Heather Howell

Mrs. Katie Lockridge

T.C. McSwain Elementary School
ELED 433 LESSON PLAN FORMAT
JMU Elementary Education Program
A. TITLE/TYPE OF LESSON: Number ent$ (Number Sense and Addition)
B. CONTEXT OF LESSON:
What pre-assessment did you do that tells you the students readiness and/or interests?
The students have been exposed to coins and the worth of each coin multiple times. The students
have been working on multiple strategies to add and count. They have worked some with skip
counting as well. Some have a solid understanding of addition and subtraction more than others.
This activity is developmentally appropriate for these students because it allows them some
concrete materials to work with. Most of these students are thinking logically with concrete
materials, so having the coins in front of them will allow them to manipulate the materials. Many
of the students are still in the concrete of the learning progression of using representation.
Why is this an appropriate activity for these students at this time? How does this lesson fit in
the curriculum sequence (consider vertical and horizontal planning)?
An appropriate activity would be to use their knowledge of the values of coins and
their knowledge of addition to find the value of a collection of coins. This is
appropriate because the students will have the coins in front of them to keep track of
what they are counting. The students will become comfortable working with addition
through the use of coins.
Vertical Planning: In second grade, students should know how to find the amount of
a collection of pennies, nickels, dimes, and/or quarters adding up to a total amount of
two dollars or less, and write the amount down using the correct symbols. They
should also be able to compare the two amounts. This lesson builds off the prior
knowledge the students acquired in first grade when they learned to identify the coins
and find the value of a collection of pennies, nickels, and dimes adding up to a total
amount of one dollar or less. (VA SOL 1.7). This lesson will also prepare the
students for the future when they will need to learn to find the value of a collection of
bills and coins adding up to an amount of five dollars or less. The students will also
need to know how to compare the bills and coins, and they will learn to make change
(VA SOL 3.8).
Horizontal Planning: This topic is fits great in the learning progression. They have
spent time already talking about what each coin looks like and what value each coin
represents. The students have also learned and practiced different strategies for
counting. This activity joins those two things together by adding up the value of the
identified coins. Two other components will be added to this activity. They will
practice writing down the value of the collection of coins, and they will also compare
that value to other amounts, allows them to practice creating a stronger sense of
numbers through looking at the relationship between two numbers (in money
format).
How does this lesson fit with what you know about child development (developmentally
appropriate practice and learning progressions)?
This lesson fits in with what I know about child development because it expands on
what the students are learning. It is important to figure out what the students have an
understanding of and expand from that point. This follows the concept of zone of
proximal development and meeting the students where they are. They have already
learned about the values of coins, and right now, they are working on addition and

Heather Howell
Mrs. Katie Lockridge
T.C. McSwain Elementary School
subtraction, and this lesson is an extension of those because it brings the two
together. Even in this respect, not all students are in the exact same place, so some
differentiation will be needed, but they are all practicing the same topic.

Because the lesson brings the topic of more than one mathematical concept together,
it involves the mathematical connections learning progression. The lesson integrates
the concept of coins and the concept of addition together into one application. The
activity in this lesson can also be a great introduction for the connection to real-life.
Comparing two amounts of money is important when talking about how much money
something costs and how much money a person has. This real-life application aspect
includes the mathematics problem solving learning progression.

C. STANDARDS - VA SOLs and/or CCSS

Mathematical Communication
Students will use the language of mathematics, including specialized vocabulary and symbols, to
express mathematical ideas precisely. Representing, discussing, reading, writing, and listening to
mathematics will help students to clarify their thinking and deepen their understanding of the
mathematics being studied.
2.10 Mathematics SOL
The student will
a) Count and compare a collection of pennies, nickels, dimes, and quarters whose total value is
$2.00 or less; and
b) Correctly use the cent symbol (), dollar symbol ($), and decimal point (.).
2.3 (a) English SOL
The student will use oral communication skills.
a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to
respond.
2.8 Social Studies SOL
The student will distinguish between the use of barter and the use of money in the exchange for
goods and services.
D. LEARNING OBJECTIVES
Understand what are the broad
generalizations/concepts the
students should begin to develop?
(These are typically difficult to
assess in one lesson.)
U1: The students will understand
that coins are a part of the U.S.
currency and economy.
U2: The students will understand
how money is used in exchange
for goods and services.
U3: The students will understand

Know what are the tools,

vocabulary, symbols, etc. the
students will gain through this
lesson? (These knows must be
assessed in your lesson.)
K1: The students will know the
values of the coins.
Penny = 1 cent
Nickel = 5 cents
Dime = 10 cents
Quarter = 25 cents
K2: The students will know the
proper use of the cent () and

Do what are the specific

thinking behaviors/procedures
students will be able to do
through this lesson? (These will
also be assessed in your lesson.)
D1: The student will count a
collection of coins consisting of
pennies, nickels, dimes, and/or
quarters whose total value is
$2.00 or less.
D2: The students will use the
cent () and dollar ($) symbols
and decimal point (.) to write the

Heather Howell
Mrs. Katie Lockridge
T.C. McSwain Elementary School
how proper communication with
money can be used and can be
applied to their life.

dollar ($) symbols and the

decimal point (.) to write a value
of money, which is $2.00 or less.
($) Used at the beginning
of an amount with a
decimal point.
() Used at the end of an
amount showing cents,
with no decimal point.
(.) Used to distinguish
between dollar amounts
and cents.
K3: The students will know the
vocabulary to compare two
number amounts.
Greater than one amount
is more than the other
amount.
Less than one amount is
fewer than the other
amount.
Equal to both amounts
have the same quantity.

value of the collection of coins,

which is $2.00 or less on an
index card.
D3: The students will compare
the values on the index cards of
two sets of coins (each set
having a total value of $2.00 or
less), using the terms greater
than, less than, or equal to.

E. ASSESSING LEARNING
Objective

Assessment Tool
What documentation will you have for each
student?

The students will understand that

coins are a part of the U.S. currency
and economy.

Teacher questioning, counting

coins, observation, Monitoring
Chart

The students will understand how

money is used in exchange for
goods and services.

Teacher questioning, comparing

coins with partner, observations,
Monitoring Chart

Data Collected
What will your students do and say,
specifically, that indicate each student has
achieved your objectives?

Listening to the students responses

to what they use coins/money for
(what they purchase). Listening for
the student to count the coins out
loud recognizing the coins as
having value. Watching the
strategies the students use to make
sure they count every coin in the
collection. Observations will be
recorded on the Monitoring Chart.
Listening to the students responses
to what they use coins/money for
(what they purchase). Looking to
see how the students represented
the amounts on the index card (and
it is done correctly). Observations,
thoughts said out loud, and
difficulties will be recorded on the

Heather Howell
Mrs. Katie Lockridge
T.C. McSwain Elementary School
Monitoring Chart.
The students will know the values
of the coins.
Penny = 1 cent
Nickel = 5 cents
Dime = 10 cents
Quarter = 25 cents

Counting coins to find total amount,

observation, Monitoring Chart

Listening and looking for the

student to count out loud after each
coin he/she uses and connecting the
correct value to the coin identified.
Observations, strategies, and
difficulties will be recorded on the
Monitoring Chart.

U3: The students will understand

how proper communication with
money can be used and can be
applied to their life.

Teacher questioning, comparing

coins with partner, Monitoring
Chart

The students will know the proper

use of the cent () and dollar ($)
symbols and the decimal point (.) to
write a value of money, which is
$2.00 or less.
($) Used at the beginning of
an amount with a decimal
point.
() Used at the end of an
amount showing cents,
with no decimal point.
(.) Used to distinguish
between dollar amounts
and cents.

Writing down the amount on the

index cards, observations,
Monitoring Chart

Listening to students responses to

why the communication of amounts
of money is important. Listening to
the communication used between
partners as they are comparing and
looking for certain vocabulary
(dollars, cents, less, more, greater
than, less than, equal to).
Observations, strategies, and
difficulties will be recorded on the
Monitoring Chart.
Looking to see how the students
represented the amounts on the
index card and if they used it
correctly ($ _ . _ _ or _ _ ).
Observations, thoughts said out
loud, and difficulties will be
recorded on the Monitoring Chart.

The students will know the

vocabulary to compare two number
amounts.
Greater than one amount is
more than the other
amount.
Less than one amount is
fewer than the other
amount.
Equal to both amounts have
the same quantity.

Comparing coins with partner,

observation, Monitoring Chart

Looking and listening when the

students are paired up that the
students are looking at the their two
amounts and deciding which one is
greater than or less than, or
deciding that they are equal.
Observations, strategies, and
difficulties will be recorded on the
Monitoring Chart.

The student will count a collection

of coins consisting of pennies,
nickels, dimes, and/or quarters

Counting coins to find total amount,

observation, Monitoring Chart

Listening and looking for the

student to count out loud after each
coin he/she uses and connecting the

Heather Howell
Mrs. Katie Lockridge
T.C. McSwain Elementary School
whose total value is $2.00 or less.

The students will use the cent ()

and dollar ($) symbols and decimal
point (.) to write the value of the
collection of coins, which is $2.00
or less on an index card.

Writing down the amount on the

index cards, observations,
Monitoring Chart

The students will compare the

values on the index cards of two
sets of coins (each set having a total
value of $2.00 or less), using the
terms greater than, less than, or
equal to.

Comparing coins with partner,

observation, Monitoring Chart

correct value to the coin identified.

Observations, strategies, and
difficulties will be recorded on the
Monitoring Chart.
Looking to see how the students
represented the amounts on the
index card and if they used it
correctly ($ _ . _ _ or _ _ ).
Observations, thoughts said out
loud, and difficulties will be
recorded on the Monitoring Chart.
Looking and listening when the
students are paired up that the
students are looking at the their two
amounts and deciding which one is
greater than or less than, or
deciding that they are equal.
Observations, strategies, and
difficulties will be recorded on the
Monitoring Chart.

F. MATERIALS NEEDED
A bag of coins (using pennies, nickels, dimes, and quarters) that add up to an amount of $2.00
or less for each student
23 Money Bags Worksheet
Pencils
I will be responsible for bringing the bags of coins for each student as well as the worksheets. The
teacher and the students will provide the pencils.
G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S) POSED
IN THE PROCEDURE PORTION OF THE LESSON
Activity One (Counting collection of coins)
Example:

This bag has 1 dollar and 16 cents.

$1.16

Strategies
Counting by the value of each coin (25, 50, 75, 85, 95, 100, 105, 110, 115, 116)
Counting by 5s
Counting by 1s
Using doubles when there are two of one coin

Heather Howell
Mrs. Katie Lockridge
T.C. McSwain Elementary School

Using knowledge that a certain amount of one coin is the same value of a different coin (2
nickels is one dime)
Use knowledge that 4 quarters is a dollar, and counting back from that.
Doing a separate addition problem for each coin added (25+25=50, 50+25 =75, 75+10 = 85,
85+10=95, 95+5 =100, 100+5=105, 105+5=110, 110+5=115, 115+1=116.]
Use the hundreds chart
Use an open number line
Check their work

Mistakes

Miscounting the number of each coin

Wrong value for coin identified
Miscounting when using addition

Activity Two (Comparing two collections of coins)

Example:

This bag has 1 dollar and 16 cents.

$1.16
AND

This bag has 0 dollars and 88 cents.

This bag has 88 cents.

$0. 88
88

$1.16 is greater than $0.88

$0.88 is less than $1.16

OR

Strategies
Using base-ten blocks to represent the two numbers
Looking at the place value before the decimal of the dollar notation first to determine greater
than/ less than, and then if those are the same referring to the place values after the decimal
Realizing that one amount was passed when counting the other amount (showing which is the
bigger number)
Comparing the coins and taking out the ones that are the same, to compare a smaller number
Check their work
Mistakes
Looking at the number of coins each bag has and comparing that number
Comparing the cents notation of one amount to the dollar representation of the other

Heather Howell
Mrs. Katie Lockridge
T.C. McSwain Elementary School

Monitoring Chart

S
I
N
K

D
O
O
R

G2

PROCEDURE

Procedure

Heather Howell
Mrs. Katie Lockridge
T.C. McSwain Elementary School
BEFORE:
Prepare
ME: Before we start, or as the students are going to their seats to begin, I will place a worksheet
and a bag of coins on each desk.
Think-Pair-Share
ME: I will pair up everyone so that each person has a partner. I will allow a group of three if there
needs to be. Talk with your partners for about 30 second about what you use coins/money for.
STUDENTS: They will talk to their partners about what they are thinking.
ME: I will call on students to share what they talked about with their partner. What I am hearing is
that with the money that you have, you buy different things or goods. Or you buy different services
(like getting a hair cut).
Directions
ME: I have placed a bag of coins on each of your desks. Take a look in your bag. Who can tell me
one coin you see?
STUDENTS: They will look in their bag and raise their hand to tell of a coin that is in their bag.
(penny, nickel, dime, quarter).
ME: You all have some of these coins in your bag. I would like you to use the worksheet (show to
the class) to record how many of each coin you have in your bag. Then I would like you to find the
value of all of your coins together. You will write that amount on the line that says to do so (show
to the class). Remember that if it is over a dollar you use the decimal point. So, if it is a dollar and
24 cents you will write it as $1.24, but if it is twenty-four cents you will write it as $0.24 or
24(DEMONSTRATE THIS). Remember that if you use the decimal point, you must use the dollar
symbol.
ME: So first (hold up one finger) you will count the number of each coin, and then (hold up to
fingers) you will count the amount all together. Say to your partner, number of coins then amount
all together.
STUDENTS: (Turn to partners) Number of coins then amount all together.
ME: Lets get started.
DURING:
STUDENTS: The students will first count how many they have of each coin. Then the students will
use whatever strategy they choose to count their money and find the amount.
ME: I will be walking around with my data sheet, writing down my observations of what I see and
hear. I will be looking for strategies used, and any confusion or difficulties I see from the students.
As I walk around I will answer questions to clear any confusion the students have. I will also ask
questions in order to guide the students in the right direction when they need it. While monitoring, I
will ask some students to explain what they are doing in order to clarify and record their thought
process with the strategy they used. Some students, I will ask if their amount can be written in a
different way than how they chose to write it. If some students finish before I am ready to move
forward I will ask them to check that they have found the right amount using a different strategy
than they did before. If students sitting nearby are finished I will ask them to check each others
work to make sure the amount they found is correct for the coins provided. Once everyone is
finished at least with counting up the coins that they have I will proceed with new directions.
Directions:
ME: Now you know how much money is in YOUR bag. But we have a lot of different amounts
around the room. I want you to compare the amount of money you have with five different people.
To do this you will leave your bag of money at your desk. You will take your paper and pencil and
walk up to one of your classmates. You will show them the amount you wrote down as well as say
the amount. Then you will allow the other person to do the same. Together, you will decide if your

Heather Howell
Mrs. Katie Lockridge
T.C. McSwain Elementary School
amount is greater than (>), less than (<), or equal to (=) your partners amount. You will record this
on your worksheet.
EXAMPLE (write on the whiteboard): So, if I have a dollar and Mrs. Lockridge has a dollar and
fifty cents, I have less than Mrs. Lockridge does, so I will write, $1.00 < $1.50.
ME: Turn to your partner and say, Lets compare!
STUDENTS: Turn to their partners. Lets compare! They will compare their amounts with their
partners. When they are finished with their partners, they will walk around the classroom to find
four other classmates to compare their amounts to. When they have finished they will go to their
seats.
ME: I will be walking around with my data sheet, writing down my observations of what I see and
hear. I will be listening for the vocabulary, communication, and strategies used, and any confusion
or difficulties I see from the students. Also, observing the strategies used will help me identify the
students that I would like to share during our discussion afterwards. As I walk around I will answer
questions and guide the students in the right direction when they need it. Also, as I am monitoring
the student interactions, I will be asking students, How do you know your amount is less
than/equal to/greater than the other amount? I will also help direct the students when they are
looking for people to go to. When students finish, I will ask them to think about and talk with a
partner at their table (who is also finished) about anything they noticed about the information they
recorded. If students need an extra challenge, I will ask them a question about what their amount
would be if I throw in another coin. Another thing I could ask them is to compare the strategies
used to find the equalities with another person who is finished. When everyone seems to have
gotten a chance to compare with five people I will bring the group back together to move forward.
AFTER:
ME: Lets get a little sample of what we have found. Who can read me a greater than statement
they have? I will choose 3 or 4 students to share (hoping to get a range of answers: dollar > dollar;
dollar > cents; cents > cents). I will write the examples down on the board.
STUDENTS: Raise their hands and share when they are called on.
ME: Who can read me a less than statement they have? I will choose 3 or 4 students to share
(hoping to get a range of answers: dollar < dollar; dollar < cents; cents < cents).
STUDENTS: Raise their hands and share when they are called on. I will write the examples down
on the board.
ME: Did anyone find that their amount was equal to another amount? I will let each of those
pairs share (have two or three pairs throughout the bags and hope that they found each other, but
know which amounts are pairs just in case they did not find each other). I will write the examples
down on the board.
STUDENTS: Raise their hands and share when they are called on.
ME: Focusing on the examples written down: What strategies did you use to compare these
amounts?
STUDENTS: They will share strategies they used to tell if it was greater than, less than, or equal to.
ME: I will try to sequence the responses in order that I have chosen ahead of time. I will compare
the different strategies with the students together, and also address and struggles that some of the
students may have had during the activity.
Selecting and Sequence
Select the students who:
1. Only looked at the symbols of the written amount to determine equality
2. Looked to the place value to determine equality
3. Thought about the value as a regular number (taking it out of the money context) to determine
equality
4. Any other new way that I see.

Heather Howell
Mrs. Katie Lockridge
T.C. McSwain Elementary School
Connecting
I will ask the students if there is any strategy or comment they would like to add. Also, I will ask
the students, Is there is a strategy that we talked about today that you may want to use next time to
build off of what you did? I can use these to form the idea that they can use all of the strategies
together to make sure they have determined the equality correctly. An efficient way is to use the
symbols as a hint (carefully), and look at the numbers within the place values, and think about the
value as a whole all at the same time to determine the equality of two numbers.

H. DIFFERENTIATION
Describe how you plan to meet the needs of all students in your classroom with varied interests and
readiness levels by completing ONE of the six boxes below for each day. You may choose the same
box for each day. Use the learning progressions to support your decisions. Include a specific
differentiation plan for each day.
This connects to your During Phase Actions: providing support and extensions.

Content

Process

Product

Interest

Readiness

I.

Matching the number of

coins with the math level of
the students.
A student at a high math
level will get a bag that has
a lot of coins and a variety.
A student at a lower math
level may receive a bag
with fewer coins or variety.

WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO ABOUT
IT?
Think about this specifically for THESE lesson plans. This CANNOT include fire drills, interruptions
due to announcements, weather, or other emergencies.

The student with the least amount of coins in the entire class could get frustrated that he/she is
always less than the other person. To prevent this, I could make two people have the same
amount (with different coins). That way if those two students compare their coins they will find
they have equal amounts, which also gives the class an example of a case using the equal symbol.
If a those two students do not find each other and one (or both) gets frustrated, I can comfort
him/her by letting him/her know that he/she is not the only one with a low amount of money.

Heather Howell
Mrs. Katie Lockridge
T.C. McSwain Elementary School

A student could have never bought anything before with money (could be because of familys
financial reasons). If this happens I would change the question up by asking what they think they
could use coins/money for.
A student could try to steal the money in the bag. If this happens, I will have a talk with the
student individually, about what he/she was thinking and the reasoning behind the stealing (which
may lead to deeper things). I will explain how stealing is disrespectful and hurtful to me, and how
stealing money restricts what I can do with the class (and with that student) in the future.

Heather Howell
Mrs. Katie Lockridge
T.C. McSwain Elementary School

Name: ________________________

Date: _________________

Money Bags
Number of Pennies: ________

Number of Nickels: ________

Number of Dimes: ________

Number of Quarters: ________

My bag has ________ ________ ________ ________ ________

Compare with 5 other people.

1. ________________

________________

2. ________________

________________

3. ________________

________________

4. ________________

________________

5. ________________

________________