edTPA

Lesson Plan #3
Date: March 27, 2019 Grade Level: 2nd Subject/Topic: Money – Problem
Solving & Word Problems
Central Focus of Lesson/Learning Segment: Money Word Problems & Problem Solving
Key Content Standard: CCSS 2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢
symbols appropriately.
ELD Content Standard by Proficiency Level:
Grade 2 – Interpretive: Emerging
Reading/Viewing Closely: Describe ideas, phenomena, and text elements based on understanding of
a select set of grade-level texts and viewing of multimedia, with substantial support
Key Modifications and Accommodations based on IEP/504, ELL:
The lessons will be provided in small groups, with the content of the lessons aligning to the IEP
goals of the students in the groups. Each group consists of 3 students and they work alongside a
teacher or instructional aide to work towards reaching goals and learning the content in a direct
and engaging way. The assignments are shortened and the lessons are given in 30 minute chunks so
as to maximize attention to important elements of the lesson. Due to modifications in IEPs, the
students are not graded on correctness for assignments, but instead for completion of assignments
and participation in group work.

The accommodations based on the IEP of the focal student and her partners include calculation
devices, visual cues/manipulatives, graphic organizers, text-to-speech, segmented lessons, and
preferential seating. Similarly, the modifications include shortened assignment length, focus on
mastery of functional math concepts, and providing a bank of answers for fill-in-the-blank
questions.
Learning Target (Content Objective: SWBAT listen to a money word problem and determine what
the question is asking and the steps needed to take to solve it.
Academic Language Objective: SWBAT verbally express their thought process in working towards
solving the money word problems.
Assessment/Evidence of Learning:
• Formal Formative: Exit ticket at the end of the lesson consisting of 2 problems at the end of
the packet that test the students in the group on their ability to understand, plan, solve,
and check their answers when completing money word problems. All students in this group
prefer writing their answers, however, when writing is an issue students are allowed to
communicate answers verbally or present them visually using manipulatives or images.
Since the students are still working on reading skills, the word problems will be read aloud
to them for the assessments.
• Informal Formative: Checks for understanding during the lesson. Students will be asked
questions throughout the lesson to check for their understanding on the content. Based on
their answers, the content will either be repeated for more clarity or I will move on to the
next section. If one student is more confused than others, attention will be given directly to
them to ensure that they understand before moving on as a whole group.
• Summative: Unit test at the end of the week to assess students on their knowledge of the 3
lessons consisting of the mini unit – value of coins, counting coins, and solving word
problems. The unit test will consist of 6 problems – 2 from each of the 3 exit tickets. The
questions are taken directly from the exit tickets to ensure that students are familiar with
the questions and the processes needed to take to answer them. Students are allowed to


fill out the test independently, give a presentation on their answers, or choose another
option for preferred presentation.

Grouping:
____ Whole Group ____ Flexible
____ Small Heterogeneous Group _X_ Small Homogeneous Group
____ Other (describe): ____ Pairs
Teaching Model:
__X__ Direct Explicit Instruction __X__ Discussion _____ Cooperative Learning
_____ Inquiry
Lesson Introduction: Differentiation/Multiple Means of
• Introduce the lesson on money and read the Representation:
learning objective to the students: SWBAT listen • The students have a visual skip
to a money word problem and determine what counting chart to help them
the question is asking and the steps needed to solve addition problems,
take to solve it. however, the inclusion of the
• Explain the objective and what we will be auditory game is there to help
focusing on today and ask if they have any bring skip counting by 5 into
questions before moving on – in our objective we their long term memory –
see that we will be able to look at the problems, especially for more auditory
see what it wants us to do and then do it by the learners
end of our lesson • The learning objective is
• Quick review of the 4 coins including their names posted on the wall for students
and values to see, but is also read for
• Practice skip counting by 5s to 100 using a quick students who are more
game where each person says one number and auditory learners
we continue taking turns in the circle until we get
to 100
Lesson Body: Differentiation/Multiple Means of
Direct Instruction Engagement:
• Model how to Understand, Plan, Solve, and • Throughout the lesson the
Check when completing a word problem using students will continue to have
the first problem on page 1 of the packet access to the coin
• Have one of the students read the word problem manipulatives, the images of
out loud for the group the coins, as well as their 5s
• Give each student manipulative coins that and 10s charts (and a
represent how much money Gavin has calculator) to help them handle
• UNDERSTAND (Step 1) – when we see a word money in their preferred
problem is to Understand what its asking - so modality and find the total
we’re going to start by underlining what we know value using their preferred
and circling what we need to find. method
• What do we already know? How much money • Each student continues to have
does Gavin have? What are we trying to find? a chart for skip counting by 5s
What is Gavin trying to get? and 10s, along with a
• Okay so we now know that we have to find out if calculator to help them with
Gavin has enough money to buy the toy adding up the coin values. They
also have the coin packet that


• PLAN (Step 2) – the next step, is to plan out how they can refer to if they need
to solve the problem. What’s a good first step? to remember the coin names
• Okay so our plan is to count how much money he and values.
has and see if it’s enough to buy the toy. • The word problems themselves
• SOLVE (Step 3) – so the problem says he has 2 don’t contain images of the
quarters, 1 dime, and 1 nickel - together we’re coins – so they manipulatives
going to figure out how much money that is are provided for more visual
• So we start with the coin with the largest amount and tactile learners
- the quarter, and then go down from there • Students have sections of the
• So he has two quarters - how much is 1 quarter? lesson that are in groups and
How much is 2 quarters? Next, we add the dime sections that are independent
which is 10 cents and the nickel which is 5 cents for learners that do both in
giving us a total of 65 cents different settings
• So Gavin has 65 cents. How much is the toy that • Students are encouraged to
Gavin wants to get? 65 cents. So does he have work hard and persevere even
enough money to buy the toy? YES if problems may seem
• CHECK (Step 4) – our last step is to check to make challenging at first
sure the answer makes sense - how do we know • Students are given chances to
that Gavin will have enough money? both verbally give answers and
Guided Practice write them down
• Okay so for the next problem, we’re going to do • The word problems are read
the first two steps together and then you will try aloud to students, but they can
to do the last two steps by yourself. also read them independently
• Have one of the students read the problem to the in their packets if they so
group and then reread the problem to them choose (however, many of
afterwards them are still working on
• Similarly to with the direct instruction, model the reading skills and fluency)
Understand and Plan sections with less supports
and help.
• UNDERSTAND: So our first step is to understand
what the problem is asking. We are going to
underline what we know and circle what we need
to find.
• So what do we already know about Robin?
• What do we need to find?
• So we want to see if she has enough money to
buy the ring.
• PLAN: The next step is to plan out how we’re
going to solve the problem
• So we know what coins she has - so now we have
to count them up and see if she has 20 cents to
buy the ring.
• So by yourself I want you to add up the coins to
see how much money Robin has and then decide
if she has enough money to buy the ring
• You can use the calculator if it will help you add.
Once you have an answer, put your pencils down


and once we’re all ready we’ll go over the

answers together
• Release them to complete the Solve & Check
portions independently
• Once they finish, go over each student’s answers
together as a group.
Independent Practice
• They have one problem that they will work on
independently (#1). After they finish this problem
we will come back together as a group to make
sure everyone understands how to complete the
problems before releasing them to do the last 2
problems for their exit ticket.
Lesson Closing: Differentiation/Multiple Means of
Exit Ticket Expression:
• We will go over the independent practice • The exit ticket is a written
problem together as a group and each student exam, where they write their
will get the chance to explain how they got their answers, but the students are
answer. For the exit ticket, they will complete the informed that if they’d prefer
last 2 problems (#2 & #3) in the packet. to give a verbal presentation of
Review answers that’s also an option
• Do a quick review using white boards to go over that they can choose.
the content of the 3 lessons • The tests that contain word
• For the white board activity, ask a question and problems will be read aloud to
put it up on the board then give them each a the students if they choose.
white board and have them solve and answer the Many of them are still working
question on their board. Works as a CFU before on reading skills so the
the summative to see if any topics need to be problems will be read aloud to
recovered or reviewed before the test. them.
Summative Assessment • They will also be allowed to
• After the review, hand out the unit test, which use all the resources – charts,
consists of 6 problems – 2 from each of the 3 exit graphic organizers, notes,
tickets. The questions cover content from all 3 calculators – on the tests
lessons and are questions that the students have
already directly interacted with. Students are
allowed to fill out the test independently, give a
presentation on their answers, or choose another
option for preferred presentation
TPE Connection:
TPE #1: Engaging and Supporting All Students in Learning
• Monitor student learning and adjust instruction while teaching so that students continue to
be actively engaged in learning.
Apply knowledge of students, including their prior experiences, interests, and social-emotional
learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic
backgrounds, to engage them in learning.