Date Created: December 14th, 2016

Date Submitted: Fall 2016

Title of Artifact: Lesson Plan 2
New Jersey Professional Standards for Teachers: Standard Six Assessment

I am placing my artifact, Lesson Plan 2, under Standard Six Assessment as evidence of

continued mastery of the multiple methods to effectively evaluate and assess students.
Through this lesson plan I was able to prove my knowledge of assessment by researching
and discussing ways to improve student progress through proper evaluation. This lesson
plan expresses ways to engage learners in their own education through guidance and self-
evaluation by acknowledging their growth. With this knowledge of assessment I will
effectively have the ability to monitor students progression throughout the school year.

References:
New Jersey Professional Standards for Teachers. (2014, August 4). Retrieved from
http://www.state.nj.us/education/code/current/title6a/chap9.pdf
 Lesson Plan 2

Victoria Elacqua

I. Title/Topic and Grade Level

Grocery List Math Exercise, Grade 2
II. Lesson Essential Question:
How can we use math and word problems in our lives outside of school?
III. Standard:
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and

pennies, using $ and symbols appropriately. Example: If you have 2 dimes

and 3 pennies, how many cents do you have?

IV. Objectives and Assessments:

Learning Objectives Assessments

SWBAT experience and demonstrate wide TWBAT assess students acquired
variety of skills including mathematics, knowledge by observing students
social skills, time management, etc. attentiveness and successes throughout the
shopping list exercise.

V. Materials:
Baskets
Note-pads
Variety of pretend food
Stop watches
Pretend money

VI. Pre-Lesson Assignments and/or Prior Knowledge:

Students will have experienced prior lessons in mathematics learning the

values of money and have prior knowledge of adding and subtracting sums.
VII. Lesson Beginning:
Explain that the class will be split into groups and each group member will

have an individual task or job. Explain what each task/job will entail to the

students. Hand out pretend money to each student and spend time going over

the values. Do a few exercises with adding and subtracting small sums of the
 pretend money. Split the class into their groups, remind them of their

individual tasks and answer any questions there may be.

VIII. Instructional Plan:
1. Gather materials for the shopping list exercise
2. Set up grocery store section of classroom prior to students coming
3. Make a list of the individual jobs/tasks for each student/group
4. Make differentiated grocery shopping lists for each group
5. Explain the exercise and jobs to class
6. Hand out pretend money to each student
7. Calculate with the class adding and subtracting small sums of money
8. Split the class into their groups, remind them of their tasks
9. Be actively involved in each groups shopping experience
10. Help any students through any troubles and answer any questions

IX. Conclusion:
Once each group has completed their lists and has alternated between each

job/task, come back together as a class and ask each group to share out about

their experience. Prompt them to discuss their successes and failures and ask

what they learned from their shopping experience. Explain how mathematics

and word problems can be used in our everyday lives and share different times

when it can be used. What Sigmon explains in Childrens Engineering: The

Use of Design Briefs, is that The teacher acts as a facilitator to the student.

He/she helps students make connections and understand relationships. He/she

encourages student progress and prepares an appropriate and stimulating

learning environment. The students work together to solve problems forming

a community of learners. The learning activities are hands-on and evoke both

critical thinking and creative activity, (p. 16). This quote was a great find for

not only this specific lesson but I also feel as if it should be an ideal for all

teachers striving to be more efficient and effective.

X. Citations:
Common Core State Standards Initiative. (n.d.). Grade 2 Measurement &

Data | Common Core State Standards Initiative. Retrieved from

http://www.corestandards.org/Math/Content/2/MD/
Sigmon, J. F. (1997). Children's Engineering: The Use of Design Briefs. The

Technology Teacher, 14-24.