. The teacher will introduce the math lesson by having a class discussion about money as the students sit at their desks.
2. The teacher will ask the students: What do you remember about learning about money in kindergarten and first grade? What
are the different types of money? What is money used for? Why do we need money? Where do you or have you seen money
being used?
3. The students will take turns answering /discussing the questions as they have a class discussion.
4. The teacher will tell the students that they will learn more about money, specifically counting and comparing money,
throughout the lesson.
5. The teacher will give each of the students a dry erase board, a dry erase marker, and an eraser.
6. The teacher will tell the students that they are going to have a review quiz on money.
7. The teacher will go through a slideshow that asks students certain questions, such as: How many pennies is one dime?, Which
is the biggest coin?, How many cents are 3 nickels?
8. The students will write their answers on the dry erase boards and hold their answers up after each question.
9. The teacher will use this information to determine where their students are, what they may need additional practice on, and
what they have a good grasp of.
10. The last question of the quiz will be a question that the students will not be able to answer yet, such as asking them to
determine the value of a dollar bill and 3 dimes, 2 quarters, and 4 pennies.
11. The teacher will ask the students to think about how they think they can determine the value of the money.
12. The teacher will have the students do a Think, Pair, Share with their desk buddies and then take turns sharing their ideas with
the class.
13. At the end of this stage, students will complete an exit ticket.

Probing questions:
● How is money used?
● Is money usually exchanged for something? If so, what are some things money can be exchanged for?
● How do people get money?
● How can we count a set of different types of money, such as different coins and dollar bills?

Link to slideshow
Exit Ticket
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
Counting and comparing coins in groups.

Materials:
● Real coins and dollar bills
● Ziploc bags
● Interactive Whiteboard (IWB)

Procedure:
1. The teacher will have the class split into four groups.
2. The teacher will give each group a different bag of different coins, two groups will have one dollar bill.
3. The teacher will instruct the groups to work together and find out how to best count the different coins (and dollar bill) and
determine the total value of money they have.
4. The students will work together within their groups to find the best way to count the different types of coin (and dollar bill)
they have.
5. The teacher will walk around to the groups and listen to the discussions and methods the students are using.
6. After about 5-10 minutes, the teacher will call two groups to the IWB.
7. The groups will drag and drop the coins that they had in their bag into their respective column on the IWB.
8. The teacher will ask which between the two groups had the most money.
9. The teacher will allow the groups to think before answering.
10. The students will then be instructed to write the amount of money they came up with under their column.
11. This will repeat for the other two groups.
12. The teacher will then have the groups explain how they were able to determine how much money they had and if they had the
most or least amount of money.
 13. At the end of this stage, students will complete an exit ticket.

Probing questions:
● Do you think there is a certain way to count your money that makes it easier?
● Do you think certain coins should be counted first?
● How can you determine which group had the most money?

Link to slideshow that would be put on IWB

Exit Ticket
EXPLAIN: Concepts Explained and Vocabulary Defined:
Demonstration of how to count and compare coins and dollar bills.

Materials:
● Tiered worksheets
● IWB

Procedure:
1. The teacher will ask the students to reflect on the EXPLORE activity and ask them what seemed to be the best way to count the
money in their group.
2. The teacher will show students a video on how to count different types of coins.
3. After the video, the teacher will pull up the slideshow on the IWB for the rest of the lesson.
4. The teacher will ask the students what they remember about the video and what the video said was the best way to count
different types of coins.
5. The students will answer as the teacher calls on them.
6. After writing down some of the students’ thoughts, the teacher will star or highlight the important parts of the video
mentioned: grouping, and starting with the largest coins and working down.
7. The teacher will explain to students how to count coins and dollar bills while using examples, which consists of grouping the
coins and dollars and starting with the greatest amount and working down.
8. After giving this explanation, students will be called on to work through a question on the slideshow on the IWB that correlates
to the information given.
9. The teacher will also explain how to compare two sets of money using greater than, less than, and equal to with examples,
which consists of counting the amount of money in each set and reading the two sets from right to left.
10. After giving this explanation, students will be called on to work through the four questions on the slideshow on the IWB that
correlate to the information given.
11. The teacher will then give students worksheets to practice based on their understanding.
12. At the end of this stage, students will complete an exit ticket.

Probing questions:
● What do we need to do in order to easily count an amount of money?
● What do we need to do in order to correctly compare two sets of money?
● Why do we need to start with the largest type of money in order to count an amount of money?

Vocabulary:
● Penny
● Nickel
● Dime
● Quarter
● Dollar/ Dollar bill
● Greater than
● Less than
● Equal to

Link to slideshow that would be put on IWB

Link to video that is meant to be played until 3:20
Link to Exit Ticket
Link to Tier 1 Worksheet
Link to Tier 2 Worksheet
Link to Tier 3 Worksheet
ELABORATE: Applications and Extensions:
Class store

Materials:
● Assorted art supplies
● Real coins and dollar bills
 ● Paper
● Pencils
● Ziploc bags

Procedure:
1. The teacher will inform the class that they will be participating in a class store where everyone can create their own product
that they would like to sell.
2. The students will be allowed to use whatever art supplies they choose to create their own 2D or 3D item to sell in the class
store.
3. After the students are done creating their items, they will be turned into the teacher.
4. The teacher will have the students write down a random amount of money from 1 cent to 2 dollars on an index card and then
give them back to the teacher, which will represent the price of their product.
5. The teacher will use those amounts to use money to display the price in front of the products, making sure that no amount of
money is displayed twice.
6. The teacher will give each student a ziploc bag filled with an amount of money that will represent what they have in their
“wallet”.
7. The teacher will then display the students’ products all around the room with coins, and possible dollar bills, in front of the
products to communicate their prices.
8. The students will then be instructed to walk around the store and look at each of the products.
9. The teacher will instruct the students to use their money to compare it to the price of the products.
10. As students look at the products in the store, they will be completing a worksheet where they have to write the amount of how
much money they have, the price of ten products, and compare their amount to the price of a product in ten sets of two.
11. The students will be instructed to write the name of the creator of the product beside its price, so that the teacher can check
the students’ work to see if they have correctly determined the prices.
12. Once the students have compared their amount to the price of ten products, the class will have a discussion about the class
store and how similar it could be to buying things in a real store.
13. At the end of this stage, students will complete an exit ticket.

Probing questions:
● How was our class store like shopping in a real store?
● Why do you think we would need to compare what we have in our wallet to what the price of a product is?
● How could we make a more realistic class store?

Link to store worksheet

Exit Ticket
EVALUATE:

Formative Monitoring (Questioning / Discussion):

Exit Ticket - Exit tickets are used at the end of each stage to assess the students’ understanding throughout the lesson. The teacher will
also use the worksheets given to students as a way to monitor their learning.
Questions and Discussions - Students are asked probing questions in every stage of the lesson plan to allow them to reflect on what
they’re learning and connect it to their own knowledge about the world around them. The teacher also uses class and group discussions
to assess the students’ knowledge and understanding of the material.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

There will be a summative quiz to assess the students’ learning at the end of the lesson. The quiz will assess the students’ ability to count
different types of money together and compare two sets of money using the comparison symbols. The rubric for the quiz is below.

Rubric You’ve hit the target! You’re almost there! You’re not there…yet!
(3 points) (2 points) (1 point)

Answering Questions I answered all of the questions I answered most of the I answered some or none of
on the quiz. questions on the quiz. the questions on the quiz.

Showing Your Work I showed all of my work. I showed most of my work. I showed some or none of my
work.
 Is Your Answer Right? My answers are completely My answers are mostly right. Some or none of my answers
right. are right.

Link to quiz
Plan for differentiation: (Be sure to specifically address the following learners)
● Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
These students will be able to work with partners and/or groups that best suit their needs. For students that do not want to work with
others, they will be allowed to work by themselves. For these students that may fall under Tier 2 or 3, the EXPLAIN part of the lesson has
tiered worksheets.
● ELL
These students will be given instructions that have more pictures and/or can be translated into their native language or simpler English.
These students will also be able to be grouped and/or partnered with students that are also ELLs.
● Gifted learners
These students will be given more advanced work to complete in the lesson. For the ELABORATE activity, these students will be asked to
also determine if they could afford the products with the money in their wallets. If they can, they will also be asked what change they
would have left over once they purchased the products. For the summative assessment in the EVALUATE activity, these students will also
be asked to count and compare amounts of money that are greater than $2.
Elaborate Further / Reflect: Enrichment:
● How will you evaluate your practice?
I will constantly assess my students by checking for understanding and asking questions to make sure they are learning effectively and
not getting confused or left behind. I will constantly walk around and see how my students are engaging with the activities. I will also use
the assessments to evaluate my teaching and the effectiveness of the lesson.
● Where might/did learners struggle in the lesson?
Students might struggle with counting different coins together and counting them along with dollar bills. To address these students, they
will be given more opportunities to practice counting like coins before moving to counting different coins. Then, once they have a better
grasp of counting different coins, they will begin practicing counting coins along with a dollar bill. These students will also be assigned a
more advanced buddy that can help them with counting their money.
● How can the lesson be strengthened for improved student learning?
To allow students more opportunities to give their own input and explain things in their words and in their understanding. It can also be
strengthened by checking for understanding as a class and individually to make sure that no students are left behind.
● Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
I feel that this lesson could be enhanced by connecting money used in our country to money that is used in other countries. Students
from other countries could also get to speak about how their money is different to our money. Students could also be able to speak
about how money may be viewed or valued differently in their culture.