ED 357/358 - FIELD EXPERIENCE - LD & EI LESSON DESIGN & DELIVERY LESSON PLAN #2 Your Name: Sarah Lidgard School: Bentheim Elementary School Lesson: Touch Money Math Length: approx. 50 minutes Cooperating Teacher: Kate DeWys College Supervisor: Kim Arsenault Date: February 16, 2011 GLCE: There isn t a 3rd grade GLCE that matches this lesson. Because this lesson is considered a review before learning new material, I added the GLEC that matches what I am teaching and the GLCE that covers what these students will be learning next. However, both are 2nd grade GLECs. M.UN.02.07 Read and write amounts of money using decimal notations, e.g., $1.15. M.PS.02.08 Add and subtract money in mixed units, e.g., $2.50 + 60 cents and $5.75 - $3, but not $2.50 + $3.10. COMMON CORE STANDARDS 2nd grade Mathematics: 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? OBJECTIVE: TLW count and identify coins in values up to one dollar 6 times correctly during a store simulation. BEHAVIORAL EXPECTATIONS: Alright, so before we get started I want to make sure you know my expectations of you so that we are all on the same page. You guys are probably already familiar with what is expected of you when you re in school, but I want to go over them one more time. Please keep your eyes on me or whoever is talking and do not talk unless you ve been called on. This is just so we can keep the noise volume down in the room and show respect for one another! I also expect you to participate when asked to do so and do the tasks I give to you. Also, please do not touch any of the materials until I tell you it is okay to do so. I hold these expectations because I know you are all capable of them and it will make the day go by much more smoothly. Thank you! MATERIALS NEEDED - 4 large coins to draw touch points on - Card for students to draw touch points
- Flash cards - Items to buy at store (approximately 15 things with prices written on them) - Worksheet for store simulation - Play money OUTLINE OF LESSON: Anticipatory Set (10 minutes) Begin by practicing counting by fives. Ask the students if they remember how to count by 5 s. Start by saying 5, 10, and then pause. Have the students say the next number. Then start counting over from 5. Say together 5, 10, 15, pause. Have the students fill it in 20. After you get to 20, go back and forth with the students. Teacher will say 5, students will say 10, teacher will say 15, students will say 20. Do this all the way to 100. Then count once more altogether. Should be a quick review! After familiar with counting by 5, talk about adding 1 s onto it (for when you count pennies). First, the teacher will count, 5, 10, 15, 16, 17, 18. See how I added ones onto 15? Let s try another one! 5, 10, 15, 20, 25, 30, 35, 36, 37. Then have the students practice with you! Say you are going to count to 43 together. Then count once more to 76. After reviewing how to count by 5 s, review the money touch points. Hand out review card that the students will be able to draw touch points on and write how much each coin is worth. Hold up a large penny and ask students if they know what the coin it is. After stating that it is a penny, have the students tell the teacher how much it s worth and where the touch line goes. Teacher will draw touch line underneath large penny. Students will then draw touch points on their card. Repeat process with nickel, dime, and quarter. Objective (1 minute) Today you will learn how to count money correctly so that you can buy items that cost up to one dollar at the store! Rationale (1 minute) Being able to count coins is a very important skill that you need to know! It will help you when you re at the store, want a gum ball out of a machine, or even to count how much money you have at home in your piggy bank. Money surrounds us everyday and we need to know how to count it! That it why today we are going to focus on how to count money up to one dollar! Input (5 minutes) Okay, so we already know what each coins value is. We know that a penny is worth 1, a nickel is worth 5, a dime is worth 10 and a quarter is worth 25. So the question is what do we do with that? Well, we want to know how to put these different coins together to make different amounts of coins. For example, what if we wanted to come up with 35 cents? There isn t a coin that is worth 35 cents, so we have to combine different coins to come up with 35 cents! The same is true for 48 cents. So, how do we come up with the correct amount of coins
to get 35 cents or 48 cents? We have to combine our different coins to make these values It s important to always start with the quarter, which is our largest coin. Explain the process of choosing quarters first, then dimes, then nickels, and then pennies. After the explanation, show the students how to make 35 cents and 48 cents with play money on table in front of students. Model (10 minutes) Put 40 cents on the table in front of students. Now I want to figure out how much money I have in front of me. I am always going to start counting with the quarters. I see that I have one quarter, one dime, and one nickel. When we are counting up money, it s always a good idea to start counting with the quarters, then add on the dimes, then add the nickels, and lastly count the pennies. This works the best because then we are counting the coins that are worth the most first and then can add on the rest! I am going to line up my coins in order: one quarter, one dime, and one nickel. Next, I am going to use my touch points to count up how much money I have! Start with the quarter, 5, 10, 15, 20, 25! I have 25 cents. Next I want to keep adding on with my dime, 30, 35! I am up to 35 cents. Add on the nickel to make it 40! So, I have forty cents! Let s try this again with a different amount. Put 66 cents on the table. Okay, first thing I am going to do is line up the coins on the table in order of value. I have 2 quarters, so they will get lined up first. Next I will place the dime, then the two nickels, and lastly the one penny. Now that I have them placed nicely, I will use touch points again to figure out how much money I have. Count by 5 s until 65 and then add the 1 to get 66 cents. Repeat this process with 58 cents and 41 cents. Alright, now I want to show you how we come up with the coins when we are given an amount of money. For example, let s say we need 17 cents. Now, instead of counting how much money we have, we need to come up with how to make 17 cents. We know that a quarter is worth 25 cents, so we can t use a quarter because we only need 17 cents which is smaller than 25. So, we go to the dime. A dime is worth 10 cents. Use touch points to show 10 cents. Then, we need to keep going, if we were to add another dime we d get up to 20 cents, which is too big. So, I have to go down to the nickel which is 5 cents. Now we have 15 cents. Use touch points to count to 15. I can t add another nickel because (use touch points) that would make 20 cents. So, we have to use pennies. We need two pennies to get to 17. Use touch points to count up to 17 to confirm that we have 17 cents. Do this same process with 33, 66, and 81 cents. Checking for Understanding (5 minutes) Begin by asking students what coin you always want to start counting with if possible. Because quarters are worth the most, it makes sense to always try to start counting with them! What coin would you want to count next? And next? And last? Talk about the importance of using touch
points to check your counting. Next hand out coins to each student. Put a few different values on the board, one at a time. Have students come up with the coins to match the value. Do this with three different values. Give students a moment to come up with their answer and then go over it as a group. Have students tell you their answer before giving away the correct answer. If students seem to be understanding, move on to guided practice. If students are not getting the correct coins, re-teach as needed. Guided Practice (5 minutes) Students will be given a set of flash cards. Half of the cards will have pictures of coins on them and half of the cards will have money values. The students will have to match the corresponding cards. Students will be encouraged to use touch points and their cards they made at the beginning of the lesson to figure out the matching pairs. Once students have mastered this task, they will be able to move on to the store simulation. Independent Practice (10 minutes) Explain that we will be playing store in the classroom. There are items on the table that have been priced. Using what you know about money and touch points, select one item from the store I have set up. Then you need to come up with the appropriate amount of money to match what you re buying using your play money. Once you think you have the correct amount of coins, bring the item and money to me. If you brought the correct change, you will go back to the store and select another item. If you didn t get it correct, I want you to try again. The goal is for each of you to get at least six items bought using the correct change! Evaluation I will be using the store simulation checklist to see how many items each student was able to provide the correct amount of money for on his first try. The goal is for students to have at least 6 items with the correct change on their first try. This will be marked on the students store simulation handout. Closure Great job learning today! I m glad you guys are beginning to understand how to work with money. Let s get in a circle and go over what we just did! Can someone tell me his favorite part about this lesson? Why do you think knowing how to correctly count coins is important? Thanks so much for working hard today, I had a lot of fun working with you guys! *Technology was not used during this lesson, but it might be beneficial to use the I-Pad as a cash register or other play cash resister device. In addition, if taught with more students, the documentation camera could help to display money for entire class to see. However, because this lesson provides hands-on experience with money, technology is not necessarily needed because the students are getting practice by other means.
REFLECTIONS ON TEACHING AND MANAGEMENT Classroom and Behavior Management: 1. I did state my expectations at the beginning of the lesson. I did this because I wanted to ensure that my lesson went as smooth as possible. I was working with two third graders with emotional impairments, so stating expectations and holding students accountable for them is crucial. Therefore, by stating my expectations the two students knew exactly what was expected and were able to respect me while I was teaching. I think it did help the lesson go well because the students were aware of my authority and did not want to push it. 2. I was proactive in a few ways. First, I did the anticipatory set along with the students. This showed the students that it was a fun and engaging activity. The students liked that I chanted and drew along with the students. I also asked a ton of questions throughout the lesson. This helped the students engage in the lesson and I walked the students though all the steps. In addition, I had a checklist that showed the students their progress throughout their independent practice. This displayed their progress and helped me identify their responses. Lastly, I gave the students a lot of different options and tools to help them learn counting money. I used all of the tools alongside the students and encouraged them to use the tools throughout the lesson. This helped keep the students on task. 3. The only problem was that the two students I were teaching had to meet with the social worker during my planned lesson time. Therefore, I had to teach one student through the guided practice and then he left and I had to teach the other student. After both were done with social work, I was able to give them the independent practice together. This lesson required a lot of flexibility and quick thinking. It was good practice for when I have my own resource room one day, for there will be days when you will be teaching the same thing throughout the day to accommodate all students. LESSON EVALUATION & RECOMMENDATIONS: 1. Overall, I think my lesson went really well. After talking with Kate, we agreed on the things that went really well in my lesson. I gave good encouragement to the students and was very enthusiastic during the lesson. This gave my students confidence and a reason to work hard. I provided good reminders of important information and had students repeat what they knew. I also noted the importance of what I was teaching. I related what they were learning to real life. I also used kid-friendly language and materials when appropriate as well. Transitions went fairly smoothly and I was able to be flexible in the lesson. I was also patient with my students, as one of them gets frustrated very easily. 2. One of the things I would do differently would be to ask less questions in a row. I feel like I asked a lot of questions very quickly and didn t give students enough thought time. I need to work on giving students a moment to think about my questions. If I need to ask a question again, I should make sure to ask it in the exact same way so I do not confuse the student. The one other thing I could fix would be to change the position I was sitting in the room. I placed myself with my back to the classroom. In the future, this could be an issue because I would not be able to observe my other students in the class. Therefore, where I place myself in the classroom is a very important thing to keep in mind. Student signature: Cooperating Teacher: College Supervisor: