Rutherford, H Math Lesson Plan One 1 Lesson Preparation Teacher Candidate: Heather Rutherford Title of Lesson: Coin Poems

s Grade Level: 1st Subject Area: Mathematics 1. Lesson Topic (What is the big idea?): Students will learn the poems for each coin. The poems contain the coins name and its value. 2. What standard(s) will it address? Content Area: Mathematics Grade Level Expectations: First Grade Standard: 1. Number Sense, Properties, and Operations c. ii. Identify coins and find the value of a collection of two coins This lesson will be for coin identification only. The students must learn to identify each coin and its value before they can find the value of a collection of two coins. 3. Main Objective of Instruction (What do you want the student(s) to learn?): Students will learn to correctly identify each coin and the value of each coin 4. Supporting Objectives: Students will learn the touch points of each coin and how to use the touch points to find the value of the coin. 5. Specific Strategies (conspicuous) to be taught/modeled: Modeling, I Do You Do We Do, Informal presentation, Co-operative learning 6. Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? The students in the small group all have either an intellectual disability or a developmental disability. I will need to allow extra processing time for the students. I will also need to be very specific and explicit in my teaching. I will use Touch Money, part of the Touch Math system, to help students see the value of the coins.

Rutherford, H Math Lesson Plan One 2 7. What background knowledge do the students have? How will you assess students learning pre, during and post? (please paste your pre and post assessment here) The students know that coins are money and that they have a value. The students are using the Touch Math system and will be familiar with using touch points. The touch points require the students to count by 5s. The students know how, and are able to, count by 5s at this point. I will assess my student before the lesson by showing him a coin and asking for the name and value of the coin. During the lesson I will monitor the student to see if he is participating in reciting the poems, and reciting them correctly. After the lesson I will give the student a paper with the poem written out, but the poem will be missing 2 words (the name of the coin and the value). I will ask the student to fill in the missing words. For this assessment I will need to verbally read the words to the student and help the student spell the answer he chooses.

8. What management/grouping issues do you need to consider? The three students in this small group are all highly distractible. I will need to use the other paras to help me keep the students engaged. I will be leading the group and there will be 2 other paras in the group for support. The students will be sitting on a rug. I will need to remind them of personal space and how to sit appropriately while the teacher is talking. I will need to give plenty of movement/wiggle breaks. The students will need to be able to move, as they are unable to sit still for extended periods of time. 9. Materials and Resources: Coin poem posters 10. How/where will students be able to integrate (generalize) this learning? The students will be able to use this lesson when they are using money. By knowing the names and values of each coin, the students will be able to complete other math lessons and use money outside of the classroom in a real life setting. 11. How will you evaluate student learning from this lesson and build review into ongoing instruction (judicious review)? I will listen to the students recite the poems. These poems will be recited every day during morning circle time. If after 2 weeks the students still cannot state the poem, I will need to examine another method for teaching coin identification and value.

Rutherford, H Math Lesson Plan One 3 Lesson Title: Main Objective of this lesson: Students will learn poems to help them identify coins and values of each coin. (CONTENT-PROCESS) I. Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. I will show the students the poem posters for the coins. I will ask, Remember the songs we sing to help us learn t he days of the week and months of the year? The students will respond and then I will say, Well today I have some poems that we are going to learn to help you remember the names of the coins and how much they are worth.

II. Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This will be an informal presentation during the morning circle/calendar group. o Strategies (I Do/ how will you guide students to construct meaning for themselves): I Do: I will recite the poem and explain the touch points on each coin. o Differentiation: Students who use communication devices can choose to use their devices to help them recite the poems. o (PRODUCT) The students will recite the poem and use the touch points to help them remember the value of each coin. o Guided Practice (We Do/students present): We Do: I will ask the students to recite the poem with me and use the touch points. III. Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). You Do: I will ask the students to recite the poem as a group, without me, and use the touch points. Formally END the lesson.

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IV.

Reflect

Student Progress
(linked to standards, goals and objectives

Lesson Reflection Lesson Evaluation

Directly linked to procedures, strategies, timing and accommodations/ modifications (what went well, what would you change the next time you teach this concept):

Next Steps: