Name: Allison Bradley

Subject/Time: Math

Date: 10/17/12

Overview
Unpacked Benchmark, CDAS, CRS, or IL State Standards.

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?
Objective(s) SWBAT: SWBAT make change by counting up from the cost of an item to the amount tendered.

Vocabulary words/Key Concepts:

Modifications/ Accommodations

Deontanay, Troi, Taleo, and Shamaria will be working on the counting coins sheet from the first grade book include Taleo in this group
Materials & Technology

sets of coins
Homework

HomeLink 3.7

Key Lesson Elements What is the Teacher Doing?

Do Now (3-5 minutes):

What are the Students Doing?

-Students are working at a level zero to complete math message. When finished, they will bring the math message to the rug and sit in their square spots.

Math Message: You buy a toy that costs 48 cents. What coins would you use to pay for it? Draw the coins.

I Do Input (1-2 Key teaching points): -As students are returning to the rug, quickly look through math message for students who correctly answered. Ask one of these students to share with the whole group what coins they used to make 48 cents. Draw on whiteboard.

-Students are sitting in their square spots at a level zero, facing the whiteboard and facing the screen when appropriate

-Challenge students and pose whole group question, What is the fewest number of coins I could use to make 48 cents?

-Students are volunteering to come up to the document camera to practice problems

-Explain to students that sometimes when we are shopping, we do not have the exact amount of money to pay for an item, for example, if a gumball is 20 cents and all I have is a quarter, I pay the quarter and get five cents back.

-Project the fruits and vegetables stand poster in their journals on page 56 using the document camera

-Explain to students that today we are going to be making change by counting up. Point to the orange which costs 18 cents. If I want to buy an orange and I give the clerk 20 cents (put two dimes under the document camera) then my change will be 19, 20 as you place two pennies down under the document camera.

-Explain that I am finding the difference between the price of the item and the amount paid Explain that you are finding the difference between the price of the item and the amount paid.

-Repeat once more entirely teacher directed, then have a student come up and act as the clerk, and then another student come up and buy the item and teacher acts as the clerk.

-Point out that this can involve different coin combinations

Check for Understanding: -Students modeling under the document camera -Choral counting up when making change

We Do Guided Practice:

-Students are sitting at a level zero facing the screen

-Explain to students the Partnership Principles: Guide, Check, Praise. When working with a partner in math (if they need help) you guide them to the answer, check their work, and then praise them by saying good job or giving a high five.

-Actively listening to the Partnership Principles

-Have a student volunteer come up to the document camera to complete number 1. Teacher will act as clerk, student will act as customer. Model completing number 1 by counting up to make change and using Guide, Check, and Praise.

-Volunteering to model Partnership Principles example under the doc cam

Check for Understanding:

-Student demonstration

We Do Collaborative Practice:

-Students are working together in partners to complete page 73

-Put students in partnerships around the room to complete journal page 73 at a level one

-Using the Partnership Principles

**Work in a small group with Shamaria, Deontanay, and Troi and Taleo to complete the counting coins sheet together This might need to be a group that I or Ms. Alarcon works with so that you are able to circulate amongst the partnerships, since this is the first time they will be using the Partnership Principles. Check for Understanding:

-Circulating the room, checking on groups You Do Independent Practice: -Students are working independently at a level zero to finish page 73 and begin working on page 74

-After about 10-15 minutes, transition students back to their desks to complete the second section of page 73 (if not already done with a partner) and then work at a level zero on the math boxes on page 74.

Check for Understanding:

Exit Ticket (aligned to lesson objective) or assessment: A donut is 35 cents. You give the clerk 40 cents. How much change do you get back? Draw the coins:

-Completing exit ticket at a level zero

How would you count up to make the change?

Closing/Preview for next lesson: Explain to students that sometimes even clerks at stores make mistakes and it is important to figure out how much change you need back when buying something to make sure they give you the right amount.