Jacob Kinslow

11/1/23

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

● Based on TEKS MATH 2.5: The student applies mathematical process standards to determine the value
of coins in order to solve monetary transactions
- Students will identify the monetary value of two distinct collections of coins and articulate which
collection is closer to a predetermined amount.
- Identify the distinct value of each kind of coin, how they can add up to one dollar, and how this
- helps me solve money transaction problems.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and
emotional level?

● What will you do to open the lesson to motivate and engage the students’ interest in the content?
● How will you help students make connections to prior knowledge?
● How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN
statements)?
● How will you identify / teach / assess language demands?
● How will you introduce language supports?
● Is your opening congruent to the objective?

- Students will be shown an engaging, interesting video related to the basic concepts on money, money
transactions, and coins/dollars. This will activate prior knowledge of their experiences with
money/coins/situations where transactions usually take place.
- This video will serve as a basis for a discussion regarding prior experiences, knowledge about
coins/transactions (ex. What are some objects we saw in the video that the people were using/
the narrator was talking about? Where might have we seen these objects before? Do you
recognize some of the situations where the video was taking place?) It’s important to link the
conceptual idea of transactions to the practice of identifying and calculating coin values/amounts
to make the lesson/activities more meaningful. If we understand the purpose for calculating
money (its use in transactions), learning will be more genuine. It’s important to incorporate the
academic language into the discussion as well (determine, name, evaluate, penny dime, nickel.)
- Targeted language supports will include strategies like interactive word walls, graphic
organizers, anchor charts, and think-pair-share strategies.
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11/1/23

3. Teacher Input (Relevance) – What information is needed for the students to gain the knowledge/skill in the
objective? (Be sure you have done a task analysis to break the information/skill into small manageable steps).
How will you use strategies, technology, learning styles? What vocabulary and skills do the students need to
master the material? Are the strategies you plan to use congruent to the objective?

- Students must not only be familiar with the objects associated with the main objective/lesson (coins,
dollars, dollar signs), but must understand transactions on a basic conceptual basis. Linking these things
to one another is important. Additionally, students must have prior mathematics skills in areas like
addition to make sense of how to add up coin amounts to calculate the sum of a group of coins.
Strategies like an interactive word wall help demonstrate the concept of calculating and becoming
familiar with grouping coins together and determining their sums, as well as strategies like the use of
red dots on their respective coin types to help in the addition of coin amounts/ demonstration the each
coin represents a certain value (dime = 1 red dot = 5 cents, quarter = 5 red dots/ 25 cents) Creating this
concept of coins representing these values is important to understand its use in money transactions.

● Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic language supports
needed.

- Modeling transactions, determining coin value amounts is important. This can be supported by
highlighting the important elements of these transactions, mainly the objects themselves by showing the
physical versions of these things (bringing in actual coins, larger versions for everyone to see can be
very helpful), and modeling situations where transactions may take place, as well as talking about and
showing an example of transactions like these. Actual recreations like roleplay scenarios can be helpful
once we move into the guided practice component (we do activities)

● Guided Practice – Students demonstrate a grasp of new learning under the teacher’s direct supervision.
The teacher moves around the room to provide individual remediation as needed. “Praise, prompt, and leave”
is an excellent strategy to use. Outline your WE DO activities. Be sure to incorporate strategies and academic language
supports that are needed.

- The teacher can engage in roleplaying activities with the class to demonstrate the importance of
monetary transactions, and model how one would determine coin values, and the sums of a collection of
coins, with important emphasis on how we determine the coins value and how a collection of these
values corresponds to a coin or dollar amount. Constantly verbalizing these steps and using the correct
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11/1/23

academic language is important as students will need to get use to using this language for their own
independent activities.

● Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent application of

new skill. Outline your YOU DO activities. Students demonstrate an independent application of new skill. Be
sure to praise and assess strategies and academic language supports that are being used.

- I do activities can utilize roleplaying activities where students can utilize their knowledge of situations
where transactions take place in order to build their conceptual understanding/importance of
determining coin values, as well as their purposes (ex. we need to know how much money we have to
know what we can actually buy/ what we have money for). This can be in the form of grouping up with
a partner to act out this scenario, and additionally students will need to put their skills to the test by
taking respective roles as customer or cashier and their assigned tasks (ex. customer = must determine
how to add up coin amounts, determine what they can buy, cashier = must determine if the customer has
an adequate amount of money, and create prices that can be used in the activity.)This helps support
another major part of the activity where students must determine how to evaluate coin amounts. This
will build off of the academic language strategies introduced in the modeling stage that the teacher
practiced previously.

● Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes permanent. So,
make sure the students understand how to proceed before moving to the practice phase of the lesson. You may
need to stop and reteach, so students practice correctly. How do you plan to assess understanding? What
HOTQs will you ask? List at least 3

- HOTQ’s
- 1. Can I identify distinct features of coins (helps to link it’s physical representation to its
amount)
- 2. How can I arrange a smaller amount of coins to have a larger value than many coins with a
small value (helps to demonstrate how varying coin types have different monetary
representations/values; understanding how different amounts of different types can equal other
amounts is an important mark of understanding coins values)
- 3. How might I express how one coin of a certain value can be worth more than 3 coins of
another different value?

● How will you check for understanding or reteach?

- Incorporating the use of open ended questions is important to keep students engaged in the activities and
make sure they are practicing the skills needed to successfully complete their activities and reach
understanding. Modeling the use of strategies is a good way to reteach the concepts to remind students
ways they can figure out how to develop skills (ex. the red dots on coins, focus on the repeated verbal
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11/1/23

use of academic language and its use in the context of transactions). Modeled situations and roleplaying
experiences are always good ways to teach these concepts and skills as it creates meaningful contexts
for students to build understanding/knowledge.

4. Assessment – How will we know that the students have individually mastered the objective? What
evidence will be collected? What will be an acceptable score? What evidence will be collected to demonstrate
mastery of language demands?

- It’s important to incorporate assessments like homework assignments and daily quizzes to constantly
evaluate students understanding and assess if progress is being made
- Academic language mastery can be assessed through the use of checklists and tests focusing on the
appropriate use of the academic language.

5. Resources - What materials will you need for a successful lesson?

- Several coins of each type, including representations of these in large form for easier viewing. Charts, graphics
conveying different values; charts can include pictures of coins and dollars, such as is the case in an interactive
word wall that’s modified to express the money value of several coins and a dollar.
- Technological materials such as a computer to display graphics representations, video(s) on
coins/transactions, slides showing elements of money/coins/dollars.
- Paper, posters, pencils, markers, crayons, different writing materials in the creation of anchor charts and
graphic organizers.

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was learned?

- A 3-2-1 activity is a concise and effective way to have students reflect on what they learned. (3 things
they learned, 2 things they liked, 1 question they still have)

NOTES: