Lesson​ ​Plan
Level​ ​2​ ​Field​ ​Participant’s​ ​Name:​ ​ ​Loretta​ ​Campbell​ ​(Kraling)
Grade​ ​Level,​ ​Course​ ​Title:​ ​ ​First​ ​Grade,​ ​Mathematics
Mentor​ ​Teacher’s​ ​Name,​ ​School​ ​Name:​ ​Amanda​ ​L’Heureux
Date:​ ​March​ ​31,​ ​2017
Lesson​ ​Topic​ ​Title:
Mentor​ ​teacher​ ​‘s
recommendations,
curriculum​ ​unit,
students​ ​needs​ ​and
interests
Learning​ ​Goals:
Observable,
measureable,​ ​DOK,
Aligned​ ​to​ ​standard(s)
Standards:
Pre-Assessment​ ​Data:
What​ ​do​ ​students
already​ ​know?
Types​ ​of​ ​Assessments:
Formative/Summative
Differentiation:
Supporting​ ​student
needs​ ​by​ ​content,
process,​ ​product
Management:
Expectations,
Transitions
Counting​ ​Nickels​ ​and​ ​Pennies
➢ The​ ​students​ ​will​ ​solve​ ​problems​ ​involving​ ​nickels​ ​and​ ​pennies​ ​by​ ​counting
money​ ​and​ ​by​ ​using​ ​the​ ​¢​ ​symbol​ ​appropriately.
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?
The​ ​students​ ​have​ ​been​ ​introduced​ ​to​ ​counting​ ​by​ ​5s​ ​and​ ​understanding​ ​the​ ​value
of​ ​a​ ​nickel​ ​and​ ​a​ ​penny.
Formative:
Students​ ​will​ ​be​ ​asked​ ​questions​ ​in​ ​regards​ ​to​ ​the​ ​worth​ ​of​ ​the​ ​coins,​ ​how​ ​to
accurately​ ​count​ ​the​ ​coins,​ ​what​ ​the​ ​total​ ​amount​ ​is​ ​after​ ​counting,​ ​and​ ​what​ ​coins
make​ ​up​ ​a​ ​set​ ​amount​ ​of​ ​money.
Students​ ​will​ ​be​ ​guided​ ​through​ ​a​ ​class​ ​practice​ ​worksheet,​ ​as​ ​well​ ​as,​ ​allowing​ ​for
some​ ​individual​ ​work​ ​in​ ​regards​ ​to​ ​information​ ​taught​ ​that​ ​day​ ​(bottom​ ​of​ ​the
worksheet)
For​ ​students​ ​who​ ​are​ ​unable​ ​to​ ​accurately​ ​count​ ​by​ ​5s,​ ​I​ ​will​ ​provide​ ​additional
one-on-one​ ​support​ ​to​ ​aid​ ​in​ ​the​ ​process.​ ​This​ ​can​ ​be​ ​done​ ​through​ ​observation
when​ ​having​ ​success​ ​during​ ​the​ ​lesson​ ​and​ ​aiding​ ​with​ ​guidance​ ​of​ ​association
between​ ​the​ ​nickel​ ​and​ ​it’s​ ​worth​ ​when​ ​success​ ​is​ ​limited.
For​ ​students​ ​who​ ​are​ ​able​ ​to​ ​accurately​ ​count​ ​by​ ​5s​ ​and​ ​add​ ​the​ ​additional​ ​pennies,
I​ ​will​ ​provide​ ​dimes​ ​to​ ​further​ ​challenge​ ​their​ ​addition​ ​of​ ​the​ ​coins.
Following​ ​leading​ ​the​ ​math​ ​board,​ ​ ​I​ ​will​ ​redirect​ ​their​ ​attention​ ​to​ ​me​ ​saying,​ ​“If
you​ ​can​ ​hear​ ​me,​ ​touch​ ​your​ ​head.”​ ​ ​After​ ​several​ ​seconds,​ ​and​ ​expected​ ​partial
participation​ ​I​ ​will​ ​say,​ ​“If​ ​you​ ​can​ ​hear​ ​me,​ ​touch​ ​your​ ​ear.”​ ​ ​I​ ​will​ ​wait​ ​again,​ ​with​ ​a
greater​ ​number​ ​of​ ​participants​ ​and​ ​say,​ ​“If​ ​you​ ​can​ ​hear​ ​me,​ ​please​ ​go​ ​to​ ​your​ ​desk
quietly,​ ​it​ ​is​ ​now​ ​time​ ​for​ ​fact​ ​practice​ ​using​ ​Wrap-Ups.”​ ​ ​ ​When​ ​transitioning​ ​into
counting​ ​nickels​ ​and​ ​pennies,​ ​I​ ​will​ ​ask​ ​student​ ​to​ ​show​ ​me,​ ​silently,​ ​what​ ​we​ ​count
by​ ​when​ ​we​ ​count​ ​nickels.​ ​ ​ ​I​ ​will​ ​ask​ ​students​ ​to​ ​raise​ ​their​ ​hands​ ​to​ ​answer
questions​ ​throughout​ ​the​ ​lesson.​ ​ ​At​ ​the​ ​end​ ​of​ ​the​ ​lesson,​ ​I​ ​will​ ​say​ ​“If​ ​you​ ​can
hear​ ​me,​ ​touch​ ​your​ ​head.”​ ​ ​After​ ​several​ ​seconds,​ ​and​ ​expected​ ​partial
participation​ ​I​ ​will​ ​say,​ ​“If​ ​you​ ​can​ ​hear​ ​me,​ ​touch​ ​your​ ​ear.”​ ​ ​I​ ​will​ ​wait​ ​again,​ ​with​ ​a
greater​ ​number​ ​of​ ​participants​ ​and​ ​say,​ ​“If​ ​you​ ​can​ ​hear​ ​me​ ​put​ ​your​ ​thinking​ ​cap
on,​ ​it​ ​is​ ​time​ ​for​ ​the​ ​Guided​ ​Practice​ ​Worksheet.”
Plan​ ​to​ ​Motivate ➢ Share​ ​with​ ​students​ ​that​ ​I​ ​am​ ​planning​ ​to​ ​sell​ ​things​ ​for​ ​nickels​ ​and​ ​pennies
Learning: at​ ​my​ ​garage​ ​sale
Building​ ​interest​ ​in
the​ ​lesson

Instructional 1. Following​ ​leading​ ​the​ ​math​ ​board,​ ​redirect​ ​their​ ​attention​ ​to​ ​me​ ​saying,​ ​“If
Plan/Sequence​ ​(step you​ ​can​ ​hear​ ​me,​ ​touch​ ​your​ ​head.”
by​ ​step) 2. After​ ​several​ ​seconds,​ ​and​ ​expected​ ​partial​ ​participation​ ​say,​ ​“If​ ​you​ ​can
hear​ ​me,​ ​touch​ ​your​ ​ear.”
3. Wait​ ​again,​​ ​“If​ ​you​ ​can​ ​hear​ ​me,​ ​please​ ​go​ ​to​ ​your​ ​desk​ ​quietly,​ ​it​ ​is​ ​now
time​ ​for​ ​fact​ ​practice​ ​using​ ​Wrap-Ups.”​ ​Allow​ ​time​ ​for​ ​students​ ​to​ ​find​ ​their
seats.​ ​ ​“​Today​ ​we​ ​will​ ​practice​ ​the​ ​sum​ ​of​ ​10​ ​facts​ ​using​ ​a​ ​Wrap-Up.​ ​ ​When​ ​I
give​ ​you​ ​a​ ​Wrap-Up,​ ​unwrap​ ​the​ ​string​ ​and​ ​get​ ​ready​ ​to​ ​wrap.”
4. Distribute​ ​a​ ​set​ ​of​ ​Wrap-Ups​ ​to​ ​each​ ​child.​ ​“​Please​ ​practice​ ​wrapping​ ​the
board​ ​by​ ​yourself.”
5. “Check​ ​with​ ​your​ ​neighbor,​ ​is​ ​your​ ​neighbor's​ ​Wrap-Up​ ​correct?​ ​After
checking,​ ​please​ ​continue​ ​to​ ​practice​ ​wrapping​ ​the​ ​board​ ​by​ ​yourself.​”
Allow​ ​children​ ​time​ ​to​ ​practice.​ ​ ​“Please​ ​place​ ​your​ ​Wrap-Up​ ​on​ ​your​ ​name
tag.​ ​ ​Here​ ​is​ ​your​ ​fact​ ​practice​ ​homework.​ ​ ​Please​ ​put​ ​it​ ​in​ ​your​ ​folder.
When​ ​you​ ​are​ ​finished,​ ​please,​ ​silently,​ ​show​ ​me​ ​with​ ​your​ ​fingers​ ​what​ ​we
count​ ​by​ ​when​ ​we​ ​count​ ​nickels.”​ ​Five​ ​fingers​​ ​ ​Distribute​ ​homework,​ ​collect
Wrap-Ups.​ ​Allow​ ​for​ ​time​ ​to​ ​put​ ​homework​ ​into​ ​folder.​ ​ ​Remind​ ​students
“​silently​ ​show​ ​me​ ​with​ ​your​ ​fingers​ ​what​ ​we​ ​count​ ​by​ ​when​ ​we​ ​count
nickels.”​ ​five​ ​fingers
6. “Today​ ​you​ ​will​ ​learn​ ​how​ ​to​ ​count​ ​nickels​ ​and​ ​pennies.”
7. Distribute​ ​cups​ ​of​ ​pennies​ ​and​ ​cups​ ​of​ ​nickels.​ ​ ​“I​ ​am​ ​thinking​ ​of​ ​having​ ​a
garage​ ​sale​ ​and​ ​I​ ​want​ ​all​ ​of​ ​you​ ​to​ ​spend​ ​all​ ​of​ ​your​ ​nickels​ ​and​ ​pennies​ ​at
my​ ​garage​ ​sale​ ​so​ ​I​ ​can​ ​pay​ ​for​ ​college,​ ​but​ ​before​ ​you​ ​can​ ​buy​ ​anything
from​ ​my​ ​garage​ ​sale,​ ​we​ ​better​ ​review​ ​what​ ​we​ ​already​ ​know.”
8. “What​ ​do​ ​we​ ​count​ ​by​ ​when​ ​we​ ​count​ ​nickels?​ ​5’s
9. “What​ ​do​ ​we​ ​count​ ​by​ ​when​ ​we​ ​count​ ​pennies?​ ​1’s
10. “Please​ ​put​ ​six​ ​nickels​ ​on​ ​your​ ​desk.”​ ​Ask​ ​students,​​ ​“How​ ​will​ ​we​ ​count​ ​the
nickels?”​ ​5’s
11. Instruct​ ​students​ ​to​ ​count​ ​to​ ​see​ ​how​ ​much​ ​money​ ​they​ ​have​ ​using​ ​6
nickels.​ ​(​30¢​)​ ​ ​Repeat​ ​this​ ​step​ ​using​ ​4​ ​nickels.​ ​(​20¢​)
12. “Now​ ​put​ ​two​ ​nickels​ ​and​ ​four​ ​pennies​ ​on​ ​your​ ​desk.”​ ​ ​Allow​ ​students​ ​time
to​ ​rearrange​ ​coins​ ​to​ ​match​ ​request.
13. “When​ ​we​ ​count​ ​nickels​ ​and​ ​pennies,​ ​we​ ​always​ ​count​ ​the​ ​nickels​ ​first.​ ​ ​We
will​ ​count​ ​by​ ​5’s​ ​as​ ​we​ ​slide​ ​the​ ​nickels,​ ​and​ ​then​ ​we​ ​will​ ​count​ ​by​ ​1’s​ ​as​ ​we
slide​ ​the​ ​pennies.”
14. Count​ ​the​ ​money​ ​with​ ​the​ ​students.​ ​(​5,​ ​10,​ ​11,​ ​12,​ ​13,​ ​14​)​ ​“How​ ​much
money​ ​do​ ​we​ ​have​ ​on​ ​your​ ​desks?​ ​Please​ ​be​ ​sure​ ​to​ ​raise​ ​your​ ​hand​ ​if​ ​you
think​ ​you​ ​have​ ​the​ ​right​ ​answer.”​ ​ ​14¢
15. “Now​ ​put​ ​three​ ​nickels​ ​and​ ​two​ ​pennies​ ​on​ ​your​ ​desk.”​ ​Allow​ ​time​ ​for
children​ ​to​ ​do​ ​this.
16. “How​ ​will​ ​we​ ​count​ ​the​ ​coins?”​ ​count​ ​the​ ​nickels​ ​first​ ​and​ ​then​ ​count​ ​the
pennies
17. “We​ ​will​ ​count​ ​by​ ​5’s​ ​as​ ​we​ ​slide​ ​the​ ​nickels,​ ​and​ ​then​ ​we​ ​will​ ​count​ ​by​ ​1’s
as​ ​we​ ​slide​ ​the​ ​pennies.​ ​Let’s​ ​count​ ​the​ ​money​ ​together.”
18. Count​ ​the​ ​money​ ​with​ ​the​ ​students.​ ​ ​Three​ ​nickels​ ​and​ ​two​ ​pennies​ ​(5 ​ ,​ ​10,
15,​ ​16,​ ​17​)​ ​“How​ ​much​ ​money​ ​do​ ​we​ ​have​ ​on​ ​ours​ ​desks?”​ ​17¢
19. Repeat​ ​previous​ ​steps​ ​11-14​ ​using​ ​5​ ​nickels​ ​and​ ​3​ ​pennies​ ​(​5,​ ​10,​ ​15,​ ​20,​ ​25,
26,​ ​27,​ ​28,​ ​ ​ ​28​¢​),​ ​6​ ​nickels​ ​and​ ​1​ ​penny​ ​(​5,​ ​10,​ ​15,​ ​20,​ ​25,​ ​30,​ ​31​ ​ ​ ​31¢​),​ ​8
 nickels​ ​and​ ​2​ ​pennies​ ​(​5,​ ​10,​ ​15,​ ​20,​ ​25,​ ​30,​ ​35,​ ​40,​ ​41,​ ​42,​ ​ ​ ​42¢​),​ ​and​ ​1
nickel​ ​and​ ​8​ ​pennies​ ​(​5,​ ​10,​ ​11,​ ​12,​ ​13​ ​ ​ ​13¢​).
20. “Now,​ ​I​ ​can​ ​finally​ ​get​ ​to​ ​telling​ ​you​ ​what​ ​will​ ​be​ ​at​ ​my​ ​garage​ ​sale.​ ​ ​I​ ​am
selling​ ​this​ ​elephant​ ​for​ ​7​ ​cents.​ ​ ​Can​ ​you​ ​show​ ​seven​ ​cents​ ​using​ ​nickels
and​ ​pennies?”​ ​ ​Allow​ ​children​ ​time​ ​to​ ​do​ ​this.
21. “What​ ​coins​ ​did​ ​you​ ​use?”​ ​one​ ​nickel​ ​and​ ​two​ ​pennies​​ ​“Let’s​ ​count​ ​the
money​ ​together.”​ ​Count​ ​the​ ​money​ ​together.​ ​(​5,​ ​6,​ ​7​ ​ ​7¢​)
22. “I​ ​am​ ​selling​ ​this​ ​alarm​ ​clock​ ​for​ ​20​ ​cents.​ ​ ​Can​ ​you​ ​show​ ​20​ ​cents​ ​using​ ​just
nickels?”​ ​Allow​ ​children​ ​time​ ​to​ ​do​ ​this.
23. “How​ ​many​ ​nickels​ ​did​ ​you​ ​use?”​ ​4​ “​ Let’s​ ​count​ ​the​ ​money​ ​together.”​ ​Count
the​ ​money​ ​together.​ ​(​5,​ ​10,​ ​15,​ ​20​)
24. “I​ ​am​ ​selling​ ​this​ ​Christmas​ ​Tree​ ​for​ ​16¢.​ ​ ​Can​ ​you​ ​show​ ​16¢​ ​using​ ​nickels
and​ ​pennies?”​ ​ ​Allow​ ​children​ ​time​ ​to​ ​do​ ​this.
25. “What​ ​coins​ ​did​ ​you​ ​use?”​ ​two​ ​nickels​ ​and​ ​one​ ​penny​​ ​“Let’s​ ​count​ ​the
money​ ​together.”​ ​Count​ ​the​ ​money​ ​together.​ ​(​5,​ ​10,​ ​15,​ ​16​ ​ ​ ​16¢​)
26. “Last​ ​one,​ ​I​ ​am​ ​selling​ ​this​ ​Smiley​ ​Face​ ​Mug​ ​for​ ​34¢.​ ​ ​Can​ ​you​ ​show​ ​34¢
using​ ​nickels​ ​and​ ​pennies?”​ ​Allow​ ​children​ ​time​ ​to​ ​do​ ​this.
27. “What​ ​coins​ ​did​ ​you​ ​use?”​ ​six​ ​nickels​ ​and​ ​four​ ​pennies​​ ​“Let’s​ ​count​ ​the
money​ ​together.”​ ​Count​ ​the​ ​money​ ​together.​ ​(​5,​ ​10,​ ​15,​ ​20,​ ​25,​ ​30,​ ​31,​ ​32,
33,​ ​34​ ​ ​ ​ ​34¢​)
28. “​Do​ ​you​ ​think​ ​that​ ​I​ ​will​ ​be​ ​able​ ​to​ ​pay​ ​for​ ​college​ ​by​ ​selling​ ​my​ ​things​ ​for
nickels​ ​and​ ​pennies?”​ ​no
29. “Okay,​ ​Please​ ​put​ ​the​ ​nickels​ ​in​ ​the​ ​nickel​ ​cup​ ​and​ ​the​ ​pennies​ ​in​ ​the​ ​penny
cup.​ ​ ​When​ ​you​ ​are​ ​finished,​ ​please​ ​put​ ​both​ ​cups​ ​on​ ​your​ ​nametag.”​ ​ ​Allow
students​ ​time​ ​to​ ​do​ ​this.
30. “If​ ​you​ ​can​ ​hear​ ​me,​ ​touch​ ​your​ ​head.”​ ​ ​Wait.​ ​“If​ ​you​ ​can​ ​hear​ ​me,​ ​touch
your​ ​ear.”​ ​Wait​​ ​“If​ ​you​ ​can​ ​hear​ ​me,​ ​put​ ​your​ ​thinking​ ​cap​ ​on,​ ​it​ ​is​ ​time​ ​for
the​ ​Guided​ ​Practice​ ​Worksheet.​ ​I​ ​will​ ​pass​ ​out​ ​the​ ​worksheets​ ​and​ ​rulers​ ​out
to​ ​each​ ​of​ ​you.​ ​ ​Today’s​ ​worksheet​ ​says​ ​to​ ​draw​ ​a​ ​3-inch​ ​line​ ​for​ ​your​ ​name.
Remember​ ​to​ ​start​ ​the​ ​zero​ ​on​ ​the​ ​dot​ ​and​ ​draw​ ​your​ ​line​ ​all​ ​the​ ​way​ ​to
three​ ​on​ ​your​ ​ruler.”​ D ​ istribute​ ​worksheets​ ​and​ ​rulers,​ ​collect​ ​nickel​ ​and
penny​ ​cups.
31. Allow​ ​students​ ​time​ ​to​ ​draw​ ​their​ ​line​ ​segment.​ ​ “​ Here​ ​we​ ​go.”​ ​ ​Read​ ​the
directions​ ​for​ ​the​ ​problems​ ​on​ ​Side​ ​A​ ​(1-6)​ ​Allow​ ​time​ ​for​ ​students​ ​to​ ​write
each​ ​answer.​ ​ ​After​ ​finishing​ ​problem​ ​6,​ ​“Try​ ​to​ ​do​ ​number​ ​7​ ​on​ ​your​ ​own.
When​ ​you​ ​are​ ​finished,​ ​put​ ​it​ ​in​ ​your​ ​homework​ ​folder,​ ​ ​and​ ​let’s​ ​get​ ​ready
to​ ​wash​ ​our​ ​hands​ ​for​ ​lunch.”
Description​ ​of ➢ Sets​ ​of​ ​learning​ ​Wrap-Ups;​ ​Sums​ ​of​ ​10​ ​(1​ ​per​ ​child)
Materials​ ​Needed: ➢ Fact​ ​Homework​ ​99
➢ Cups​ ​of​ ​10​ ​pennies​ ​(1​ ​per​ ​child)
➢ Cups​ ​of​ ​8​ ​nickels​ ​(1​ ​per​ ​child)
➢ Guided​ ​Class​ ​Practice​ ​99A/Homework​ ​99B
➢ Garage​ ​sale​ ​items
➢ Red,​ ​Yellow,​ ​and​ ​Blue​ ​Crayons