Medaille College Department of Education
Lesson Plan
Teacher Candidate’s Name: Mary Shaheen Date: Nov.17, 2018
Context for Learning (edTPA)
Where is the school where you are teaching located? City: _______ Suburb: ___x____ Town:_______ Rural: ______
Grade level: ___2_____ Number of students in the class: ____24___
Students with IEPs/504 Plans
Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Visuals – pictograph, vocabulary handout, and anchor chart
IEP Struggling Reader 3 Additional Time
Preferential seating
Check‑ins for understanding
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
Manipulative coins, abacus, visual pictures of numbers, names,
English as a New Language (ENL) – Punjabi and Spanish 2 and pictures
iPad with Google Translate
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
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Lesson ______ of a ______ Day Learning Segment
Subject and Lesson Topic: Mathematics Number Sense and Numeration (Money)
Grade Level: 2 Lesson Duration: 45 mins
Central Focus of the Learning Segment
The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is for students to recognize, sort, count, and add up coins to make $1.00.
Knowing Your Learners
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
In the previous 2 lessons in the learning segment, the students were introduced to each of the Canadian coins and their values and have had practice
using coins to add and subtract coins to make new values.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I will use this knowledge of their previous learning to build off of what they know and have the students use their knowledge of adding and
subtracting coins to practice making purchases, including adding coins to the correct value needed, and subtracting from what they have given,
calculating the change they would get.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
The students have previous experience using money, specifically coins, as some of them are given an allowance and get money from doing chores,
getting birthday money, bringing change to school for lunch and milk programs, as well as have observed exchanges of money on television and in
the real world with their parents or guardians.
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How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I will use the experience that the students have of using money in the real world by having the students calculate the coins needed in order to
purchase various items as well as practice buying and selling different Fair food on play cash registers, as they would have observed their
parents/guardians do many times.
Curriculum Standards
Ontario Curriculum Grade 2 : Number Sense and Numeration :
represent, compare, and order whole numbers to 100, including money amounts to 100¢, using a variety of tools
estimate, count, and represent (using the ¢ symbol) the value of a collection of coins with a maximum value of one dollar
NYS Common Core Math Standards Grade 2 Work with Time and Money
8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will use addition to calculate the correct The teacher will informally assess this by observing
amount of coins needed to meet a specific value the student’s responses throughout our class
and demonstrate multiple methods for making Smartboard Activity.
that value with 90% accuracy.
The teacher will informally assess this while ENL and struggling students will have frequent
circulating the classroom as the students work in checks for understanding.
small groups to practice making purchases on their
own.
The teacher will formally assess this through the The teacher will read the instructions and
Canada Day Fair worksheet/summative assessment questions to the class.
responses. The ENL students and struggling readers will be
given extra time to complete the assessment.
The ENL students will have they vocabulary with
them for reference.
Students will use subtraction to calculate the The teacher will informally assess this by observing
correct change following making a purchase with the student’s responses throughout our class
80% accuracy. Smartboard Activity when prompting the student to
determine the amount of change they would get back
if they used certain coins to make the purchase.
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The teacher will informally assess this while ENL and struggling students will have frequent
circulating the classroom as the students work in checks for understanding.
small groups and each take turns as the cashier
making change for their classmates’ purchases.
The teacher will formally assess this through the The teacher will read the instructions and
Canada Day Fair worksheet/summative assessment questions to the class.
responses. The ENL students and struggling readers will be
given extra time to complete the assessment.
The ENL students will have they vocabulary with
them for reference.
Academic Language Demands Instructional Supports
(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Calculate ‑The teacher will model making the different calculations for the class
Looking at your standards and objectives, ‑Use the Smartboard for manipulating coins and amounts of money
choose the one Bloom’s word that best ‑Providing a cup of coins as a manipulative and a Math Money
describes the active learning essential for Notebook for students to write out or draw their calculations
students to develop understanding of
concepts within your lesson.
Vocabulary Coins ‑Vocabulary Word Wall
Key words and phrases students need to be Value ‑Visuals and manipulatives
able to understand and use Adding ‑Using the terms consistently throughout the lesson while given
Subtracting explanation for what they mean
Change
Purchase
Syntax Students will complete a ‑The students will have practiced with manipulatives to be able to
Describe ways in which students will worksheet demonstrating their recognize the coins and their value to be able to calculate amounts
organize language (symbols, words, understanding of adding coins and ‑There will be posters of each of the coins and their value within the
phrases) to convey meaning. subtracting coins. classroom.
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Discourse The students will discuss the ‑The realistic approach to making purchases will help the students
How members of a discipline talk, write, making of different amounts of understand the importance of what they are doing as these
and participate in knowledge construction money while using the Smartboard interactions are something they see on a regular basis
and communicate their understanding of to manipulate coins and will ‑The student will use both virtual and physical coins to construct
the concepts
practice making purchases. their knowledge of different values.
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator
The purpose of this lesson is for students to learn and practice how to use coins to buy something and
calculate the change.
The cash register will allow for a visual to
Students will enter the room to see several play cash registers within the classroom to get them excite the students about the days activities
excited about the activities we will do in Math today. as well as give context clues for the ENL
learners.
After the students are seated, the teacher will begin a review of each of the coins by pointing to a The posters of each of the coins serve as a
poster of the coin on the wall and asking students to give the name and value of the coin. (Appendix visual and reminder for the name and value
1) of each of the coins.
Then the teacher will explain that in the previous lesson they worked on adding and subtracting The teacher will hold up the coins she is
coins to calculate value, and will ask the students to calculate the total if they were to add certain referring to when talking about them for an
coins together, for example, a nickel and a dime, or a quarter, dime, and penny, and then remove one additional visual.
of the coins to ask what the total would be if they subtracted that coin. The class will do a few
examples together as a group to refresh what they have already learned.
Instructional Procedures
The teacher will explain that in today’s class they would have the opportunity to use what they have The teacher will hold up some coins and
been learning about calculating which coins to use to make a certain value by making pretend walk over to a cash register to demonstrate
purchases on our class cash registers, but that first we would practice making purchases together. what she is talking about for ENL learners.
Teacher will open up the SmartBoard presentation to allow for interactive group participation.
(Appendix 2) The Smartboard presentation offers a visual
of a cash register along with an item with a
The teacher will explain how in this Smartboard activity, they will see different toys at a store price for a visual explanation for what we
checkout with a price tag attached to it, and that they will need to select and move the coins from the will be doing as a class.
bottom of the screen up to the cash register to calculate the money needed to purchase the toy. At
this point the teacher will explain what it means to make a purchase and point to the word purchase
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on the math vocabulary wall. The teacher will model for the group how they will be participating in The teacher will model how to use the
the SmartBoard activity and demonstrating one way they could add up the amount to purchase the presentation so that students have seen how
toy, before having the students take turns at the board. the activity works before trying it as a
group.
Students will take turns coming up to the Smartboard and sliding the coins up to the register to make This affirms the students that would have
the right change in order to buy the items. The teacher will reset the screen and ask them if they can used different coins to make the amount,
make that value using different coins then what was done originally, so that the students get practice encouraging that there are multiple correct
adding and calculating values with different available coins. answers.
After the students show understanding of adding different coins to meet the value of the purchase, The teacher will model this for the class and
the teacher will ask them that if the item is $.75 and you only have a loonie on you (while dragging work through it will the students, using the
the loonie to the cashier’s head), how much change would they get back while making they purchase? board as needed to write out the
The teacher will explain that change is the money that is returned to you when you pay more than the calculations as a visual.
item costs and will point to the word change on the math vocabulary word wall. The teacher will
explain that they will be subtracting the value of the item from the amount they are paying with to
make the change. Students will take turns making change for each of the items at the cash register.
Once the students have practiced adding and subtracting coins to make purchases and make change, The images provide visuals for the different
the teacher will explain that now they are going to pretend that they are at a wonderful Canada Day options to assist the struggling readers and
fair and that there are all kinds of yummy fair foods to buy. The teacher will stick up images of ENL students. (Appendix 3)
different fair foods at the front of the class along with the prices of each of the food items. (Appendix
3)The teacher will explain that each of students will break into their predetermined math groups to The ENL students will get a copy of the
use the play cash registers and take turns using their allotted coins to purchase food from the fair. images with the names of the food items to
Students will take turns making the purchases of the food, and also acting as the cashier making build on their vocabulary. (Appendix 4)
change with what’s left over after the purchase. Each of the students will be given a certain amount of
money to spend ($1.00) and they will need to determine what they can buy with the money they Students will use their Money Math
have. The students will each have a math journal to write down the amounts of the coins or draw Notebook to help make the calculations on
them in if they need it for determining the calculations. (Appendix 5) paper. (Appendix 5)
While each of the groups are participating in the activity, the teacher will circulate the room to offer Teacher will support each group and help
assistance at each of the stations and informally assess the students ability to calculate the amounts people who are struggling to make the
needed in coins to purchase fair food, as well as make change. This activity will go on for about 15‑20 calculations.
minutes.
ENL students and struggling readers will
When the activity comes to a close, the teacher will ask the students to return to their seats and will have additional time and have their
explain that now they will complete a short worksheet about the Canada Day Fair to assess what vocabulary open to assist them.
they have learned in this learning segment and from using coins, and that the worksheet must be
filled out individually. (Appendix 6)
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The teacher will collect the worksheets and use them to formally assess what the students have Teacher will evaluate if anything needs to be
learned during this learning segment and how to strengthen their learning down the line. practiced more or retaught.
Closure
As a closure to the learning segment, the teacher will asks the students to share with their classmates
next to them which fair foods they imagined they’d buy, and then take a few of the responses for the Teacher will use prompting question to
whole class to hear. The teacher will prompt the student responses by asking how much money they direct the conversation as well as write on
had to spend on food at the fair and what the costs of the food items were, having the students refer the board to add a visual for what the
back to their Money Math Notebooks to see what they spent. students’ are saying.
The teacher will finish the lesson by collecting the cups of coins and explaining again how important
it is to learn about using money and counting coins as they will use them regularly when they are a
little bit older to buy things at the mall, coffee shops, or even by helping at the school’s fundraisers.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
whiteboard images.
Cups
Coins
Posters of the Coins (Appendix 1)
Smartboard Presentation (Appendix 2)
Play Cash Registers
Fair Food Images (Appendix 3)
ENL Fair Food Names Sheet (Appendix 4)
Money Math Notebook (Appendix 5)
Canada Day Fair Worksheet (Appendix 6)
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Appendix 1
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Appendix 3
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Appendix 4
POPCORN
HOT DOG
COTTON CANDY
ICE CREAM
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CORN ON THE COB
CORN DOG
FRENCH FRIES
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Appendix 5
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Appendix 6
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