Teacher Candidate: Ginna Weatherford Subject/Grade: Math

Lesson # 1 Date and Time of Lesson: 2/6/2014 8:30am

Learning Objective: The students will be able to recognize pennies, nickels, dimes, and quarters and add coins pennies, nickels, and dimes using number expressions, drawings, symbols, or models to solve word problems about money with 80% accuracy. Alignment with 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?

Developmental Appropriateness or Cross-curricular connections: Teaching students money is developmentally appropriate because they are able to recognize money at this time. At this level students have been adding two and three digit numbers and have reviewed the value and faces of coins. Since they have added two and three digit numbers they need to learn how to add and take away coins at this time. Assessment(s) of the Objectives: What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment of the Objective (Informal) Use of Formative Assessment:

The students will be able to identify and count coins to solve a collection of coins.

1.The students will watch a video, Show me the money This is will done as a review and assessment of yesterday. If the students can hold up the right coins as the videos goes on then they have correctly completed the review. 2. The students will then be informally assessed by The Spinner Game and the teacher monitors the assessment. I will be walking around while the students work in partners and make sure they are using touch points and adding the cents correctly. I will stop and assist any students having trouble.

At the end of the week the students will have an assessment on everything that they have learned from the chapter on coins and making money. The students need to pass this test with 80% accuracy to move on.

Accommodations: I will first accommodate students who are still having trouble with recognizing coins by showing them more examples of money, and even go back to the concentration game from the day before that shows the faces of the coins, their names, and values. Early finishers on each activity can move on, work more problems, or more rounds of the spinner game. If it becomes to easy, then adding quarters to the bags can modify the lesson to be more challenging.

Materials: 50 pennies, 50 nickels, 50 dimes, and 25 quarters. (more quarters if used in the spinner game) Cups for each student (show me the money) Baggies for each partner Red markers/crayons Smart-board Pages 484-485 in math textbook Videos: Show me the Money and The Coin Song 3-4 large index cards Pictures of the faces of a quarter, nickel, dime, and penny. Spinner Boards Place-mat Paperclip for each partner set My Math Book Scanner

Procedures: 1. Explain to the students that we talked about the value of coins, which is how much they are worth. We also learned about the faces, or front and back of coins. Im so proud of the way that student recognized the values and faces of the coins/or used touch points to help them find the value of the coins. 2. Explain to the students what the song we are about to listen to will ask for. Today we are going to listen to a song that will ask you for a penny, nickel, dime, and quarter. When he asks you to show him the money hold up the exact coin that is asked for. This will allow me to see if you remember what each coin looks like. Model this activity by saying, If he says a pennyhold up a penny (PAUSE) right guys! 3. Pass out the cups of money to each student. The cup should contain a dime, quarter, nickel, and penny. 4. Show the video "Show Me the Money" (Be sure all students have a quarter, nickel, dime, and penny while song is playing) 5. Next we are going to listen to another song that is a review from yesterday as well. First before listening to the song, do we need to play with our coins? No! Please place the cups on your name tag and pay attention. I want to hear you all sing along. 6. Play Coins in My Hands video. 7. Then move to gg. 487A in My Math Book, Teachers Edition and read Expanding Level Activity prio r to the lesson. You will need 3 large index cards labeled and with a picture of a penny, nickel, and dime. Instructions: Write penny, nickel, and dime on index cards. Randomly distribute one card to each student. Invite the group of 4 to the front of the classroom. Instruct students to stand in line in order of the value on their cards, greatest to least. Have each student say the coin on his or her card. Then ask, What is the total value of the coins in line. Lets start off by adding the touch points to the coins. How many touch points on each coin? (Have students do this as a class on each coin). Have students work together to find the value and add up the value of all coins. 8. Next, pass out red markers to each student. You are going to use these markers only to put your touch points on each coin not to write the values of the coins on the page. 9. Prior to the lesson have the page 484 scanned into the smart-board. As a class add the touch point to the coins as you go. Then complete Chapter 8 (Lesson 1) Pennies, Nickels, and Dimes- Model pg. 484 in My Math Book- See & Show 10. Next, do independent work on page 485 problems 3 & 4. (This will inform me who is struggling and who I need to monitor during the spinning game and give extra attention to.) 11. The last activity is the Spinning for Money game.

12. Explain Spinning for Money game. Students will need a bag of coins consisting of dimes, nickels, and pennies. Students should spin at least three times and add up their coins. They can place their coins on the work-mat, count their coins and write the amount in the box. Whoever has the greatest amount in that spin wins that round of the game. 13. Now are going to play a game with the coins we have been talking about. You will be given a bag of money, DO NOT DUMP IT OUT and also work-mat that will be used for adding up the values of the coins. First you will want to take a spinner, and we all know how to correctly use the spinner. You will take turns spinning three times. Each time you will need to place what you spin on the place mat. Then when you are done spinning three times, add up the values of the coins using your finger to touch the touch points. Do not clear your mat at all. Your partners job when you are spinning and adding up the values is to watch and make sure that you are using your touch points correctly and adding the values. Partners, you should be paying attention to what you partner is doing and coaching them when they need help, but not just telling them the answer. 14. MODEL ABOVE DIRECTIONS AS I GO. 15. Play Spinning for Money. (The teachers job is to walk around and monitor that the students are using touch points and adding the values correctly. At this point they should know the values of each coin.) 16. Compliment how specific students are doing or stop during game. 17. Place homework pg. 487-488 in their folders 18. Pull students who are having trouble counting coins Activity Analysis: 1. The first activity is reviewing coins and their values with video "Show Me the Money." Be sure all students have a quarter, nickel, dime, and penny while song is playing so they can Show You The Money. The students will be able to hold up the money as it is sung in the video. This helps students who as audio learners in recognizing coins. The second activity is to play Coins in My Hands video. This helps the students with coin recognition, their faces, and what and who is on the coins. This also helps students who as audio learners in recognizing coins. The third activity is in the My Math Book- Teachers Edition on Page 487A and is under the Expanding Level Activity. This activity is done whole group but only three people are called up to help. This can help the kinesthetic learners and can be done more than once if needed. The fourth activity is Chapter 8 (Lesson 1) Pennies, Nickels, and Dimes- Model on page 484 - See & Show. This activity is introduced here and then when students seem to understand it move on to the independent work. The Smart-Board and scanner is used in this lesson. The fifth activity is done as independent work on page 485 of My Math Book. After students are done, go over the work on the board. The sixth activity is done in partner work and is called Spinning for Money. The students will need a bag of money for each partner set. Students should spin at least three times and add up their coins. They can place their coins on the work-mat, count their coins and write the amount in the box. Whoever has the greatest amount in that spin wins that round. This helps both partners work together as a team, and also guided practice. This is a hands on activity which helps build knowledge as well.

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Technology: Scanner is used to scan pages to the SmartBoard Notebook. The SmartBoard is used for interaction. The internet is used to play videos.

References:

My Math Textbook Mrs. McKinney