Saint Mary-of-the-Woods College

Teacher Work Sample

Sarah New
K-6 Elementary Education
Mrs. Glenda Hilton
Rio Grande
1st Grade
Mathematics
January 18, 2016
ED 414
Score: _________

TEACHING CONTEXT DESCRIPTION

Class/Classroom Information
1.
2.
3.
4.
5.
6.

Grade Levels in class: first grade

Ages in class: 6-8
Number of students enrolled in class: 23
Number of students typically present: 22
Time available each day to teach all students: 8:15am- 2:40pm
Resources available for this class: Technology and supplies are adequately equipped and

supplied
7. Rio Grande Demographic
Rio Grande Elementary school is a one of the more premier public schools in
Vigo County. Located in a more secluded part of Northern Terre Haute right off of Rio
Grande road. The school sits on over thirty-two acres of land including a paved mile
track and a Nature Center. Students who typically live in Rosedale, Sandcut, and
Fontanet, Indiana, attend Rio Grande. The current enrollment is at five hundred forty
students. Rio Grande is staffed with thirty-five full time staff members, twenty-six of
those are classroom teachers. The school has two special education resource specialists,
three paraprofessionals, a librarian, a physical education teacher, as well as a counselor.
The school also includes part time preschool teacher, teacher assistants, ESL assistants,
and music and art teacher.
When gathering information from the Indiana Department of Education I found
that as of 2015 Rio Grande was an A rated school. According to their principal, Ms.
Susan Lewis, the school has remained an A school for the past four years. When looking
at the IDOE websites data I found that on average grades 3-5 had about 65% of their
students passing ISTEP. In comparison to the rest of the corporation (only looking at 3rd
grade ISTEP results) Rio Grande ranked about fifth or sixth to the many other Vigo
County elementary schools.
When talking with Mrs. Davis and from my observations, the school has little
ethnic diversity and some socio-economic diversity. The majority of the students come
from white middle class families. According to the other first grade teachers many of
their parents are very involved with the class and are very happy to assist. Although,

teachers are not told who receives free or reduced lunches, she suspects that about at most
three out of twenty-three students (11 boys and 12 girls) receive free or reduced lunches.
She claims that this varies as well as her students with IEPs; this year there is not a
student with an IEP, she typically has one per class.
Rio Grandes mission is to give all children a quality education with active
engagement while accommodating differences in learning.
Individual Differences
1. Number of students in class with diverse languages: 0
2. Number of students in class with IEPs: 0
3. Number of students in supplementary programs:
__0__ Title I
0 Gifted
1 Other: Speech & Language
4. Patterns of development
__6___ Atypical ___11___ Typical

____6___ Advanced

Note other class/classroom conditions, if any, that have caused you to adjust instruction in
some way:
I have one student in particular who has had trouble with his behavior. Before I arrived he
was visiting with the school counselor and they had created a separate behavioral plan alongside
Mrs. Daviss classroom management plan. I have to differentiate for this child, often I have to
ignore mild, bad behavior and put emphasis and lots of praise on good behavior which would be
during a lesson. Ideally I want the child looking for good attention, not bad, however I have also
have to think of how he is affecting the rest of the class and ensure that it isnt distracting to
them. Overall the child is doing much better. Instead of doing the opposite of what I ask, he does
what is asked of him.

Step 1

Classroom Context/Community and Family Engagement

A. Brief overview of classroom/school environment

As mentioned above, Rio Grande is an A rated school. In my own opinion, Rio

Grande is one of the nicest schools that Ive had the pleasure of visiting during my time
at Saint Mary-of-the-Woods College. I am fortunate, as well as the students, to have
extremely supportive and dedicated classroom teachers, aides and specialists, as well as
the administration, specifically their principal Ms. Susan Lewis. On top of that students,
teachers, and the school are well supported by the community; a great number of that
support is by Rio Grande parents and other family members.
Although, I have a high opinion of Rio Grande, I do believe that classroom sizes
could be smaller. After the addition of a new student in all but one of the first grade
classrooms, Rio Grande first grade now has twenty-four students per class and four first
grade teachers. Ideally I would like to see another first grade teacher hired. They do have
room for another classroom. I imagine other grades are also crowded. Regardless, I
cannot fully blame the school for the high classrooms sizes, as Mrs. Davis mentioned,
having this many students isnt normal. Given the lack of teachers and the increase in
students, Rio Grande had to do its best and continue with full classrooms.
B. Family and stakeholder communication and collaboration
Within Mrs. Daviss first grade classroom I was pleasantly surprised by the family
involvement and the persistent two-way communication between Mrs. Davis and some of
her parents. I was overwhelmed by the number of parents who were attending and
sending in goodies for the students on their Valentines party as well as the over flow of
chaperone volunteers for their upcoming field trip. In regards to someday having my own
classroom, in it I hope to be as open to communication as Mrs. Davis has been. She has
set a prime example of what it is like to have adequate professional communication
between herself and the parents of her students.
To support my own classroom I will utilize family and community resources by
taking my students on field trips, bringing in guest speakers, and bringing in parent
volunteers. A specific idea of mine for younger children is to have Grandparent Reading
Buddies or GRBs. I would like to invite a small group from a local nursing home to visit
and read with the children. I feel that this would be beneficial for both parties and also
appreciated by both.

In regards to communication throughout my classroom, I plan on creating weekly

Monday newsletters which will inform the parents what their child will be learning
about for the week. These newsletters would be either paper or emailed to the parents,
whichever they decide. Another idea of mine is to create a class Instagram page, with
parent and school approval, parents would be able to see what exciting things their
child is doing in the classroom. Lastly, to communicate with parents I will call, email,
or send notes home if necessary.
In my classroom at the beginning of the year, ideally before school starts, I would
like to have an Open House Night. Where parents and students could visit with me,
eat some snacks and become acquainted with the classroom and learn a little bit of
what I expect from parents and students and what they should expect of me.
In regards to family involvement, each night the student will have a short story to
read either out of their text books or a short story that I give to the child. I will expect
a parent or guardian to read the story with the child every school night. Something
that I specifically sent home to encourage healthful habits and family involvement
was a reusable chart and song for students to use to remind them to brush and floss
their teeth nightly with the help of a parent. Other things such as, keep at home flash
cards and all homework will involve the help of parents and/or family members.
Overall I plan on utilizing my resources within the community, family, and the
schools. I hope that I will have involved dedicated parents. I also will strive to have
positive profession relationships with the parents and families of my students since
they are their childs biggest support system.
Step 2

Assessment of Prior Knowledge (Establishment of a Baseline)

To determine what students know I have carefully designed a two part assessment. There

are two separate pages which must be administered in the correct order. On the first part of the
assessment over coins, I am looking to see if the student knows what each coin is worth in cents.
For example, A penny is worth ____ cent. The student will then circle the correct letter. The
second part of the test, I am curious if the students can count coins. Since I have already seen if
the students know the coins amount I have included a math box at the top which shows a picture

of the coin and ways and amounts that it can be shown. I made the separate because on the
second part I wanted to see if the students could stop and start counting while moving from one
denomination to the next. I wouldnt want them missing a question because they didnt yet know
or couldnt remember what each coin was worth, hence the math box at the top of test two.
*See attachment PDF Assessments for a look at the student work on their before/after
assessment. Note- there will not be an after part of post-test page 2 since all students answered
correctly.

Step 3

Planning Instruction

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan
Teacher Candidate

Sarah New

Name of Lesson

Counting Coins Lesson 1(Emphasis on Quarters)

Grade

1st Grade

Subject

Mathematics

Rationale for Lesson:

As much as we hate to admit it money is one of the biggest factors in our everyday lives
that can make life easier or more difficult. Counting coins is simply an introduction to the
preparation of handling and dealing with money. Students need to know what each coin
looks like and how much they are worth. Recognition and worth are two foundations of
an education that is filled with counting money and making change. Later in the childs
adult life he or she will then be submerged in what we call the real world in this future
life the child will be dealing with handling money, regardless if it isnt coins or paper,
even if it is plastic students still need to know how to count coins because this is the
foundation for being able to manage money.
Learning Outcomes:
The lesson specifically puts emphasis on the introduction to learning about the quarter.
The goal for this lesson is for students to recognize the quarter and know the differences
of it from each of the other coins. The student will be able to fluently count by 25s and be
able to make the connection between counting by 25s and counting quarters.
Assessment of Student Outcomes:
Pre-Test
The pre-test is to be administered long before discussion of the lesson. (Although
this first lesson introduces quarters and discusses how to count quarters (by 25s)
the pre-test is a reflection of the work over the course of all the TWS lessons.)

Formative Assessment

Individual responses and whole group responses: questions to ask during and after
instruction (note: questions are in order of what order to ask) I expect the majority or the
group speaking as a whole to give me the right answer. However individually I do expect
some errors mostly coming for my atypical students, but more than 50% of the time
individual students will answer correctly:

Whose face do we see on the front of the quarter?

What is on the back of your quarter?
How much is a quarter worth?
Can you count by twenty five to one hundred?
How much are two quarters worth?
How much are three quarters worth?
How much are four quarters worth?
100 cents is the same as..?

Anonymous Student Questionnaire

Ask students to close their eyes and raise their hand if they understand,
need help, or are starting to get the concept. I expect one student to raise
his hand out of frustration.
Student demonstration
Have students show amounts with real quarters
After lesson has been taught draw 1,2,3, or 4 quarters on the board have
students answer by holding up their slate boards. I would expect to have
all but three students answer the problems correctly.
Post-Test
To be given at another time.
Related Foundations/ Indiana Academic Standard:
1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and
adding a two-digit number and a multiple of 10, using models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and
subtraction.
1.CA.7: Create, extend, and give an appropriate rule for number patterns using addition within
100.
Materials Needed:

Student slate boards and markers

Math tool kit coins (penny, nickel, dime, and quarters)
Math tool kit magnifying glass
Money Grab Game

Large bag of quarters

Large bag of mixed, pennies, nickels, and dimes
Chalk Board
2 Earnings Buckets (small bucket)

Hundreds Chart
Lesson/Activity Presentation
Anticipatory Set:
Good afternoon ladies and gentlemen today we are going to talk about a coin called the
quarter (hold up picture card of quarter) Before we begin I would like to remind you that
during discussion and hands on activities we need to be extra polite and wait our turn to
speak because sometimes we can get a little too loud.
So, lets begin and talk about this lesson over quarters. Being able to count money is
extremely handy and something that everyone needs to know. Not only are you going to
use this for this lesson, but also in many lessons to come and in many different grades.
Counting money is something that youll have to learn because you will use it your whole
life! So, in first grade we learn the basics of counting money which is coins and every
year we learn more and more. So listen up, this is very important, our goals for today is to
be able to recognize or pick out a quarter from the other coins, to know what quarters are
worth AND to be able to count by 25s.
Before we start lets get our machines (brains) fired up! Please quietly take your slate
boards and markers out of your desk. (some students will need to borrow a marker, there
are plenty in the red basket on the desk) AND your math tool kits. FIRST, I am going to
count. YOU write on your board the next number and hold up board. (Do this 3x
counting and stopping by 1s, 5s, and 10s then ask students to put slates away). From
your math tool kit WITHOUT using your quarter show me 35cents. (Write 35cents both
ways on the chalk board and then complete two other problems ex: 52cents, 26 cents, 25
cents and ask students to respond with what coins they used you may ask, Did anyone
do it another way?
Teaching Procedures:

Alright now that our machines are fired up and ready to begin, it is time to get this into
full gear! Go ahead and take out a quarter and your magnifying glass from your math tool
kit. Does anyone know how much a quarter is worth? (Hold up the quarter picture card.
most students will already know what a quarter is at the blink of an eye, others will need
the picture card to help them. Repeat answer for all students.) Please look at the front of
your quarter, this side has a large head on it, this person was the first president of the
United States. Do you know who that was? (Most students will answer correctly; repeat
correct answer loud and clear. At this time allow students to explore the front of the
quarter with their magnifying glass and discuss their findings. After, have students flip
over the quarter to the back of the quarter, again using the magnifying glass have the
students explore ask things such as, What can you read on the back? and what pictures
do you see. (Encourage them to find differences between their neighbors quarter. These
are real coins, therefore answer will vary. Explain to the students that older quarters have
our Nations bird, the bald eagle whereas newer coins may have states or monuments on
the back of the quarter. Once students have examined the front and back of the quarter
ask them to pull out the other three coins, dime, nickel, and penny. Ask the students what
differences they see, between the quarter and dime, the quarter and nickel, and between
the quarter and penny).
(Now that the class has explored and discussed the quarter and its differences remind
students that the quarter is worth 25 cents. Now, ask the whole class, how much is a
quarter? by motioning to them all to speak at the same time. Let them know that we
need to learn how to count quarters or count by 25. First display a large hundred chart
over the chalkboard. Have a quiet student come up and circle 25. Now have the students
count up by 1s for the next 25. Do this until you get to 75 and ask if students think they
could make an educated guess as to what the next number will be without counting up
more. Hopefully students notice the pattern in the chart. Once the pattern is found, write
25 50 75 100 above chart. Count repeatedly from 25-100 asking students to individually
count. Then relate this same concept with 1 quarter, 2 quarter, 3 quarter, and 4 quarter.
While they count again from 25-100 ask them to hold up the number of quarters with
their fingers; this should be done at least three more times. Then model the use of
quarters to count from 25-100.) Please everyone if you could all close your eyes for a
moment, dont open until I say it is okay. I need to know if you feel like you are
understanding the lesson and what we are doing. If for any reason you dont understand
please raise your hand at this time, hands down. Please open your eyes. (If a student
raised his/her hand give a few more examples, but call on that student to help them
answer, or have them help you count the quarters.) Okay we are now going to continue,
before we do I wanted to let you all know that during I.E. /Center time I will be working
with everyone in our small groups to practice counting smaller coins and quarters
separately. So if youre still struggling dont worry about it we will work on it more!

Guided & Independent Practice: Anytime, during or after ask the formative assessment
questions listen in the assessment section.
Before we begin our activity does anyone have any questions about our lesson?
(Answer questions thoroughly be sure to give plenty of wait time and then continue.)
Lets continue, with the activity. In my hands I have a bag of pennies, dimes, and nickels
in the other hand I have a bag of quarters. I have divided the class up into two teams.
Team Green includes these students (class is split down middle) and Team Orange
includes these students. Each team has an Earnings Bucket I am going to start with the
Green Team, player one (pick anyone, every student will get to grab a handful). Player
one please chose either a small handful of this bag or the other bag. Now with the handful
that you grabbed, you only have ten seconds to count what is there. IF you count the
amount correctly in the ten seconds, you will earn your team 25cents which goes into the
Earnings Bucket The Orange team will do the same, now if you take too long or if you
count it wrong the money goes back into the bag. Also, if someone is sitting very close to
the person on their team that is grabbing the handful of money, they are allowed to help
them count. (guide the students through the game and encourage their neighbor to help
them).
Once a winner is announced ask the students to pull their slate boards again. Remind
them to keep their eyes on their own board and encourage students to cover answers. For
individual practice show or draw coins (quarters) on the board and ask how much is
there. Do this about five times with different amounts each time no more than 100 cents
and with only quarters. Give correct answers. After five times ask students to put away
their slate boards).
Closure:
Alright well we need to wrap up this lesson. I hope you enjoyed the game, I know I did!
So today we were introduced and learned how to count quarters and by 25s, store that
information in your machines for centers and because tomorrow we are going to use it as
well, however tomorrow we are going to ADD to that. We will be combining other coins
along with the quarters so that we can be successful in money counting while we are
going through school and when we are adults because we know money is something we
will use for our whole lives. Before we begin writing does anyone have any questions
about todays lesson or what we will be working on in the future? (answer any and all
questions).

Differentiated Instruction:

To keep students on track some may need to be casually called out or upon to get their
attention. Pull struggling/confused/unfocused learners to the front as ask them to
physically count the coins while the rest of the class counts by 25s. Some students are
well ahead of their peers give a challenge question, ex: ask how many quarters make
$2.25. You my use the picture cards for a more visual learner instead of the auditory
learner. Create a chart on the board that shows the relationships between 1 quarter
(picture of a quarter), and 25c and $0.25 and then 2, 3, and 4 quarters.
Multicultural Influence:
None
Technology:
You may display the hundreds chart on the computer and then on the projector.
Reflection:
Overall I felt that the lesson went really well. The students really seemed to enjoy
exploring the look of the quarter and the money grab game. In fact, I did not expect to see so
many students as consumed into viewing the quarter as they were. Although, I didnt complete a
traditional assessment in the lesson the students responded very well to the assessments that were
included in the lesson. The lesson did meet the goals/outcomes. The majority during and all after
the lesson, students were able to identify the quarter and how much it is worth. The majority of
the students (well over half) were able to quickly and accurately count from 25- 100 successfully
as a group. Individually students did very well counting, I had to correct only two of the many
students that I called upon during this time. Students were able to correctly count quarters by
using the new 25 counting pattern. During the game only a couple students were too quick to
shout out how much and unfortunately they were incorrect. Most, either with or without the help
of their peers answered correctly. It was a close game! At the final slate board independent
practice I only had a couple of students who would occasionally lift up their boards with the
incorrect answer, again probably trying to write too fast.
Once again, the exploration of the quarter and the game went over with the children very
well. They seemed to really enjoy being able to work more on their own, but also with
manipulatives. If I could go back and do anything different, I would make the money grab a
partner game so that each student would have more opportunities to count the money. Hopefully,
their confidence would boost and they would start grabbing larger handfuls. I would also have
created a different rhythm for counting by 25s. Most of the students answered correctly; however
there were a few who started accidentally counting by 5s, since the chant sounded too much like
counting by 5s. Regardless, I enjoyed the lesson, as did my students, they

responded well to the material and we are now ready and prepared to begin counting a mixture of
coins instead of simply focusing on quarters.

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan
Teacher Candidate

Sarah New

Name of Lesson

Counting Coins Lesson 2

Grade

1st Grade

Subject

Mathematics

Rationale for Lesson:

Unfortunately money plays a huge part in our everyday lives it can affect our quality of
life for the better or worse. In grades as early as kindergarten students begin counting by
1s, 5s, and 10s which helps build the foundation for number sense and makes counting
money much easier. Students will continue to use money and be counting money all
throughout their education and then through their adult lives. The strategies learned of
how to count coins can also be beneficial in learning how to tell time, parts of a whole
and even multiplication. In general students need to understand the importance of
counting; its something they will do throughout their entire lives!
Learning Outcomes:
Throughout the lesson, students will become increasingly more comfortable counting
from 25 and switching to 10s, 5s, or 1s. They will also demonstrate counting comfortably
from 25-100 by 25s. Students will show how to start with a quarter and count up the
remainder of the coins.
Assessment of Student Outcomes:
Pre-Test
To be administered BEFORE the introduction of the first lesson.
Formative Assessment
Individual responses and whole group responses: questions to ask during and after
instruction (note: questions are in order of what order to ask) I expect the majority
or the group speaking as a whole to give me the right answer. However
individually I do expect some errors mostly coming for my atypical students, but
more than 50% of the time individual students will answer correctly:

Can you count by twenty five to one hundred?

How much are two quarters worth?
How much are three quarters worth?
How much are four quarters worth?
How much are two quarters plus a nickel?
How much are two quarters plus a dime?
Show me 85 cents using at least one quarter
Show me 35 cents using at least one quarter
Show me 100 cents using only 3 quarters
Show me 76 cents using all of the coins

Anonymous Student Questionnaire

Ask students to close their eyes and raise their hand if they understand,
need help, or are starting to get the concept. I expect one student to raise
his hand out of frustration.
Ask students to raise their hand if they think they need to work on
stopping and starting counting with 25, 10, 5, or 1. I expect most students
to raise their hands.
Student demonstration
Have students individually and in pairs show amounts using quarters,
dimes, nickels, and pennies. Shown with coins or drawn on slate boards.
Have students work together in groups of 4/5 to demonstrate amounts
using quarters, dimes, nickels, and pennies.

Post-Test
To be administered at the completion of all counting coin lessons.

Related Foundations/ Indiana Academic Standard continued:

1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and
adding a two-digit number and a multiple of 10, using models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and
subtraction.

1.CA.7: Create, extend, and give an appropriate rule for number patterns using addition within
100.
Materials Needed:
Student slate boards and markers
Math tool kit coins (penny, nickel, dime, and quarters)
Hundreds Chart (paper or shown on projector)
Pre-portioned small bags including:

Two quarters
Three dimes
Four nickels
Four pennies

Student Math Workbooks (Everyday Math Volume 2 Pg. 38) Counting Coins
Lesson/Activity Presentation
Anticipatory Set:
Good afternoon ladies and gentlemen today we are going to build on what we learned
yesterday. Who can remember what coin we introduced and talked about? (Student
answers and teacher repeats) The quarter, which as President Washingtons face on the
front. Today we are going to count all of the coins together. As I said the other day, being
able to count money is extremely handy and something that everyone needs to know. Not
only are you going to use it for this lesson, but also in many lessons to come and in many
different grades. Counting money is something that youll have to learn because you will
use it your whole life! So, in first grade we learn the basics of counting money which is
coins and every year we learn more and more. Listen up, this is very important, our goals
for today are to be able to count by 25s, 10s, 5s, and 1s, and be able to switch from one to
the other. Being able to count like this and switch from one to another can helps us count
tallies, tell time, and eventually multiplication.

Before we start lets get our machines (brains) fired up! Please quietly take your slate
boards and markers out of your desk (some students will need to borrow a marker, there
are plenty in the red basket on the desk) AND your math tool kits. FIRST, I am going to
count. YOU write on your board the next number and hold up board. (Do this 3x
counting and stopping by 1s, 5s, 10s, and 25s. Example, if we count by 5s, what comes
after 40? Be sure to correct any incorrect answers. Then ask students to put slates away)

Everyone, pat your knees with me and count by 25s (as students count hold up the
number of quarters on your fingers) Repeat three times.
Teaching Procedures include a few of the formative assessment questions (use judgment.)
Alright now that our machines are fired up and ready to begin, it is time to get this into
full gear! I am looking for a few volunteers. Look for quiet students and invite them up
to the board. Hand each child one of the ten coins, 2 quarters, 3 dimes, 1 nickel, and 4
pennies. Ask students to report back to their peers what coin they have and how much it
is worth. Have the students put themselves in order from greatest to least going from right
to left, backwards from the seated students, seated students may help guide the others.
Go down the line from greatest to least and tap the child on the head when you tap say
the amount which should be first 25 (make sure that the students are holding up the coins)
have the seated students help you do this, continue down the line. When you come to a
new coin remind children that we are counting differently now (by 25s, 10s or 5s or 1s).
Count the same children and the same coins once again. Repeat with remaining seated
students with a different arrangement of coins. Do this twice with the same coins, once
reminding them of when to switch, the other having the students do most of the counting.
Do this same process 1 more time with both groups. While you do this the large hundreds
chart should be placed on the board or projected from the computer.
Once youve finished with the activity have students return back to their seats. Now, I
am going to write a number in cents on the board. You have two options (hold two fingers
up), you may (1) draw the coins, like this (model) that make the number on your slates or
you may (2) use your coins in your math tool box to show the number on the board.
(Write a number in cents on the board. Ask the students to first think about the number.)
Example 45 cents. What coin is closest to 45 cents the quarter, dime, nickel, or penny?
Repeat correct answer quarter Could I use another quarter to show 45 cents? (Leave
enough wait time for students to reply) How about we try another coin? What about the
dime? Continue this prompt. Once you have created 45 cents quickly point to the coins
and have the students count again all together. Remind them that the hundreds chart is on
the board to help them. Complete one more example, however use another amount. Once
you have repeated the same process. Ask the students to quickly pick a good partner
sitting near them that they could work with. Once students have teamed up write three
more amounts on the board ask the student with their partner to show the
number with coins or on their slate boards. While students are working in pairs circulate
the room offering help and checking for correct answers. After students are finished
working together bring the class back together. For each amount ask students what they
had drawn or shown. Ask if anyone else could have come up with another way to write
the amount. Correct any incorrect answers. While counting together use many different
models of how the students could have counted.

Guided & Independent Practice: Anytime, during or after ask the formative assessment
questions listed in the assessment section.
Now that we have been working hard and learning how to count all coins with each
other we are going to play a game. It is similar to how a few of us were standing up at the
beginning of class, but everyone must participate! We will have five teams of 4-5
students. We are going to count off 1,2,3,4,5,1,2,3,4,5 to sort the teams. Help the
students sort themselves into groups. Alright, listen up; I am going to be giving each
student in every group a bag that has a small handful of mixed coins. Then I will
announce an amount. For example 85 cents (write 85 cents on the board) you will all
work together to make 85 cents. Each child MUST hold up ATLEAST one coin. On some
amounts a student might have to hold up more. We will do it just like we did earlier when
we lined up from greatest to least and stood in front of the class. Lets have a couple
practice rounds. Some students are going to do very well and some students are going to
have trouble working with others to see the big picture. While practicing not only is
counting correctly important, but be certain that each child is getting to participate. Allow
students to play long enough to get through five rounds. While students play remind them
of the rules. Before we wrap up the game does anyone have any questions before we
continue? Answer all questions
Alright, please quietly return back to your seats. Pull out your math workbook volume 2.
Turn to page 38. Write pg 38 on the board. I want to see what you can do working by
yourself, or independently. I will give you the next 15 minutes to complete this work
sheet, number 1-5. It is all counting coins. You know how to do this, but if you need some
help you can look up here on the hundreds chart, you may use your math tool kit coins,
you may ask me for help, or you could use the number line. Do the best you can to work
quietly and finish the math page. Once I see you have finished we will go back over to
check the answers. Give the students time to finish the page wander the room looking at
student work to see if they are on the right track. Once the students have finished quickly
go over the answers and ask if anyone would like to see any answer counted out. Are
there any questions before we finish the lesson?
Closure:
After youve gone over the workbook page have students put their books away. I hope
you enjoyed the game, I know I did! So today we counted coins including quarters,
dimes, nickels, and pennies. We are even more confident with counting by 25s and
stopping and starting counting; store that information in your machines! Tomorrow we
are going to continue with another counting activity. By the end of these lessons you will
be counting money in your sleep. After the activity tomorrow I will give the final quick
quiz, which is exactly same as the first one. I know you all are going to do great on it! It
is going to show me, your family, and yourself just how much youve learned and

improved in only a few days. Even after we are finished we will continue to use money
our entire lives which is why it is so incredibly important. Before we begin writing does
anyone have any questions about todays lesson or what we will be working on in the
future? Answer any and all questions.
Differentiated Instruction:
To keep students on track some may need to be casually called out or upon to get their
attention. During the individual and partner learning phases pull
struggling/confused/unfocused learners to the front so that you may easily assist them in
counting. Some students are well ahead of their peers give a challenge question while
students are working individually or with their partner, ex: ask students to show you
$3.13. When handing out the individual bags for the game some students may be
overwhelmed with too many or bored with two few. On the side include about three bags
for each circumstance (one for intervention help the other for enrichment).
Multicultural Influence:
(Optional) If time allows either during this lesson, center time, or even doing calendar
show students coins from other countries and tell students that different countries have
their own currencies, just like the USA has the dollar. Check out this website to explore
other currencies. http://www.mycreditunion.gov/Pages/foreign-currencies.aspx
Technology:
You may display the hundreds chart on the computer and then on the projector.
To enhance the multicultural influence visit:
http://www.mycreditunion.gov/Pages/foreign-currencies.aspx
Reflection:
Overall I felt that the lesson went really well. The students were enjoying what they were
doing and I could see improvement! I tried extremely hard to include many different styles of
learning and I felt that although the lesson was mostly taught as whole group instruction each
child was reached because of the many learning styles. I feel that most of the students reached all
if not most of the goals or outcomes. However, I would like to see more fluency and speed when
changing from one denomination to the next. During the formative assessment I had the
majority of the students raising their hands and only a few students were answering incorrectly.
My low students were being called upon as well as my high students. Regardless if the answer
was incorrect the students were participating and indulging in the lesson which is all I can ask of
them. The students really seemed to enjoy the game and most groups worked very well together.
Even the quieter students were participating without being specifically told.

If I could do the lesson over again I would have made smaller groups for the
game/activity. I feel that if students were in groups of three not only would the activity take less
time but it would also allow more time for all of the students to participate. Unfortunately I
didnt get to include the multicultural influence with the lesson; however we talked more about it
during IE/ centers time. The next time that I introduce this lesson I would like to set some
specific time preferable at the end of the smaller unit to discuss the multicultural influence.
In conclusion I am very proud of this lesson. I put a lot of time into it and I feel that my
students took a lot away from this lesson. I feel that especially with the emphasis of the
multicultural influence this lesson could be easily be tailored for any age of elementary education
even to middle school. I plan on using the lesson again in my own classroom.

Standard/
Foundation

Objective

Learning Activities

Identify a quarter and

its worth

Exploring the quarter with a

magnifying glass

1.C.A.7

To fluently and quickly

count from 25 to 100.

Using 100 chart to find how

to count by 25 and to find the
pattern within the 100 chart.

1.CA.5
1.CA.7

To make the connection

behind 1quarter,
2quarter, 3quarter, 4
quarter and counting by
25s
To count by 1s, 5s, 10s,
and 25s and be able to
stop, start, and switch
denominations.

Oral practice with counting

and gestures. Money grab
game. Slate boards. IE
centers time.

1.CA.5
1.CA.7

Oral practice with counting

and gestures. Arranging and
counting coins within a group
and individually.

Assessment
Discussion and
specific questions
during and after
activity.
Whole classroom 25s
chant-100 and
individual 25-100
student chant.
Individual response
slate board review.
How much is this?

Individual response
slate board review.
How much is this?

Step 4: Implementation: Teaching & Learning

Assessment Plan Table: First Grade Organizer
Outcomes/
Objectives
The students
will correctly
answer a
minimum of
5/5 on
questions
1-5.

Assessments

Format of Assessments

Adaptations

Pre-Assessment

Two page quiz handed out separately.

First page includes questions 1-5
which asks students the value of
coins.
The second page includes questions
6-9. Students must count the coins
and write their answers in cents.
There is a key at the top of this page
to help students remember how much
each coin is worth (since Im testing
these concepts separately it is needed
to include the key. I want to see if the
students can count money on this
second test not if they know what
each coin is worth).
Self-check scale using thumbs up for,
I am understanding thumbs to the
side for, I am still learning thumbs
down for, I dont understand (while
students eyes are closed). Individual
student response to oral and written
questions. Group response to oral and
written questions.

Repeat instructions as
often as needed. Move
slower workers to the
front of the room. Offer
play money to help
struggling and more
hands on learners.
Students may move at
their own pace however,
read each and every
question and answer.

Two page quiz handed out separately.

First page includes questions 1-5
which asks students the value of
coins. The second page includes
questions 6-9. Students must count
the coins and write their answers in
cents. There is a key at the top of this
page to help students remember how
much each coin is worth (since Im

Repeat instructions as
often as needed. Move
slower workers to the
front of the room. Offer
play money to help
struggling and more
hands on learners.
Students may move at
their own pace however,

The students
will correctly
answer a
minimum 4/5
on questions
6-9.
Formative
Assessment

PostAssessment

Provide concrete models

and assistance. Provide
multiple examples that
reach many different
types of intelligences.
Provide plenty of
opportunities for every
child to answer. Provide
plenty wait time for
questions and answers.

testing these concepts separately it is

needed to include the key. I want to
see if the students can count money
on this second test not if they know
what each coin is worth).

read each and every

question and answer.

Throughout this assessment I used technology to help show and present the information,
for example I displayed a hundreds chart on the projector so that every child could clearly see it.
I also included technology in my multicultural emphasis. I wanted students to be able to explore
loads of information with a small amount of time. What better way to do this than to use the
internet? Together, with later visited http://www.mycreditunion.gov/Pages/foreigncurrencies.aspx to explore and learn about other countries and their currencies.
As explained in the chart above I had three types of assessments, the pre-test or before
instruction, the formative assessment or during instruction, and the post-test or after instruction.
Although I stuck to each of my assessments my instruction was changed based on what the
children already knew or what they were learning and at what rate. I found that all but one
student knew her coins. However I found that many students struggled with starting, stopping,
and switching coins. Since the students had also never counted by 25s, I had to hit this hard.
Even when we were not in math mode, I often would quiz students over counting by 25s and
how many quarters as they counted.

Step 5:

Assessment Results and Analysis of Student Learning

Looking at the first graph titled Pre/Post Test page 1 Results we see the first page of
both of the pre and post assessment which simply measured to see if the students knew the coins
worth. Initially only one student missed one problem in the pre-assessment (pink) and everyone
correctly answered all during the post-test page 1 assessment (green).

Looking at the second graph, we see more things happening. The pink represents the PreTest results; you can find the results on the x axis. The green represents the Post-Test Results.
During the pre-test the scores are scattered evenly through the lowest of scores and the highest of
them. Granted, no one missed all of the questions. When you look at the post-test results it
becomes very top heavy, all of the students either missed one or none.
The progress that the students have made is a wonderful feeling! Everyone, other than 5
students improved in only a matter of a few lessons and a ton of repetition. The five students that
didnt show improvement knew the content already and could quickly count coins. From the data
that is presented I can see that the students made tremendous progress towards reaching their
goals of being able to quickly and efficiently count money.
Step 6:

Reflection and Self-Analysis

Long after the lessons and post-test I have been working with the students to help

them become even more comfortable with counting quarters, dimes, nickels, and pennies. To
support the students long after the lesson, we always count by 25s at calendar time. We often
start, stop, and switch from 25s to 10s to 5s to 1s on a daily basis, always at calendar and
occasionally as a warm up for the daily math lesson. During our calendar time we count coins
daily in two separate ways to represent how many days of school we have attended. We are
currently at 116 cents and 1 dollar and 16 cents. Overall the expected outcome of the lessons,
combined, were for students to be able to count by 25s and for them to become more comfortable
stopping, starting, and switching from coin to coin. Before I had taught the lesson, I had
anticipated that there would be a few students who were already comfortable doing so, however I
knew that the majority of students would struggle with this concept. Stopping then starting and
switching was, and still is, a difficult concept for them because the majority typically does not
see patterns within numbers as easily as an older student whose number sense is more developed.
Next time I complete this lesson, I would like to set aside more time to thoroughly teach
the lesson. Although, I managed to squeeze everything in, I would have preferred to have given
the students more time to play the games/ activities. Although everything in the lesson is
important the students enjoy and seem to learn more when I connect concepts such as this to
hands on activities. During these activities I would have liked to shorten the group size to much

smaller sizes preferably no more than four students to a group. That way each individual child
would have more time to physically be involved in the activity. The only other aspect of my
lessons I would change is the assessment. Although I feel that my assessment got the job done,
I wish I would have done it differently. If time were to allow, Id like to assess students
individually with oral counting and the use of manipulatives.
Throughout the course of the teacher work sample and time student teaching I have found
that I have excellent teaching skills and strategies; however my assessment skills are more
proficient to basic. I am loud, clear, explicit, extremely energetic and passionate about every
lesson that I teach. I feel very comfortable during formative assessments and do them often
through the course of a lesson. I set aside specific questions in a specific order to ask to the class.
Based on the answers right/wrong I either decide to stop and continue or I go back and try to
look at the lesson from a different angle and take another approach at teaching the lesson. For
this specific lesson I had to adapt my teaching to suit many different types of learners. I was
pulling students from their seats to help me continue. I offered students to use their own writing
or actual manipulatives to help show coin counting. I used hand motions and signals to help
students make connections. I also had interactive student demonstrations. Merely flipping
through the pre and post assessment I can see student learning. Looking at the evidence from the
graphs I see the evidence that students were learning the content. And now, when I randomly ask
students to chant with me by 25s or stop, start, and switch counting, they do so with more
accuracy and less think time.
As mentioned before I feel very comfortable teaching the content. I know the content. I
am loud and clear, explicit in my instruction, I have high expectations of all students, and I am
passionate about what I teach. An area of weakness of mine is time management throughout the
lesson. I will specifically give myself five minutes to work on something and then ten minutes
later I am still working on it. I need to work on my timing; however I have significantly
improved, especially in these few eight weeks.
Throughout my student teaching experience I have held myself to high expectations and I
have even higher expectations for my next experience. Not only am I thinking of this now, but
also when I do have a classroom of my own. I have begun preparation of getting the job as well
as keeping the job. To promote my own professional growth I have been involved throughout my

high school and college career, I have created relationships with current professionals in
education, I have attended conferences, school board meetings, staff meetings, I am involved
with the Boys and Girls club and many other activities. In the near future I am planning on
attending the Vigo County job fair as well as other education job fairs near the area, for example
Hendricks County. I am also in the process of applying to be a substitute teacher. Hopefully all of
my hard work will pay off and I will be sitting in my own classroom come August!