Gwynedd-Mercy College

School of Education

Lesson Plan

Your Name: Michele Morelli

Date: Due 10/1/14

School: Knapp Elementary School

Grade/Topic: 2nd Grade, Counting coins

STANDARD: (.5 point)

Using PDESAS.org:

Key Learning Area: Mathematics

Standard Area 2.1- Numbers, Number Systems and Number Relationships

Key Learning Area: Reading, Writing, Speaking and Listening

Standard Area 1.6- Speaking and Listening

PERFORMANCE EXPECTATION: (2 points)

Students will investigate coin counting by travelling to multiple markets around the classroom
and buying items from each.

I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special needs, explain
how you will meet the needs of all learners. (.5 point)

This lesson plan is developed for a second grade classroom of 20 children in total, 12
boys and 8 girls. There are no children with IEPs in this class. This lesson is designed to
meet the needs of all of the students in the classroom, paying attention to different
learning styles such as visual and kinesthetic.

2. What are your expectations for this lesson? What do you want students to learn and be
able to do with the knowledge? (.5 point)

The students will discover coin counting through reviewing coin amounts, as well as
counting by 5s, 10s and 25s. The students will also participate in a group activity where
they must travels to multiple stations around the classroom that represent types of stores,
such as clothing stores and grocery stores. Giving each child a small bag full of coins
(real or plastic), the students will move in groups of four to each station, making sure to
buy at least two items from each (and recording what coins theyve used to buy the
items). The students will demonstrate their knowledge of coin counting by participating
in a class discussion following the activity.

3. Why are these expectations suitable for this particular group (identified in #1) of
students? (1 points)

Referencing the PDE standards, second graders can demonstrate the relationship between
numbers and quantities, specifically through counting by twos, fives and tens. Second
graders can also represent equivalent forms of the same number through the use of
pictures and concrete objects (including penny, nickel, dime, quarter, and dollar) up to
500, which is a skill needed to complete the activity in this lesson.

4. How do these expectations support the school districts curriculum, state standards, and
content standards? (.5 point)

Supporting the PA Academic Standards:

Key Learning Area: Reading, Writing, Speaking and Listening

Standard Area 1.6- Speaking and Listening
1.6.2.A: Listen actively and respond to others in small and large group
situations. Respond with grade level appropriate questions, ideas,
information, or opinions.

Key Learning Area: Mathematics

Standard Area 2.1- Numbers, Number Systems and Number Relationships
2.1.2.A: Demonstrate the relationship between numbers and quantities,
including place value; one-to-one correspondence; rote counting; counting
by twos, fives and tens; and comparing values of whole numbers up to
500.
2.1.2.B: Represent equivalent forms of the same number through the use
of pictures and concrete objects (including penny, nickel, dime, quarter,
and dollar), up to 500

5. Explain the psychological principles/theories you used in constructing this lesson. (2

points)

This lesson reflects part of Bruners Constructivist Theory. Bruner theorized that children
learn by constructing new ideas/concepts based on their current knowledge of the subject.
Children rely on their current schemas or cognitive structures to help them understand
new topics and build upon other topics. The lesson encourages children to use what they
already know about pennies, nickels, dimes and quarters, as well as what they know
about counting by 1s, 5s, 10s (and 25s), to assist them in correctly calculating the types
and amounts of coins to use for purchases around the classroom.

II. CLASSROOM ENVIRONMENT:

6. Describe the effective classroom routines and procedures resulting in little or no loss of
instructional time. (1 point)

Prior to actual class time, I will set up five stations around the room; a food/grocery store,
a clothing store, a bakery, a pet store, and a toy store. For each station, I will print 4
pictures of items that could be found at their type of store (bread and cupcakes at the
bakery, an apple and some milk at the grocery store, etc.), with the corresponding price
tag (in cents) on the bottom of each picture. I will have a sheet for recording answers and
scrap paper set up on a table in the front of the room, as well as 20 Ziploc baggies filled
with coins. I will randomly place colored index cards on the top of each desk; this will
help me create 5 groups of 4 children before they even enter the classroom. When the
students enter the classroom, I will ask them to go to their assigned seats and to remain
there through the motivation portion of my lesson. Following this, I will assign each color
a station to go to, which will form the groups. I will then explain the directions, and ask
one member of each group to come up to the front table and gather materials for
everyone. The same person will be responsible for putting the materials away. I will give

the students four minutes at each station, and they will be asked to return to their seats as
soon as the last timer goes off to participate in the follow-up discussion.

7. Identify what you will do to set clear standards of conduct and behavior management of
student behavior. (1 point)

My classroom rules are written in large font on a poster board in front of the room; this
serves as a constant reminder of behavioral expectations in my classroom. Some of these
rules include follow directions carefully and keep your hands to yourself. I will refer
to any of the basic classroom rules I feel are applicable to this lesson. Rules specific to
this lesson include:

Stay at your designated station until the timer goes off. When you are
asked to move to the next station, walk calmly, carefully and in a
clockwise motion.

Keep your voices down, and speak only within your group of four (during
the activity).

Respect the personal space of members in your group.

I will go over these rules before we begin the activity portion of the lesson. During this
time I will also give the students a very clear idea of the consequences of not following
the rules. Two warnings will be given to any student not following directions or breaking
rules; any negative actions following these warnings will result in the removal of the
student from the game until they are ready to follow the directions.

8. Identify what you will do to establish expectations for student achievement. (1 point)

I will establish expectations for student achievement by modelling. Seeing that it is the
beginning of the school year, I may have to model to the students how to do a carousel. If
the students are unaware or unsure of the term clockwise, I will show them which way to
move around to each station. In regards to the brief review of coin values and counting by
1s, 5s, and 10s, the children should be comfortable in doing so; however, the children may
not have much experience in counting by 25s. To remedy this, I will model how to count by
25s using quarters (I will draw this on the board and leave it up during the activity). As I
explain the directions of the activity, I will complete an example problem in front of the
entire class so they have a clear idea of what to do. I will pick a price written in cents, show
them which coins Ive chosen to use (and any other combinations that would work), and
how to record this information on the answer sheet given to them.

III. INSTRUCTION:

9. What will you do to motivate students? (1 point)

In order to motivate the students, I will tell them that today we are going to go shopping
around the classroom! However, before we do, we will need to go over counting coins. I
will then bring up a video on the Smart Board titled, Money Song
(http://www.teachertube.com/video/money-song-96662). This song explains the values of
each coin and is a cute, catchy, and fun way to motivate students to participate in todays
lesson. I also found a great video on counting by 25s, which is a topic we will review
during the prior knowledge portion of the lesson. It is titled Quaterrific: A CoinCounting Song, and I will also show this if time permits
(http://www.youtube.com/watch?v=dq6rTT8RmzY).

10. What will you do to activate prior knowledge? (1 point)

The two videos used in the motivation portion of the lesson will lend a hand in activating
prior knowledge. Aside from the videos, I will activate prior knowledge through a
review/discussion on counting coins. As an entire class, we will discuss the value of each

coin, and I will write these on the board. I will also review counting by 1s, 5s, 10s, and
25s. Some of the questions the questions I will be asking during this review include:

What is this coin called? How much is it worth? (Level of TaxonomyRemembering)

o Ex. This is a penny, it is worth one cent.

Can you all help me count to 100 by 5s? How about by 10s? (Level of TaxonomyUnderstanding)
o Students will group-shout the answers specific to the question

I need 30 cents; can you find the coin combinations that would equal 30 cents?
(Level of Taxonomy- Understanding)
o Answers could include a quarter and a nickel, 30 pennies, 3 dimes, etc.

11. How do you plan to engage students in the content? What will you do? What will
students do? (3 points total)

Materials needed:

20 different pictures of items with corresponding price tags, 4 pictures for every
station (5 in total)

Tape

Answer/log sheet

Scrap paper

20 colored index colors (must have 5 different colors to make groups of 5)

20 Ziploc bags

A large array of coins (fake or plastic)

To begin the lesson, I will:

Complete the motivation portion of my lesson as described in question #9.

Following the motivation, I will complete the prior knowledge discussion as

explained in question #10.

After weve completed these, I will explain to the students that we will be moving
to different markets around the classroom to buy items using coins. I will ask all
of the children with a blue index card on their desk to go to the grocery store
station, those with a yellow index card to go to the bakery, etc.

Once everyone is in their correct station and group, I will go over the rules as
described in question #7.

After weve discussed the rules, I will explain the direction of the game (use any
combination of coins to make the amount listed on the price tag, pick 2 items
from each station, record the combination of coins used for each item chosen on
your log sheet, move clockwise when the timer goes off). At this time, I will also
model anything the children may need to see before they go off on their own (Ive
described this in question #8).

I will then ask one child from each group to come to the front desk and collect the
materials for everyone.

Following this, I will set my timer for four minutes and let the students begin
working at their station. When the time goes off, they will move clockwise to the
next station.

After the final timer goes off and every group has visited each station, the children
will be asked to return to their assigned seats to participate in a class discussion.

12. Describe the use of questioning and discussion strategies that will encourage
students to participate in class. (1 point)

During this lesson, I use simple Q&A strategies. The prior knowledge and motivation
portions of this lesson use class discussion to encourage student participation. Following the
carousel market activity, students will be participating in a think-pair-share. Regarding the
prior knowledge discussion explained in question #10, most of the levels from Blooms
Taxonomy used are knowledge/comprehension based. In the follow-up discussion (closure), I
will also ask a few opinion questions, which correspond to both the comprehension and
evaluation levels. Some of the questions that will be asked during the closure include:

Can someone raise their hand and tell me what combination of coins they used to buy the
gallon of milk? Can someone else raise their hand and give me a different combination of
coins for the same item? (Comprehension/understanding)

Can someone raise their hand and tell me the most difficult part of this activity?
(Evaluation)

Can someone tell me something they liked about this activity? (Evaluation)

13. What difficulties do students typically experience in this area, and how do you plan to
adapt/modify to meet their needs? (1 point)

Students at this age may experience difficulties in staying on task and focused in a group
of four children (with an activity independent of the teacher). To combat this, I plan to
walk around to each group and observe the progress being made. I will be close enough
to each group to answer questions, offer assistance, and manage the students behaviorally.
Students in this second grade class should not have trouble recording the combinations of
coins on the log sheet (using words); however, if some do, they may draw the coin
combinations theyve used (as long as it is clear what coin theyve drawn). The entire
class will finish the activity and closure at the same time, so nothing needs to be provided
for children who may finish their work early.

14. Identify what informal and/or formal assessments you will use to monitor student
learning. (1 point)

I will be using informal assessments to monitor student learning. I will first observe the
students during the prior knowledge portion of this lesson; this will give me a fairly clear

picture as to what I must stress or discuss throughout the activity. I will also observe the
students as they participate in the market activity to see how they work in groups, and
how they work independently (as opposed to a teacher holding their hand the entire
time). The questions I will ask during the closure, as well as those I may ask as I walk
around to each group will also let me know if they are actively engaged. I will, of course,
review their record/log sheets after they are done to assess how many children need to
spend more time on this topic.

15. What will you do to bring closure to the lesson? (2 points)

Following the activity, I will do a quick recap of the lesson. I will briefly go over coin
values again, and we will also go over counting by 5s, 10s, and 25s. I will then ask the
students to turn to a neighbor and find an item that they both decided to buy (using their
record/log sheet). I will ask them to compare the combinations of coins they used to buy
the item, and ask if they can find another combination to use. I will then do a few in front
of the entire class, such as asking someone to raise their hand to tell me the combination
of coins they used to buy a gallon of milk (and have others raise their hands to tell me
other possible combinations). Following this, I will ask a few opinion questions regarding
the activity so I know whether to use this activity again. I will tell the students that
tomorrow we will be counting using dollars and coins.

REFLECTION:

20.
Describe what went well with the lesson, what didnt go so well and what
you would do to improve your teaching effectiveness in the next lesson.

I have yet to implement this lesson, but from my experiences in T.A.P and in pre
student teaching, I can say that I believe the prior knowledge and motivation
would go well. Videos and technology in general are great motivators, and I
believe the songs I chose would effectively engage the students. I also think the
prior knowledge would go well because we would be going over facts the
students should already know. For the children to completely the activity

effectively, I believe my prior knowledge discussion needs to be written on the

board and made visual so the students have a point of reference while they try to
put together coin combinations. If I were to teach this lesson, Id be a bit worried
about the students staying on task while being in groups and moving around the
room; while Ive been in second grade classrooms where this would not be an
issue at all, Ive also been in second grade classrooms where this type of activity
would cause chaos. If this were the case, I may have the children stay at their
desks while we play a Jeopardy-like game as an entire class. I would make a large
chart on the board of items and prices, and ask the students to find multiple coin
combinations corresponding to the prices (while remaining at their desks).