FRIT 8530 Applications of Instructional Technology: UbD Lesson Plan

Lesley Metts FRIT 8530 Applications of Instructional Technology UBD Lesson Plan

FRIT 8530 Applications of Instructional Technology: UbD Lesson Plan Title of Unit Money Grade Level

2nd Grade

Standard: M2N1c. Uses money as a medium of exchange. Count back change and use decimal notation and the dollar and cent symbols to represent a collection of coins and currency. Understandings: Students will understand that:

Counting by 5s, 10s, and 25s to 100 relates to money Addition and subtraction related are related to counting money Determine the effective way to solve a problem involving money Determine the operations needed to solve a problem. Money may be exchanged for items of equal value.
Essential Questions: Overarching Questions: What do we know about money? Why is it important to know how to count money? How does money affect the purchase I choose to make? What is the importance of knowing about money? Topical Questions: How do I count money? How do I make change? How can I show equal amounts of money? How are addition and subtraction related to money? How does the money I have affect the purchases I choose to make?

Stage 3: Plan Learning Experiences

Week 1 Learning Activities & Resources: Resources: Podcast, Handouts, Alexander, Who Use to be rich last Sunday by Judith Viorst Day 1: Inform students of what they will learn today (W) EQ: How does money affect the purchases I choose to make? Listen to the story Alexander, Who Use to be Rich Last Sunday.

FRIT 8530 Applications of Instructional Technology: UbD Lesson Plan After listening to the story, explain to students that they will become money masters by pretending they are a banker, a cashier, and a customer. (H)(Hands-On) (R)(Aesthetic) Discuss the various roles each student will play. Focus on todays role of being a banker by counting money and adding money to money that has already been deposited. Students will play The Coin Memory Game linked on the podcast. Clarify any misunderstandings or misconceptions regarding the task (E) Allow students to share with their peers their understanding and explanations. (R) (Social) Wrap up the lesson by summarizing the skills and material that was covered in the activity and what students can look forward to for tomorrows learning experience. Day 2: Review the discussion and story from the previous day and inform students what they will learn today (W) EQ: How can I use what I learned from playing the role of a banker to now play the role of a cashier? Students will use money manipulatives to receive money for purchases and make change. (H) (Hands-On) Discuss the role of being a cashier for the students and provide feedback for those who do not understand. (R) Students will click on the Dollar Dive link on the podcast and follow the directions to develop an understanding for playing the role of a cashier. Allow students to discuss and share their outcome with other students. (R) (Social) Close the lesson out by summarizing the material covered and correct strategies used in playing the role of a cashier. Prepare students for the next lesson by letting previewing the next lesson. Day 3: Review the discussion and role from the previous day and tell students what they will learn today (W) Review and discuss the different types of roles students have played in becoming a money master. (E) Discuss the role of being a paying customer. Explain to students that today they will play the role of customer. Students will click on the link in the podcast and play Create a Card and follow the directions to develop an understanding for how to participate in being a paying customer to ensure you have enough money to purchase the items you want to buy. (E) (Logical) Close the lesson out by allowing students to summarizing the different strategies they used to make purchases. Also, ask students who may have run out of money how they could have made different decisions to be able to purchase items they desired. Clarify any misunderstandings and re-state to students that value and size of a coin do not always go hand in hand. Day 4: Review lesson and activity from the previous day. Inform student of the

FRIT 8530 Applications of Instructional Technology: UbD Lesson Plan information they will learn from todays lesson. (W) Congratulate students on becoming money masters They have completed the task. Explain that today they will be challenged by completing two handouts. The first handout will allow students to put into practice what they learned by solving money word problems. The second challenge will help students understand different ways to use coins to make the same amount of change. EQ: How do we make sure we are given the correct change after we buy something? How can I use various coins to make the same amount of change? (H) For fun, students can further their skills by clicking on the two links in the podcast entitled Break the Bank and Golden Dollar Puzzle. Discuss whole group the strategies students used to solve the money word problems and the various coin combinations from the match the value with the coins handouts. (R) Differentiation: To accelerate students have students write some story problems involving buying something and having to make or receive the right change. Remediation: Have students make change in pennies and then exchange them for nickels and/or dimes. Students will be assessed to determine their understanding of the materials covered throughout the week. (E-2) (T) Day 5: Review and discuss the activity from the previous day. Inform students of what they will learn today. (W) Revisit some of the EQs from the previous lessons.(R) Guide students in a discussion about the importance of money, why we need to learn the different values of coins, various ways to make coin combinations, and change. (E) (Foundational) Students will reflect on the discussion by completing the How Did You Do? rubric from the podcast. (R) Differentiation: For acceleration, students will write five or more facts. For remediation, have students write one fact. Allow students to share their findings with a partner. (R) (Social) Close out lesson by summarizing what information was covered today and completion of the unit. Differentiation: For acceleration, students will write five or more facts. For remediation, have students write one fact. Allow students to share their facts with a partner. (R) (Social) Close out lesson by summarizing what information was covered today. Notes to the Instructor

FRIT 8530 Applications of Instructional Technology: UbD Lesson Plan This unit will be taught across the curriculum. It will be tied in with a non-fiction reading and writing unit. Some of the writing pieces of this unit will be completed during the writing block. Non-fiction books on money will be used during guided reading.

Handout 1 Subtracting to Make Change Handout 2 Coin Match

FRIT 8530 Applications of Instructional Technology: UbD Lesson Plan

FRIT 8530 Applications of Instructional Technology: UbD Lesson Plan