USF Elementary Education Lesson Plan Template (S 2014) Name:

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Lesson Content
What Standards (national or

state) relate to this lesson? MAFS.2.MD.3.8

(You should include ALL Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and

applicable standards. Rarely do hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and symbols appropriately. Word

teachers use just one: theyd never problems may involve addition, subtraction, and equal groups situations1

get through them all.)

a. Identify the value of coins and paper currency.

b. Compute the value of any combination of coins within one dollar.

c. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g.,

There are five nickels in one quarter. There are two nickels in one dime. There are two and a

half dimes in one quarter. There are twenty nickels in one dollar.

Essential Understanding

How can I solve word problems about money using my knowledge of coins and their values?
Objectives- What are you Students will be able to:

teaching? Count coins and find the total value when given a word problem without error.
Use the skip-counting strategy to find total of a given group of coins without error.
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Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
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Provide an answer to a word problem given to them.
These objectives are essential to the state standards. Students must expand their knowledge of
coins and their values by solving real world situations about money. This will be beneficial to them as
they begin to handle money personally, as well as when they address the topic in third grade. This
lesson fits into the chapter unit about money and its value. It is the next step of problem solving
following mastering their knowledge of coin values.
This lesson is taught using whole group instruction and independent work. The first part of the
lesson is a review of counting coins using skip-counting, and then using those skills to solve word
problems within a dollar. This format helps the student prepare and review the content before moving
into more complicated sections. Problem solving is a skill that students will use throughout their
educational career, as well as their personal life. By practicing the steps of problem solving, they are
finessing this skill and will have a better chance at succeeded in this area overall.
Formative evidence: The teacher will observe each student throughout the lesson. They will look for
students who are struggling with the content, along with students who are grasping the concept easily.
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The class will solve the first word problem together so the teacher can call on students to assess their

understanding. Prior to teaching the word problem portion of the lesson, students will complete a coin

value worksheet to refresh their memory of skip-counting. This will be collected as formative

evidence.

Summative evidence: The class will be given a worksheet with 6 word problems to complete during

the lesson, and an independent worksheet with 4 word problems. These will be collected at the end of

the lesson for further analysis.

What Content Knowledge is

necessary for a teacher to teach Teacher must know:

this material? How to count coins

The skip counting method for counting coins
The value of each coin
The steps to solving a word problem
How to provide probing questions to further student thought
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What background knowledge is Students must know:

necessary for a student to The value of the coins

Which coin has the greatest and smallest value
successfully meet these How to skip count
objectives?

The teacher will create an anchor chart at the beginning of the lesson to refresh their memory of the
How will you ensure students
coins and their values. They will be given a worksheet that requires them to count coins and find their
have this previous knowledge?
total value. This will assess their ability to use this skill prior to the lesson.
Who are your learners?
What do you know about

them? Learners
What do you know about their
Boys:13
readiness for this content?
Girls:14

ELL: 2 (both boys)

OCD: 1 (boy)

ADD: 1 (boy)

This group of learners is very diverse and very bright. This grade level splits math classes based on
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ability and this is the advanced group. They were given a pre-assessment prior to the start of this unit

and every student could identify coins and their values.

What misconceptions might

students have about this Students may confuse the value of the coin they are counting if theyre working too fast. They may

content? also get confused with the wording of the word problems, which will require the teacher to explain

them in a different way for their understanding.

Lesson Implementation
Teaching Methods

(What teaching method(s) will you Whole group lecture

use during this lesson? Examples Modeling

include guided release, 5 Es, direct Shared learning

instruction, lecture, demonstration, Group Work

partner word, etc.) Independent work

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever

(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in

teaching this lesson? Be thorough. (Teacher or science, you would detail the 5 Es here (Engage/Encountering the Idea;

Act as if you needed a substitute to Students)? Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
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carry out the lesson for you.) Idea; Evaluation).

9:30

Teacher The teacher will begin with students seated on the carpet.

Introduce the anchor chart and call on students to read the description of each

coin. The class will echo read the coin values.

Post anchor chart on the board so students can use it as a reference during the

lesson.

Hand out worksheet for skip counting as a review and dismiss students back to

their seat.

Student Allow 10 minutes for them to finish the worksheet.

Teacher Call for attention using whole brain technique hands and eyes. Students will
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direct their hands and eyes to the teacher.

Now that we have practiced our skip-counting again, we are ready to use our

skills to solve problems. Each of you will be given an expo marker and a

worksheet. Your job is to show your work using your desk as paper.

Hand out word problem worksheet and an expo marker to each student.

Turn on the Elmo and display the first problem.

Call one student to read the first word problem. The first problem will be

solved on the paper. The remainder of the problems will be solved on the desk.

Who can tell me what we are trying to find this problem?

What do we know?

Lets underline the information that we know, and the information we are
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trying to find.

Model how to solve the first word problem and have the class follow along on

their worksheet.

Observe each student and gauge their ability to complete the next one on their

own. If they are ready, have a new student read the problem aloud, and then let

them solve it independently. If they are not ready, complete another problem

together.

As the student reads the problem, as the class the questions above.

Release them to solve the problem on their own.

The teacher will walk around and assist students who dont understand the

problem while observing the class and taking notes.

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Once the teacher knows that everyone is finished solving the problem, call for

attention using hands and eyes.

Have the class provide the answer all at once using the blow it into your

hand whole brain technique. This is when the students blow into their hand as

if they were blowing a balloon and hold their answer. When the teacher says

release they all say the answer in unison.

Go over the question by having one student come up to the board to share how

they solved it. If someone has a different answer, then invite them to the board

to share their work.

Repeat this pattern with the remainder of the word problems. Go over some as

a class if they are struggling.

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At the end of the lesson, have the students clean off their desks and hand out

the independent worksheet. This will have four problems for them to complete

on their own.

Have them turn it in at the end of the math period. Answer questions as they

come.
What will you do if a student struggles with the content?

If a student is struggling, the teacher will address the area in which they are confused. The teacher will

use higher order questioning to assist them with thinking through the problem. The teacher can also

utilize manipulatives to give them a visual which may help them understand the concept.

What will you do if a student masters the content quickly?

If a student masters the content quickly, then the teacher will ask them to think of ways to solve the

problem that was different from their original method. This will allow them to think deeper and try and

solve the problem in a new way.

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Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your

people and as learners students?

This lesson involves money and relates back to currency. This unit deals with American dollars, but it

can be connected back to the currency of other countries for reference.

If applicable, how does this lesson connect to/reflect the local community?

This will provide the student practice with counting coins, and solving situational scenarios. The

questions that they are given involve money being used by children their own age. They can connect

the lesson back to their own experiences.

How will you differentiate instruction for students who need additional challenge during this

lesson (enrichment)?

These students will be asked to think of ways to solve each problem that is different from their original
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work. They will also be permitted to create their own word problems. This will give them the

opportunity to use their skills that they have learned throughout the lesson, while also challenging their

minds to think outside the box.

How will you differentiate instruction for students who need additional language support?

The teacher will use body language and manipulatives for the ELL students in the classroom. The

teacher will model how to draw the coins while solving the problem. This will help them visualize the

material in a realistic way. The word problems are also being read to them by a fellow student, rather

than having to read the problem on their own.

Accommodations (If needed)

(What students need specific One student has OCD and ADD. He will be seated at a standing work table located in the middle of the

accommodation? List individual room because he is more comfortable sitting on his own. The teacher will also expect students to keep

students (initials), and then explain their volume to a minimum because loud talking will create a tense environment for him to work in. He

the accommodation(s) you will also brings in head phones that help tone down the sounds in the room.

implement for these unique

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learners.)

Materials

(What materials will you use? Why Elmo

did you choose these materials? Counting Money worksheet

Include any resources you used. Counting Money: word problems worksheet

This can also include people!) Expo marker

Clorox wipes

Coin manipulatives

Marker board