Mathematics Lesson Plan Overview and Reflection

Title of Lesson &

Date
Money- Nickels and Pennies
Standard(s) and
Mathematical
Practices
(3 pts)
List with coding and
wording
2.MD.C.8
Work with time and money
Solve word problems involving dollar bills, quarters, dimes, nickels,
and pennies, using $ and symbols appropriately.


Lesson Overview (5
pts)
2-3 succinct
paragraphs
Describe the lesson structure (hook, learning activities, closing,
extension, assessment) using a narrative of what the teacher was
doing and what students were doing:
Hook: If I wanted to go to the store to buy candy for everyone in
Mrs. Undems class. I am going to need to know how to add money.
In order to add money I need to know how much each piece of
money is worth. So today we are going to learn all about money and
its value so you can go and buy whatever you want at the store
someday.


Learning Activities: In this lesson we will be teaching the value of
each coin. We will start the lesson by giving our pre-assessment on
money. Once the pre-assessment is finished we will start on the
very basics of money. What does each coin look like? What is each
coin made of? What president is on each coin? When the students
seem like they have a firm grasp differentiating between each coin
we will then move on to teaching the value of each coin. Once the
students have mastered the knowledge of coin value we will move
on to individual work.


The first task the students will have to do on their own is complete a
worksheet where the students have to count by 5s. the students will
need to know how to count by 5s in order to add nickel, which is the
first coin we will be working in depth with. The second worksheet
will be strictly working with nickels.


Based on the formative assessment we will evaluate where we
need to go from here.


Closing: We will have the students go over all the worksheets they
have finished with the whole class.


Assessment: We will have the students leave their math books open
on their desks while they go out to recess. We will look at the pages
to see who is understanding the concept. Those who are struggling
will be placed in a small group the next day to work more with this
concept.


Integrating
Resources and
Making
Connections
(5 pts)
1-2 succinct
paragraphs
Discuss how you integrated manipulatives, technology, literature
and/or cross-disciplinary connections and how that supported
student learning:


We will be using the smartboard to demonstrate how to solve
problems using money. There is an online component of the
students math book which allows you to copy and paste their
workbook pages onto the smartboard so the whole class is looking
at the same thing both on the board and in their workbooks. This
lesson will lead into a small group discussion for those students who
are struggling and they will be using coin manipulatives.


Students will be able to come up to the board to and draw out their
workings for solving problems at the end of the lesson when we go
over the answers as a class. Students will also be able to see
pictures and actual manipulatives of money towards the beginning
of our lesson and we describe what each coin looks like and their
values.
Addressing a Broad
Range of Learners
(5 pts)
1-2 succinct
paragraphs
Discuss any adaptations you planned or made on the spot to
support students who are working below or above grade level,
student with disabilities or students who are English language
learners and how that impacted their learning in the lesson:


Adaptations we planned for ahead of time were to have extra
worksheets which would allow those students who have great
success with nickels and pennies to move on to nickels, pennies,
and dimes. This will allow us to continue working with those
students who are struggling while the other students move on. The
following day, struggling students will work more closely with Ms.
Johnson and Ms. Pool on nickels, pennies, and dimes. This will
allow them to catch up on the worksheet in which the successful
students had time to finish the first day. While Ms. Johnson and Ms.
Pool are working closely with the small group, the large group will
be focusing on other math concepts with Mrs. Undem.
Reflection on
Student Learning
and Teacher
Practice (15 pts)
1 succinct paragraph
for each question
1. Was your lesson effective and did the students understand
what you were teaching? Why/why not?
The students understood what we were teaching for the most
part. This lesson was a major part of our assessment process. We
wanted to start with the basics of nickels and dimes and see how
the students reacted to it. We did talk about the coin values,
what they looked like, and who was on each coin. We were
given the understanding that most students had never dealt with
money before and that this would be a new subject for them. We
wanted to keep it easy enough and also give the option for the
successful students to move on if necessary. In the end, the
students were about 50/50 for who knew their money and who
didnt.
2. Compare/contrast methods of what you did with how Jones
explains methods (content methods Chapters 7-17).
We wanted to make sure that we went over the names, values,
and the decoration on each coin. The students had the most
difficult time with this because they were confused by sizes and
value. This is listed as a misconception for most students in
Jones and we wanted to focus on it so that they might have a
better understanding. For the most part, students knew it after
we talked about it but it slipped in and out of their minds.
3. What were the strengths of your lesson? Why? What
changes/improvements would you make to the lesson?
Why?
Strengths of our lesson was letting the students work on their
worksheet pages with us walking around and helping as needed.
The students who were successful were able to take off on their
journey and did a very good job at it. The other students who
needed some more one on one time were able to get it with two
teachers walking around assisting them. If I could change
anything, I would want to know before teaching this lesson who
was going to need more challenging work and who wasnt going
to because I would have then split them into two groups right
away for intimate instruction.
4. What did you learn from this experience about teaching
mathematics?
I learned that it is really important to know your students. There
were students who are really talented when it comes to
mathematics, but had no idea how to deal with money. It was
interesting to see their success for so long and then suddenly a
struggle with a new concept. It was interesting to see the
difference in counting by fives regularly compared to counting
by 5 cents.