Beruflich Dokumente
Kultur Dokumente
Division of Education
Ashley McMenamy College Supervisor: Darren Raymar
Content Area: Mathematics Cooperating Teacher: Valerie Sprague
Grade: First Lesson #4 Topic: Coin Value Date: March 13, 2019
School District: Rockville Centre School: William S. Covert Elementary School
ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Speaking and Listening Standard
Comprehension and Collaboration
1SL1a:
Follow agreed-upon rules for discussion and participate by actively listening, taking turns, and
staying on topic.
Indicator: This will be evident when students are discussing coin value and participating
in coin value games with partners and in groups.
INSTRUCTIONAL RESOURCES
● SMART board
● Chart paper
● Markers
DEVELOPMENTAL PROCEDURES
(including Key Questions)
1. Teacher will explain to students that during today’s lesson, they will learn about the
different kinds of coins and their values. Students will return to their desks and the
teacher will use a SMART board presentation to introduce the values of a penny, nickel,
dime, and quarter. The teacher will probe students with questions to activate their prior
knowledge of the different coin values and educate the students on each coin value. (Can
you help me identify the coins? Does anyone know the name of this coin? Has anyone
seen this coin before?)
2. Teacher will distribute a set of coin manipulatives to each student and will use the Coin
Value SMART board presentation to educate students on how to distinguish between
each coin based on its physical attributes, the different monetary value that each coin is
worth, and the various strategies that are used for counting coins. (Who is on the front of
this coin? What is on the backside of this coin? What is the value of this coin? Can you
count the coins on this slide?)
3. The teacher will distribute to each student a miniature “Coin Value Chart” that the
students will keep at their desk and will be permitted to use the chart as a visual aid to
refer to until they feel more comfortable and confident with their money skills.
ADAPTATIONS (Exceptionality*)
The student who has difficulty working in groups will be allowed to work independently or with
one other person if they choose. The teacher will give them the same group activities.
The student who impulsively calls out in class will be monitored and reminded that the student
needs to focus on the activity.
Teacher will monitor the student who has trouble focusing and following directions and make
sure the student is remaining on task.
The student with Attention Deficit Disorder (ADD) will be seated in the front-center of the room
to be placed away from outdoor distractions such as the window or hallway.
The student with Attention Deficit Disorder (ADD) will be given a checklist to follow
throughout the lesson.
The student with a mild general learning disability will have the directions and statements
simplified and clarified throughout the lesson.
Kinesthetic Learners will benefit from the coin manipulatives which allow students to
manipulate with each slide of the SMART board presentation as the teacher is educating the
students about coin values and working to develop the concept. Students will benefit from the
hands on, interactive assessments and activities on the SMART board presentation. Students will
benefit from the hands on Roll the Dice exit ticket at the end of the lesson.
Auditory Learners will benefit from hearing the “Money Song” during the motivation..
Struggling Students Group and partner assignments are based on different levels of ability;
teacher will conduct multiple informal assessments throughout the lesson in order to allow
opportunities for struggling students to ask for help and/or identify any areas of confusion.
Struggling students will be assessed on their completion of the “Match The Coins” worksheet at
the end of the lesson. Students are expected to answer all four questions accurately. Struggling
students will be instructed to complete the “Coin Names” worksheet for homework to be
completed independently.
Average Students will be provided with a miniature Coin Values Chart which functions as an
additional visual tool and vocabulary reference that they are permitted to use throughout the
lesson. Average students will also benefit from the coin manipulatives they have been provided
with at each desk and are permitted to use throughout the lesson as a reference tool. The coin
manipulatives allow students to manipulate with each slide of the SMART board presentation as
the teacher is educating the students about coin values and working to develop the concept.
Advanced Students will be given a coin matching game that is more advanced than the games
given to the other 4 groups.
Formative
- Students will participate in various formative assessments throughout the SMART board
presentation.
- Students will participate in the verbal “Roll the Dice” exit ticket.
Summative
- Average and advanced students will complete the “Money Test” worksheet at the
conclusion of the lesson and are expected to answer 4 out of the 5 questions accurately.
- Average students will complete the “Identifying Coins Check In” worksheet
independently for homework. Students are expected to answer 7 out of the 9 questions
accurately.
- Struggling students will be assessed on their completion of the “Match The Coins”
worksheet at the end of the lesson. Students are expected to answer all four questions
accurately.
- Struggling students will be instructed to complete the “Coin Names” worksheet for
homework to be completed independently.
- Advanced students will be instructed to complete the “Pocket Change” worksheet
independently for homework and are expected to answer 13 out of the 16 questions
accurately.
INDEPENDENT PRACTICE
- Following the in class lesson on coin value, average students will complete the
“Identifying Coins Check In” worksheet independently for homework. Students are
expected to answer 7 out of the 9 questions accurately. Struggling students will be
instructed to independently complete the “Coin Names” worksheet for homework and
are expected to answer 4 out of the 4 questions accurately. Advanced students will be
instructed to complete the “Pocket Change” worksheet independently for homework and
are expected to answer 13 out of the 16 questions accurately.
-
Academic Enrichment
Students will be given a Grab and Graph worksheet. Students are expected to answer 3 out of
the 4 problems accurately. Students are permitted to use their Coin Values Chart, coin
manipulatives, skip counting and counting on strategies to help answer the questions.
Grade 1 Mathematics. (4487, January 01). Retrieved February 16, 2019, from
https://www.engageny.org/resource/grade-1-mathematics-module-6-topic-e
New York State Education Department. (2017). New York State Next Generation Mathematics
Learning Standards. Retrieved February 16, 2019, from
http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-gene
ration-mathematics-p-12-standards.pdf
New York State Education Department. (2017). New York State Next Generation Language Arts
Learning Standards. Retrieved February 16, 2019, from
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
Worksheets for Kids & Free Printables. (n.d.). Retrieved February 16, 2019, from
https://www.education.com/worksheets/first-grade/money-math/?page=5