Beruflich Dokumente
Kultur Dokumente
Group Size:
18
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or essential question
that you want students to come away
with? In other words, what, aside from the
standard and our objective, will students
understand when they finish this lesson?)
MAFS.2.MD.3.8- Solve one- and two-step word problems involving dollar bills (singles,
fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using
$ and symbols appropriately. Word problems may involve addition, subtraction, and
equal groups situations1. Example: The cash register shows that the total for your
purchase is 59. You gave the cashier three quarters. How much change should you
receive from the cashier?
A) Identify the value of coins and paper currency.
B) Compute the value of any combination of coins within one dollar.
C) Compute the value of any combinations of dollars (e.g., If you have three tendollar bills, one five-dollar bill, and two one-dollar bills, how much money do you
have?).
D) Relate the value of pennies, nickels, dimes, and quarters to other coins and to the
dollar (e.g., There are five nickels in one quarter. There are two nickels in one
dime. There are two and a half dimes in one quarter. There are twenty nickels in
one dollar).
Students will be able to understand and explain what the amount of each coin is.
Students will be able to find the sum of different coins.
Group Size:
18
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit within
a larger plan?
Why are you teaching it this
way?
Why is it important for students
to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Formative evidence:
Teacher will observe students during the lesson.
Teacher will have collected a pre-assessment think sheet from the day before.
Teacher will listen on called on students, and conversations among the students
and their peers.
Summative evidence:
Teacher will collect students think sheets at the end of the lesson.
Teacher will collect their unit text at the end of the unit.
I will ensure that students have this previous knowledge by teaching the previous
days and collecting their work from those days.
My learners are 18 2nd grade students.
As their teacher, I know what their levels of understanding are, as well as where
What misconceptions
might students have about
this content?
Group Size:
18
Students might get confused on the different silver coins, and their value (dimes,
nickel, and quarter).
Students might think a penny is worth more than a dime because it is larger.
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
Time
Who is
responsibl
e (Teacher
or
Students)?
counting the coin with the biggest value first. Make sure to
prove you answer
Have students complete Page 346 on their own.
Walk around and check their work as they are going along.
Write O for they are ready to work alone. Or M for come work
with me in a small group.
As students finish release them to work on pages 347, 348
either alone or with myself in a small group, depending on
their achievement levels with the coins and values.
Students who will be working with me will come to the carpet
to work with Itools and figure out the different values of coins
added together.
Have students leave books on the back counter to check over
after.
Students can play math games with their coins, (roll dice,
choose coins, and add)
Group Size:
18
Student will be put with myself, or with Mrs. Hunt to work on the think
sheet together and get a better understanding the values and sums of
coins.
Group Size:
18
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
- All students use the same coins in America, knowing each coin and its
value will be very helpful for them in all areas of life.
If applicable, how does this lesson connect to/reflect the local community?
-
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
-
How will you differentiate instruction for students who need additional
language support?
Materials
(What materials will you use?
Why did you choose these
materials? Include any
Student will be put with myself, or with Mrs. Hunt to work on the think
sheet together and get a better understanding of the graphs and their
data.
Pencils
Elmo.
White board.
Mixture of different coins.
Think sheets
Youtube
Fake money coins
Thinkcentral.com itools
Group Size:
18