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Lesson Plan #2
Date: March 26, 2019 Grade Level: 2nd Subject/Topic: Money – Count Coins

Central Focus of Lesson/Learning Segment: Counting Coins

Key Content Standard: CCSS 2.MD.C.8

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols
ELD Content Standard by Proficiency Level:
Grade 2 – Interpretive: Emerging
Listening Actively: Demonstrate active listening to read-alouds and oral presentation by asking and
answering basic questions, with oral sentence frames and substantial prompting and support
Key Modifications and Accommodations based on IEP/504, ELL:
The lessons will be provided in small groups, with the content of the lessons aligning to the IEP goals of
the students in the groups. Each group consists of 3 students and they work alongside a teacher or
instructional aide to work towards reaching goals and learning the content in a direct and engaging way.
The assignments are shortened and the lessons are given in 30 minute chunks so as to maximize attention
to important elements of the lesson. Due to modifications in IEPs, the students are not graded on
correctness for assignments, but instead for completion of assignments and participation in group work.

The accommodations based on the IEP of the focal student and her partners include calculation devices,
visual cues/manipulatives, graphic organizers, text-to-speech, segmented lessons, and preferential
seating. Similarly, the modifications include shortened assignment length, focus on mastery of functional
math concepts, and providing a bank of answers for fill-in-the-blank questions.
Learning Target (Content Objective): SWBAT determine the different values for each coin and use
addition to determine the total value of the coins within $1.00.
Academic Language Objective: SWBAT explain how to add up coins and correctly use $ and ¢ when
writing their answer, and when verbally giving their answer.
Assessment/Evidence of Learning:
• Formal Formative: Exit ticket at the end of the lesson consisting of 2 problems at the end of the
packet that test the students in the group on their ability to use their graphic organizers to
determine the different coin amounts and add them up – either using mental math, written
calculations, or calculation devices (as provided due to accommodations in IEP). Students can
choose an alternative exit ticket where they complete an online game consisting of 10 problems
where they are asked to add up coins and find the total value.
• Informal Formative: Checks for understanding during the lesson. Students will be asked questions
throughout the lesson to check for their understanding on the content. Based on their answers,
the content will either be repeated for more clarity or I will move on to the next section. If one
student is more confused than others, attention will be given directly to them to ensure that they
understand before moving on as a whole group.
• Summative: Unit test at the end of the week to assess students on their knowledge of the 3
lessons consisting of the mini unit – value of coins, counting coins, and solving word problems.
The unit test will consist of 6 problems – 2 from each of the 3 exit tickets. The questions are taken
directly from the exit tickets to ensure that students are familiar with the questions and the
processes needed to take to answer them. Students are allowed to fill out the test independently,
give a presentation on their answers, or choose another option for preferred presentation.

____ Whole Group ____ Flexible
____ Small Heterogeneous Group _X_ Small Homogeneous Group
____ Other (describe): ____ Pairs
Teaching Model
__X__ Direct Explicit Instruction __X__ Discussion _____ Cooperative Learning
_____ Inquiry
Lesson Introduction: Differentiation/Multiple Means of
• Introduce the lesson on money by reading the learning Representation
objective to the students: SWBAT determine the • The learning objective is posted
different values for each coin and use addition to on the wall for students to see,
determine the total value of the coins within $1.00 but is also read for students
• Explain the objective and what we will be focusing on who are more auditory learners
today. Ask if they have any questions before moving • The online game is a novel
on presentation of the same
• Start off the lesson by projecting an online game onto content that the students have
the board that we will work through together as a been working on – it is
group. engaging, but also appeals to
• different types of learners due
values-of-money-i its different modality
• For the online game, there are questions asking components
students to select the correct value or name of a coin • Throughout the lesson the
as it is projected on the screen. For the activity, each students will continue to have
student will get to be in charge of the mouse for a access to the coin
question. They will read off the question or show the manipulatives, the images of the
picture and then the other two group mates will coins, as well as their 5s and 10s
decide on an answer and the student “in charge” will charts (and a calculator) to help
decide to go with their answer or veto it and choose them handle money in their
their own. If they decide to veto it, they must explain preferred modality and find the
their reasoning to the group. Once they make a total value using their preferred
decision, they will select the answer. If it is right, we method
move on and the next student takes their turn at being
“in charge”. If the answer is wrong, we look at the
question again as a group and decide what we
answered wrong and what the correct answer is.
• After finishing the online game, do a quick review of
the coins including their names and values. Have them
bring out their coin packets from yesterday and show
that they know the different coin names and values.
Each student will say the name of a coin and the value
of a different coin as we go over the coins as a group.
Lesson Body: Differentiation/Multiple Means of
Direct Instruction Engagement
• Give each student a handful of the manipulative coins • Each student continues to have
and instruct them to separate them into 4 piles – one a chart for skip counting by 5s
pile for each coin and 10s, along with a calculator
• Similarly to the first lesson, have them count how to help them with adding up the
much money they have in each of the 4 piles coin values. They also have the
(including the quarters. Remind them that when coin packet that they can refer
adding quarters, they should count by 25 and if they to if they need to remember the
struggle to do this, they can add it up by doing the coin names and values.
math problem by hand or by using their calculator • The students use manipulative
• When handing out coins, make sure that none of their coins as well as images of coins
amounts are more than 100 cents (we will go over when identifying them and
that in a later lesson) adding them together. The
• After they’ve counted up how much they have in each manipulatives are also used as a
pile, have them write down the amount in each form of engagement to foster
column and then add them up to find the total value student interest when
of the coins discussing money
• Model the practice of adding up coins using the first • Students have sections of the
see and show problem: lesson that are in groups and
• “To count a group of coins, start with the coin that has sections that are independent
the greatest value. Count to find the total” for learners that do both in
• In the group of coins, we have 2 quarters, 1 dime, and different settings
2 pennies. What coins should we start with? • Students are encouraged to
• We start with the two quarters – which gives us 25, work hard and persevere even if
then 50 cents. What do we add next? problems may seem challenging
• Once we add the dime, we get 60 cents. What coins at first
do we do last? With our last 2 pennies we get 61, then • Students are given chances to
62 cents. So our total amount is 62 cents. both verbally give answers and
Guided Practice write them down
• As a group we will complete problems #1 & #2
together where we determine the amounts for each
coin and add them together to find the total value
• For each problem, they will be given manipulatives
that represent the coins presented in the problem
• For number 1: what coins do we have in this problem?
We have 2 dimes, 3 nickels, and 1 penny? So how
much is a dime? Write down 10 underneath the dime.
Next we have another dime? How much are two
dimes together? Write down 20 underneath the
second dime? Next we have 3 nickels so we can count
by 5s, giving us 25, then 30, and 35. What do we get
once we add the final penny? So what’s our final
• For number 2: what coins do we have in this problem?
We have 1 quarter, 3 dimes, 1 nickel, and 1 penny? So
how much is a dime? Write down 10 underneath the
dime. Next we have another dime? How much are two
dimes together? Write down 20 underneath the
second dime? Next we have 3 nickels so we can count
by 5s, giving us 25, then 30, and 35. What do we get
once we add the final penny? So what’s our final
• Math Talk: How does skip counting help you count
groups of different coins?
o Give them a minute of wait time to think
about their answer.
o Let them each have a chance to give their
answer or to build on an answer of one of
their group members
Independent Practice
• They have one problem that they will work on
independently (#3). After they finish this problem we
will come back together as a group to make sure
everyone understands how to complete the problems
before releasing them to do the last 2 problems for
their exit ticket (#4 & #5).
Lesson Closing: Differentiation/Multiple Means of
• Students will have the choice to complete the 2 Expression
questions at the end of the packet (#4 & #5) for their • The students have the option
exit ticket or to do an online game with 10 questions between the exit ticket, which is
where they add up the coin values and select/type the a written exam, or completing
correct answer depending on the question type the online game as their exit
• Once they finish the online game, they will show me ticket
their final score and answers to the questions in the • If they’d prefer to give a verbal
game presentation of answers that’s
• also an option that they can

TPE Connection
TPE #1: Engaging and Supporting All Students in Learning
• Monitor student learning and adjust instruction while teaching so that students continue to be
actively engaged in learning.
• Apply knowledge of students, including their prior experiences, interests, and social-emotional
learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic
backgrounds, to engage them in learning.