Table of

Contents:

Introduction
Rationale
Adaptations
Lesson Plans
Assessment

Long-Term Planning
Overall Objectives/Introduction:
SWBAT: identify coin face values.
SWBAT: correctly add different coin values together.
SWBAT: determine how many coins it takes for a boat to sink.
SWBAT: determine buoyancy of floating objects
SWBAT: retell a story
The learning segment we are going to implement will require students to
master the skill of recognizing the correct coin face values. Also, the students will
be able to add and subtract different coin values. This unit will provide students
knowledge of life skills when using money in real life situations.
The classroom we will be implementing this unit is located at Mercer
County Special Services. The class contains five students, four boys and one
girl, all students on the autism spectrum. The ages range from ten to twelve
years old, all functioning on a kindergarten-first grade level. Three of the boys are
of Indian decent, one African American, and one Caucasian. All students have
either one or two siblings at home. Two out of five students come from divorced
parents. All students live with biological parents. Four students are able to
communicate except one non-verbal student. He uses a tablet to communicate
on an application called Proloquo2Go. The classroom is medium sized. The
teacher and her two paraprofessionals each have a kidney table. Each student
has their own desk for independent work. The classroom has its own bathroom
and kitchenette.

Rationale:
The class that we have chosen to prepare a unit for is from Mercer County
Special Services. There are five students in the classroom, four boys and one
girl. Students ages range from ten-eleven years old. Their functioning level is
about kindergarten to first grade depending on content. This unit is geared to
help improve their skills in counting money. Four out of the five students are
struggling to understand the difference in coin value, rather than paper money.
This content is crucial for their learning life skills and being able to function in real
life settings. The central focus for this unit is to master coin values of pennies,
nickels, quarters, and dimes.
This unit will start with an interactive read aloud on the book The Coin
Counting Book, by Rozanne Lanczak Williams. This will be the open of our unit
plan by practicing money values and counting with the teachers guidance. Also,
practicing addition skills on adding coins together. Next, the students will
complete an activity called Money Match, which students will have to complete
puzzle pieces matching the coins to the coin values. The next lesson will test
students skills on working independently on counting values of coins. The plastic
eggs will have a particular amount written on the front and the student will need
to add the right amount of coins in the egg to get that total. The following lesson
will be a fun science activity that students will make their own paper boat. They
will put their boat in a box filled with water, add as many coins as the boat can
hold without sinking and see how much money their boat can hold by counting
the coin values. The last lesson will be a review of the entire lesson, and
students will play Money Bingo as a class. This will wrap of the lesson with a
great review.
This unit combines three different subjects; math, science, and language
arts. This unit plan will meet the needs of all students with special needs. Some
students will need extra time to finish assignments and we have provided extra
time to students to finish their work and also have the opportunity to work oneon-one instruction with the teacher. The majority of the assignments include
direct instruction or require a teacher at all times being able to help. The

interactive read aloud is a YouTube video, helping students who cannot read as
well as others. Also the activities for the students are mostly hands-on helping
the students grasp the content efficiently. All activities will include samples for the
students to refer to, and also the lessons are all based on modeling from the
teacher. We are teaching this unit in order to strengthen our students math skills.
Some of our students are struggling with coin values. The central focus is coin
value because our students are confusing nickels, dimes, and quarters based on
similarities in colors.
Common Core State Standards
Math:
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images,
drawings 1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence
(instead of having to begin at 1).
CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8
+ 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of
addition.) To add 2 + 6 + 4, the second two numbers can be added to make a
ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction
within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4
= 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 =
10 - 1 = 9); using the relationship between addition and subtraction (e.g.,
knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but

easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6

+ 1 = 12 + 1 = 13).
CCSS.MATH.CONTENT.2.MD.C.8
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?
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2,
know from memory all sums of two one-digit numbers.
Science Standards:
K-2-ETS1: Ask Questions, make observations, and gather information about a
situation people want to change to define a simple problem that can be solved
through the development of a new or improved object or too.
P-S1. A: Structure and properties of Matter:
Plan and conduct an investigation to describe and classify different kinds of
materials by their observable properties
P-S1-2: Analyze data obtained from testing different materials to determine which
materials have the properties best suited for an intended purpose.
Literacy
CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key details in a
text.

Adaptations
All five of our students in our class are classified. However, we have a
variety of learners in our classroom. In order to meet the needs of our students
we will use the approach of one-on-one instruction. This beneficial to our
students because it creates less distractions and the teachers can guide
individuals as needed. We will have a highly structured classroom in order for
everyone to be organized and know what to expect from the teachers since
organization something our students enjoy.
We will be using many different accommodations. We will have
manipulatives ready for students to use, especially real coins. This is a great
textile way students can see and feel coins. Another way we will accommodate
our learners will be the use of technology when reading a story. The teacher will
read a story aloud and play the same story through a YouTube video. This will
be beneficial to our visual and auditory learners. We will also make sure
students receive short breaks in order to complete work. The lessons
themselves require students to work either independently or as a class. This is
beneficial because we are changing the environment in which students are
learning. Students who cannot complete the amount of work given to them will
receive less problems or work, based on the individual needs of the student.
Students will receive positive reinforcement on a consistent basis. We do not feel
the need of modifications is necessary since we do not need to change the
content of the material being presented to students.

Lesson Plans:

Interactive math read aloud

Rationale: This lesson will incorporate math and literacy. The students will
practice skills comprehending text, while also engaging in problem solving.
Co-Teaching Model: One teach, One observe. We chose this model because
the students will be more engaged if there is only one teacher reading. The other
teacher can keep notes and see if students are struggling at any point.
Objectives:
SWBAT:
SWBAT: Count a certain amount of coins and tell the teacher the values of
the coins.
SWBAT: Add coin values to get a particular total.
Common Core State Standards:
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings 1, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to
begin at 1).
CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is
known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the
second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative
property of addition.)
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating
equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 +
1 = 12 + 1 = 13).
CCSS.MATH.CONTENT.2.MD.C.8
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?
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from
memory all sums of two one-digit numbers. K-2-ETS1: Ask Questions, make observations, and
gather information about a situation people want to change to define a simple problem that can
be solved through the development of a new or improved object or too.
CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

Materials:
YouTube video: https://www.youtube.com/watch?v=jFx-hLb3XKc
Teacher notes to take for students
Real coins if needed for visual help
Procedure:
Introduction:
Teacher will first introduce what they will be reading about today.
The teacher will then open the YouTube video on the screen and read the
title and author aloud to the students.
Begin the video and reading:
Pause video on 0:11. Teacher will read the page out loud to students
clearly.
Next the teacher will model her own thinking on what she will do to get the
correct answer.
The teacher will model with using her hand to point to the screen on what
she is counting.
After the teacher gets to a conclusion, she will then ask the students if
they agree or disagree. (Thumbs up if you think I am correct).
Teacher will then play the video and the students will listen to the answer
that is revealed on the next page.
Pause video at 0:14. Teacher will now call on one student to volunteer and
participate in counting the coins.
The teacher will also model to the other students sitting down explaining
what the student is doing to get the answer.
At this time the teacher can give instruction to the student, scaffolding
them to the correct answer.
Teacher will than ask the students again if they agree. (thumbs up or
down).
The teacher will play the video to reveal the right answer.
This will continue throughout the book giving the chance for every student
to come up and participate. (this step may change depending on how
many students are in the class).
The teacher will then let the video play out and stop at certain points if she
feels the need the students are confused or having trouble.
After reading:
Teacher will close the lesson by once again reviewing the different coins
and their values.
Assessment:

Teachers will know students are successful with a chart she will complete
during the lesson. Once each student comes up to answer the question
the teacher will take notes where the students succeeded and where they
had trouble. These notes will give the teacher insight on where the

students need the most help and give guidance on how much instruction
is needed for the future lessons.

Adaptions:

Physical book in front of the student.

Video on YouTube to enlarge visual support.

Money Match
Rationale: This lesson will engage students with the hands-on experience.
Students with the love of puzzles will enjoy learning while having fun.
CO-Teaching Model: We chose parallel teaching so each teacher has a smaller
ratio and give more support/ attention to the students.
Objectives:
SWBAT: use prior knowledge of money to make correct change.
SWBAT: identify how much each coin is worth in cents.
SWBAT: count change independently and correctly match the coin side to the
correct cent side.
Standards:
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings 1, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to
begin at 1).
CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is
known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the
second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative
property of addition.)
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating
equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 +
1 = 12 + 1 = 13).
CCSS.MATH.CONTENT.2.MD.C.8
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?
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from
memory all sums of two one-digit numbers. K-2-ETS1: Ask Questions, make observations, and
gather information about a situation people want to change to define a simple problem that can
be solved through the development of a new or improved object or too.

Materials:
Flashcards

Procedure:

Invite students to play game. Game can be played in pairs or individually.

Explain to students they are going to count the pennies, nickels and
dimes and match them up to the correct amounts on the cards.
Visually show students how the game is played. Pick up a card and find
the match of that card (if you pick up a coin card, find the number
representation of the value of that card)
If child has trouble, differentiate by changing activity slightly (see below).

Assessment:
Assessment of this activity will be done by visually watching students pair
up flash cards. We will be assessing if students correctly count the money
independently to a price.
EXIT CARD:
o Teacher will put a problem on the board such as (2 pennies, 1
quarter, 5 nickels)
o Students will than add the coins together, write the answer on a
index card and hand it in.
Adaptations:
If student has trouble with the flashcards, we can use the written number
flashcards. These can be placed in front of child/ children.
Have a container of real coins for students to use if needed.
Teacher can use the picture part of the flash card and have the
student/students match up the card to the correct coin from the container
of coins.

Counting and Packing Coins

Rationale: This lesson will allow students to practice counting coin values, but
also practice fine motor skills by filling the plastic eggs.
Co-Teaching Model: We chose team teaching because we felt that the students
will most likely work independently and we could both come around and assist
the students as needed.
Objectives:
SWBAT: Add coin values to come to a particular total.
SWBAT: Identify coin values
Standards:
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings 1, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to
begin at 1).
CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is
known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the
second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative
property of addition.)
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating
equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 +
1 = 12 + 1 = 13).
CCSS.MATH.CONTENT.2.MD.C.8
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?
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from
memory all sums of two one-digit numbers. K-2-ETS1: Ask Questions, make observations, and
gather information about a situation people want to change to define a simple problem that can
be solved through the development of a new or improved object or too.

Materials:
Plastic eggs
Sharpie or marker
Coins

Procedure:
Each student will get a certain amount of plastic eggs.
Each egg will have a particular amount of money written on the face of the
egg.
The students will than use the correct coins to add up to the total on the
face of the egg. (For example, the egg says 50 cents, the student will use
2 quarters).
The student will than pack each egg with the correct total of coins.
Assessment:
The teacher will know the students are successful if they have correctly
added the coins to come up with a particular total. The teacher will check
the eggs of the students to see the combinations of coins they have
chosen.
Adaptations:
Lesser total on the egg
If students do not have fine motor skills they can verbally say what coins
they will use.

Coin bingo lesson

Rationale: This lesson is to overall review for the students. They will play a fun
game while reviewing material they have learned throughout this unit.
Co-Teaching Model: One teach, One assist. We chose this model because one
teacher will be drawing the cards, while the other teacher can assist the students
while playing the game.
Objectives:
SWBAT: Identify coin values.
SWBAT: Add coin values.
Standards:
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings 1, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to
begin at 1).
CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is
known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the
second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative
property of addition.)
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating
equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 +
1 = 12 + 1 = 13).
CCSS.MATH.CONTENT.2.MD.C.8
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?
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from
memory all sums of two one-digit numbers. K-2-ETS1: Ask Questions, make observations, and
gather information about a situation people want to change to define a simple problem that can
be solved through the development of a new or improved object or too.

Materials:
Coin Bingo Board
Bingo placements
Cut out cards to draw
Hat to draw cards
Prizes (if wanted)
Procedure:

First teachers will introduce they will be playing a review game to practice
coin values.
Each student will receive a Bingo Board and Bingo Placements.
The teacher will than explain the game of Bingo to the students to remind
them what they do.
The teacher will place the drawing cards in the hat.
The teacher will than draw the cards and clearly repeat the letter and
value they drew. (the teacher will also write the card they drew on the
board for students who need to visually see what they are looking for on
the board).
The teacher will continue the last step until someone has BINGO.
Depending on time the teacher will decide how many games to play.

Assessment:

Teachers will know their students are successful because once the
student has BINGO the teacher will check their answers to see if they
have correctly marked the values. Also the teacher will be observing the
room and checking if all students are correctly marking the values.

Adaptations:

BINGO sheets with only 2 step addition.

BINGO sheets that only have a single coin on it.
BINGO sheets on computer

Coin balance
Rationale: The ties in a math and science activity. The activity will allow students
to create their own hypothesis and also be creative when making their tin foil
boat.
Co-Teaching Model: We choose to use team teaching because we are both
knowledgeable of this subject area and also this is the best way to teach the
students.
Objectives:
SWBAT: Determine the buoyancy of floating objects.
SWBAT: Identify coin values.
SWBAT: Add together coin values.
Standards:
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings 1, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to
begin at 1).
CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is
known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the
second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative
property of addition.)
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating
equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 +
1 = 12 + 1 = 13).
CCSS.MATH.CONTENT.2.MD.C.8
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?
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from
memory all sums of two one-digit numbers. K-2-ETS1: Ask Questions, make observations, and
gather information about a situation people want to change to define a simple problem that can
be solved through the development of a new or improved object or too.
K-2-ETS1: Ask Questions, make observations, and gather information about a situation people
want to change to define a simple problem that can be solved through the development of a new
or improved object or too.
P-S1. A: Structure and properties of Matter:
Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties

P-S1-2: Analyze data obtained from testing different materials to determine which materials have
the properties best suited for an intended purpose.

Materials:
Tin Foil
Coins (all different values)
Bucket
Water
Science Journal
Procedure:
Teachers will first introduce the activity to the students.
Students will be broken into pairs, groups, or independently.
Each group or pair will get a piece of tin foil, a bucket filled with water.
The group will then discuss how they will make a strong sturdy boat.
After they have made their boat, the students will then write a hypothesis
in their science notebooks about how many coins they think their boat will
hold without sinking.
Students will than start the activity
o Place the boat in the water.
o Add coins one-by-one.
o Add as many coins as possible until they cannot add anymore,
because the boat would sink.
When the boat is filled with the most amount of coins, students will than
count the values of the coins and see how much their boat could hold.
The student will write the amount in their science notebooks and compare
to their hypothesis.
The teacher will gather everyone together to discuss his or her findings.
They will also see which group held the highest value of coins in their
boat.
Assessment:

Teachers will know their students are successful by collecting their science
notebooks. They will assess the reasons they made their hypothesis and
how well they compared it to the actual findings. The teacher will also
observe the students and see if they added the coins correctly that were in
the boat.

Adaptations:

Some students will be given a step-by-step instruction sheet

Provide pre-made boats

Assessment:
Short term:

Observations of student work.

Teachers will know their students are successful by collecting their science
notebooks. They will assess the reasons they made their hypothesis and
how well they compared it to the actual findings. The teacher will also
observe the students and see if they added the coins correctly that were in
the boat.

Teachers will know students are successful with a chart she will complete
during the lesson. Once each student comes up to answer the question
the teacher will take notes where the students succeeded and where they
had trouble. These notes will give the teacher insight on where the
students need the most help and give guidance on how much instruction
is needed for the future lessons.

Teachers will know their students are successful because once the
student has BINGO the teacher will check their answers to see if they
have correctly marked the values. Also the teacher will be observing the
room and checking if all students are correctly marking the values.

Assessment of this activity will be done by visually watching students pair

up flash cards. We will be assessing if students correctly count the money
independently to a price.

The teacher will know the students are successful if they have correctly
added the coins to come up with a particular total. The teacher will check
the eggs of the students to see the combinations of coins they have
chosen.

Long term:
The main way we will assess the students of their mastery of the objective
is through formative assessment. We will observe and assess the students on
how well they complete the activities in the unit. Also a main component of the
assessment is the completion of the activity, for instance, the students science
notebooks. The students will receive credit for the participation in the activity, and
how well they execute the task. We will keep a record of the students accuracy
throughout the unit, and make sure all needs are met for all students. We will
make thorough observations and have discussions with the class after all
activities. We will also be documenting any answers, questions, and discussions
in their groups during certain activities. We feel this is a good way to assess the
students, because for one, they will not know we will be assessing them. This will
eliminate the pressure and the stress they would have if they were taking a test.
The last way we will be assessing the students is a final unit test. The
students will all be given a sheet with various store items on it. The students will
have to look up prices of those items and add a total cost at the end. We will
have some students look up prices on the computer or iPad and some students
we will provide ShopRites weekly ads to see prices as well. This will allow
students that are better on a computer to work on the computer, and students
who need a visual-hands on support able to use the ads. This assessment will
help the students because it is not structured like a typical test. This assessment
is also good for students with disabilities because they are learning life skills as
well, like going to a store and adding prices. All students can learn and teachers

need to create lessons and assessments that are geared towards the individual
student.

NAME________________________________
Step one: Record prices for the following objects
Step two: Add all prices for a total.

Total Cost $___________

Reflections:

Michelle Aster

Lesson Plan Reflection:

This assignment has related much to my growth of understanding a unit
plan. From this experience a unit plan is a well thought out template that covers
multiple objectives that are geared towards the individual student. This
experience has shown me the different ways I can incorporate activities and also
subject areas. I feel like I have a better understanding on what is expected in a
unit plan and steps on how to create one. Throughout this process I want to take
a moment to reflect on the thought process of the lesson plan. I felt that once I
had the topic I was going to teach I feel that I did a good job figuring out different
activities that went into it. Having an actual class to go by made it so much easier
to gear lessons to the students I see in my field placement.
I did not realize how related the CEC standards until I have conducted this
unit plan. When reading the standards I can relate to almost all of them while
planning this unit plan. One in particular was, Standard 5: Instructional Planning
and Strategies: 5.1 Beginning special education professionals consider an
individuals abilities, interests, learning environments, and cultural and linguistic
factors in the selection, development, and adaptation of learning experiences for
individual with exceptionalities. It was not because this standard is geared
towards the planning portion of the unit plan that I liked it so much. Throughout
creating the unit plan I noticed how important it was to gear lessons to the needs
of the students. Planning is not just looking up on Pintrest and getting ideas and
writing a lesson plan. Every single component of a lesson plan is geared to that

specific individual class. This unit plan was such a great learning experience and
something I will take throughout my whole academic journey.

Rosie England

Unit Plan Reflection:

A learning segment is an important aspect to any classroom. This
experience taught me a lot about writing and putting together an actual unit plan
and the time that goes into creating this. At first I did not think this was going to
take as much time as it did. However, after going threw all the steps involved I
realized this is a long process. Writing each individual lesson plan is what took
the longest time. Doing an activity like this now will help me in the future when I
am writing my own unit plans, so I have gained experience. I also realize the
amount of effort goes into making a learning segment. As a teacher, you really
need to know your students individual needs in order to create a good lesson
plan and ways that would engage students.
I thought it was very beneficial to have a part of the lesson plan due. I feel
I work best when projects or assignments like this are broken up into smaller
sections. Getting feedback was extremely helpful. It allows us to fix parts that
were in need of changes and alleviated a lot of the stress. I also feel it made the
second section easier to complete.
As for the CEC standards I see the connections they made with the writing
and completion of this unit plan. For standard 3: curricular content knowledge,
we had to choose a topic that had the best interest of our students. We knew
that coin counting was something our students were having trouble with. As a
result, coin counting became our topic of choice. We had to use different way to

incorporate math especially money across content areas. So we integrated math

with science, and math with reading. The standards stress the importance of
developing meaningful learning experiences. So we had to keep in mind our
learners and make the lessons worth wild for the students. In order to do this, we
thought of ways students could use coin values in real life situations. We also
kept in mind that worksheets get boring, so we thought of other ways to teach
these concepts to students. Standard four talks about assessment. This relates
to the unit plan because we wanted to challenge the students but no to harshly.
Yet we also wanted them to understand that coin counting is a life skill that they
need. Finally, Standard five talks about instructional planning and strategies.
Again, knowing the students was key. Teaching students with a variety of
strategies would be a good way to teach this concept to our students. Using
technology to assist would benefit the students as well.