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Whitley Craig

Peak View Elementary

Second Grade

B. CONTEXT OF LESSON

The students will complete a sorting activity prior to the lesson, which will serve as a preassessment. The students will be given five different cards that each have pictures of

coins on them representing a different value less than 100 cents. The students will count

the coins on each of the cards and write the corresponding amount underneath the

pictures. After the students have done so with all five cards, they will order them from

least to greatest monetary value. We will then ask them how they know which coin cards

are greater/lesser than the other ones. This will help us gauge their understanding of coin

value and comparisons between sets of coins.

This is an appropriate lesson for the students at this point of the year because it fits will

into the curriculum sequence. This lesson fits nicely with the vertical and horizontal

planning that is created to address topics before, during, and after 2nd grade.

understood before the students are able to count and compare coins up to two

dollars (SOL 2.10). Some of these basic concepts were covered in earlier

grades, including knowing how to identify the equivalencies of pennies to

nickels, dimes, and quarters (SOL 1.7) and how to determine the value of a

collection of coins that is less than 100 cents (SOL 1.7). These earlier SOLs

help form foundations of money counting and introduce vocabulary that are

important to SOLs that will be addressed in this lesson. My lesson will get

them prepared for SOLs they will face in later grades. It will be a basis for

understanding how to determine the value of bills and coins totaling $5.00 or

less and how to make change (SOL 3.8).

Horizontal Planning: By this point in the year, the students should be able to

estimate and determine the sum and difference of two whole numbers less

than 99 (SOL 2.6/2.7). These are both skills that are needed to understand how

to count and compare a collection of coins whose total is $2.00 or less.

Mastery of these SOLs will provide framework for the upcoming lesson.

This lesson is appropriate because it will build on other related concepts they have just

learned. It will move their thinking from simple to complex. By relating past concepts to

new ones, they will be following a suitable progression of learning for second grade.

Money is not referenced in the Common Core State Standards learning progressions.

This is because money is only present in the standards for 2nd grade. The students do not

obtain knowledge of the topic prior to or after completing 2nd grade in states that

practice the Common Core Standards.

C. STANDARDS - VA SOLs and/or CCSS

VA Math SOL

2.10 The student will

a) count and compare a collection of pennies, nickels, dimes, and quarters whose total

value is $2.00 or less;

Process Standards

Mathematical Problem Solving

Students will apply mathematical concepts and skills and the relationships among them to

solve problem situations of varying complexities. Students also will recognize and create

problems from real-life data and situations within and outside mathematics and then apply

appropriate strategies to find acceptable solutions. To accomplish this goal, students will

need to develop a repertoire of skills and strategies for solving a variety of problem types.

A major goal of the mathematics program is to help students become competent

mathematical problem solvers.

Mathematical Communication

Students will use the language of mathematics, including specialized vocabulary and

symbols, to express mathematical ideas precisely. Representing, discussing, reading,

writing, and listening to mathematics will help students to clarify their thinking and deepen

their understanding of the mathematics being studied.

Cross Curricular Standards

2.1 The student will demonstrate an understanding of oral language structure.

b) Create and participate in oral dramatic activities.

c) Use correct verb tenses in oral communication.

2.2 The student will expand understanding and use of word meanings.

c) Clarify and explain words and ideas orally.

CCSS

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?

D.

Understand what are the

broad generalizations/concepts

the students should begin to

develop? (These are typically

difficult to assess in one

lesson.)

Each student will:

Understand that coins can

be added together to

create one monetary

value.

vocabulary, symbols, etc. the

students will gain through

this lesson? (These knows

must be assessed in your

lesson.)

Each student will:

Know that a penny is

worth one cent.

Know that a nickel is

worth five cents.

Know that a dime is

worth ten cents.

Know that a quarter is

worth 25 cents.

Know the definitions of

greater than, less than,

and equal to.

thinking behaviors/procedures

students will be able to do

through this lesson? (These

will also be assessed in your

lesson.)

Each student will:

Be able to determine the

value of a collection of

coins whose total value

is less than $2.00.

Be able to compare the

values of two sets of

coins with each set

having a total value

less than $2.00.

Be able to simulate

everyday opportunities

to count and compare

and collection of coins

whose total value is

less than $2.00.

E. ASSESSING LEARNING

Objective

added together to create one

monetary value.

Know that a penny is worth

one cent.

five cents.

Assessment Tool

What documentation will you

have for each student?

Through the worksheet the

students complete during their

Trip to the Store, I will be able

to note whether students have

achieved this objective or not.

Through a section on the

worksheet the students complete

before their Trip to the Store, I

will be able to note whether

students have achieved this

objective.

Through a section on the

worksheet the students complete

before their Trip to the Store, I

will be able to note whether

Data Collected

What will your students do

and say, specifically, that

indicate each student has

achieved your objectives?

The students will add the

prices of the two items

purchased and write this on

their worksheet.

Under the picture of the

penny, the students will

label it with the word,

penny and write 1 cent

or 1

Under the picture of the

nickel, the students will

label it with the word,

nickel and write 5 cents

ten cents.

25 cents.

greater than, less than, and

equal to.

value of a collection of coins

whose total value is less than

$2.00.

Be able to compare the

values of two sets of coins

with each set having a total

value less than $2.00.

opportunities to count and

compare and collection of

coins whose total value is

less than $2.00.

objective.

Through a section on the

worksheet the students complete

before their Trip to the Store, I

will be able to note whether

students have achieved this

objective.

Through a section on the

worksheet the students complete

before their Trip to the Store, I

will be able to note whether

students have achieved this

objective.

Through the worksheet the

students complete during their

Trip to the Store, I will be able

to note whether students have

achieved this objective or not.

Through the introduction where

students are given their coins

and asked to count them, I will

be able to note whether the

students have achieved this

objective or not.

Through the worksheet the

students complete during their

Trip to the Store, I will be able

to note whether students have

achieved this objective or not.

or 5

Under the picture of the

dime, the students will label

it with the word, dime

and write 10 cents or 10

Under the picture of the

quarter, the students will

label it with the word,

quarter and write 25

cents or 25

They will be able use the

correct vocabulary when

comparing the two sets of

coins representing each

items price. They will also

explain how they got to this

answer as well.

The students will count the

amount of coins given

during the introduction and

write the value on their

worksheet.

prices of each of the two

items using coins, and will

be asked to compare the

two. The students will

draw the coins they used to

pay for the total amount of

the two items, and they will

also draw another way that

they couldve paid for their

items using their coins.

Through the simulated Trip to

The students will purchase

the Store Activity where the

two items using the correct

students have to buy items, I will amount of coins.

be able to note whether students

have achieved this objective or

not.

F. MATERIALS NEEDED

Coins for each student (pennies, nickels, dimes, quarters) totaling between $1.75 and $2.00

Household items

Notecards

Trip to the Market Worksheet

Pre/Post Assessment Worksheets

G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S)

POSED IN THE PROCEDURE

PORTION OF THE LESSON

For day one, the students will take a Trip to the Store. Each student will have a set of coins

that has a value between $1.75 to $2.00 to buy two household items. The students will count the

value of the coins they have, so they will know how much they have to spend. The students will

then choose two items and pay for them using the coins they have. The students will have a

worksheet that goes along with the lesson that they will complete as they go through the activity.

Once the activity is completed, I will be able to use this as an assessment of their understanding

of the objectives.

For day two, a review will be presented where we discuss the name and value of each coin,

as well as the terms greater than, less than, and equal to. For the main activity, a 1970s

McDonalds menu will be posted on the SMART Board for the students to see. The students will

be given a set of coins between $1.75 and $2.00. The students will be able to choose three items

from the menu to purchase. Because 2nd graders do not have experience adding three two digit

numbers together, they will be able to use their calculators to obtain the total price. After they

obtain the total price, they will place the coins that they would use to pay for those items on their

desk. The teacher will walk around and make sure that the students have the correct value of

coins for their total price. The students will write down their total price on a notecard. Next, the

students will arrange themselves in order from least to greatest monetary value based on their

total purchase price on the notecards. Greater than, less than, and equal to questions will be

asked to varying students. The ordering of the students will enable me to see if they have

understood the objectives.

The following strategies are applicable to the entirety of both lessons:

One anticipated strategy that the students will do is write the values of the coins they are

given on a scratch piece of paper and add all of those values together. If the students are able to

correctly identify the values of the pennies, nickels, dimes, and quarters, and they correctly add

the values together, then they will get the right answer. One mistake that makes sense would be

to incorrectly identify the values the coins. For example, it is likely that some students will mix

up the values of a nickel and a dime because the coins look similar. Another mistake that makes

sense would be to make an error in adding up the values. If either of these two mistakes are

made it is likely that the students will incorrectly answer the questions on the worksheet

provided.

Another anticipated strategy would be the students counting their coins in their heads.

The students will obtain the correct answer if they correctly identify the values of the coins and

correctly add those values together. It is easiest to make mental adding mistakes by using this

method, and is expected that many students will make mental adding mistakes if they choose to

use this method. As mentioned previously, another understandable mistake would be mix up the

values of the nickels and dimes because they look similar. If either of the two mistakes are made

it is likely that the students will incorrectly answers the questions on the worksheet. This

strategy and the mistakes associated with it also apply when the students are asked to generate

the correct mount of coins in order to pay for their items.

G2

PROCEDURE

BEFORE:

In order to engage the students in the lesson content, we will use a whole class discussion.

To activate prior knowledge, we will ask the class what they know about money from their

previous knowledge, and what they have seen their parents use money for in the real world.

We will provide the students with a short introduction of our lesson in order to make sure

that they understand what they are going to be doing. The introduction of our lesson will

be done through modeling, where we simulate what the students will be doing by using

coins to purchase two items. We will also model our mathematical thinking out-loud that

we expect the students to replicate on the worksheet during the lesson. We will tell the

students the grouping for this lesson and clarify the directions for the worksheet to be

completed. This will allow the students to see the expectations of the lesson.

DAY 1

DURING:

We will review vocabulary and related values explicitly with the students who do not

understand them before allowing them to purchase items.

Throughout the entire lesson, a student assessment table will be used to make comments

about each students mathematical thinking (attached at the end of document). The

monitoring will be done through circulation of the classroom. We will allow the students

to work on their own with in groups unless a serious problem arises.

While circulating, we will ask the following questions in order to better understand each

students mathematical processes:

Explain to me what you are doing and the strategies you are using?

Why did you decide to use this strategy?

What is another strategy you can use?

How you represent this monetary value a different way?

In order to provide appropriate support to those students who need it, we will use probing

questions to allow them to think deeper about the problem. These questions include:

What is the problem asking you to do?

What are some activities and problems we have done that are similar to this?

What strategy have you tried so far?

How can your prior knowledge help you to solve this problem?

For those who finish early, it is important to provide them with worthwhile extensions, so

they are able to grow in their mathematical skills. We could provide the students who

finish early with more coins, so they are able to purchase three items instead. This allows

those students to work on the addition of three two-digit numbers, as well as their money

counting skills.

AFTER:

In our classroom, we have established a community of learners. The students have had

practice interacting with each other in respectful ways. In order to remind the students to

be respectful, we will remind them that even if the strategies are all different, they can be

equally valid and should not be disrespected. We will chose four students to present their

ideas to the class. These students will each have varying strategies for completing the

activity. We will sequence these students in order from least efficient to most efficient

strategy (amount of time it takes). This sequencing will allow the students to see which

strategies would be more applicable and appropriate to real life situations.

We will listen actively during each students presentation of his or her strategies. We will

not evaluate or interrupt with comments during the explanation. After each student if

finished presenting his or her work, we will ask the following questions:

How is this method similar to the last method?

How is this method different to the last method?

Which do you think would be quicker to use in real life situations?

Next, we will have the students summarize the information that was presented through a

think-pair-share. The students will discuss what they learned, different strategies that were

presented, and how this can help them in the future.

H. DIFFERENTIATION

Content

Interest

Process

For the first day lesson,

the students will be able

to count the coins

throughout the lesson any

way that they chose.

They could chose to use

different strategies using

paper, or count the coins

in their head.

Product

Readiness

I. WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO

ABOUT IT?

There is a possibility that some of the students in the class will be unable to successfully

count the coins. These students will be those who are in the lower math groups. If this

occurs during the lesson, this group of students will work with the teacher to practice more

basic money counting skills. As much support will be given during the lesson, but the

practice will also be done after the lesson in class.

There is a possibility that some of the students could breeze through the lesson. These

students will be those who are in the higher math groups. In order to challenge these

students, the prices could be increased causing them to count coins with values higher than

$2.00.

It is always possible that conflict among group members could arise when students are

working in small groups. If this happens, we will circulate the room more, paying closer

attention to those students who are having an issue. Another way we could help to solve this

would be by redirecting the students focus by probing with math questions to get them back

on the right track. If the issues continue, new groups can be made to help avoid these issues.

1. What actually happened in your lessons? Cite examples of dialogue or student

work. How did your actual teaching of the lessons differ from your plans? Describe the

changes and explain why you made them.

Overall, my lesson went very similarly to how I planned. I completed the lesson with

two individuals. I instructed one to answer as if he were an elementary student and the other

to just answer how he normally would. Because I varied in how I told the students to

respond, Student A got all of the correct answers, while Student B almost missed them all. I

made this slight change in how I prompted the two individuals because I knew it would

provide me with a range of data that might be very similar to what I would see in any

elementary classroom. For example, Student A was able to label all of the coins, write their

values, and find multiple ways to pay for his items. In order to make $1.34 to pay for a pencil

and a pack of crayons, he used four quarters, three dimes, and four pennies for his first

method, and three quarters, five dimes, one nickel, and four pennies for his second method.

Because he was able to do this, I pushed his thinking and encouraged him to buy three items.

This allowed him to be working on advancing his understanding of money counting, while

still using the same activity. On the other hand, Student B was only able to label the coins

correctly, but not pair the correct amounts with them. As a result, when asked to make $1.52

to pay for his two items, he was not able to do so. If this were a real-classroom, I would have

made sure to explicitly review coin values with students who were of similar level as Student

B at this time.

Another change I made was allowing Student B to answer the questions on the handout

verbally instead of writing his responses down. He was very persistent that he did not feel

like writing responses, so I made an easy accommodation by prompting him verbally and

recording his responses myself. This still allowed me to receive all the data I needed without

forcing him to do something he did not want to do. This accommodation could very easily

be one I use in my classroom regularly. It is important to allow students the opportunity to

show their mathematical knowledge in different ways. Some students may not be strong at

writing, especially in the second grade. By allowing them to verbalize their thoughts, I am

making sure that their writing difficulties are not impacting how I perceive their

understanding of a mathematical topic.

2. Analyze your assessment data.

It is very clear that the two students I completed my lesson on would fall on opposite

ends of the continuum of mastery for the concept of counting money up to $2.00. If I were to

complete this activity with more students, I am sure that there would be individuals scattered

along the complete continuum in between Student A and Student B. I would say that Student

A, and those similar, have mastered the objectives. I would consider students of similar

understanding to Student B to need more direct instruction and practice. In order to assist

students in Student Bs group, the misconception of coin values paired with each coin would

have to be explicitly corrected. This step is crucial before any advancement in money

counting can be made. As for students falling between the performance of Student A and

Student B, I would have a middle group called, approaching mastery. These students seem

to have the basics of money counting, but make some calculation errors when counting coins.

These students need more opportunities to interact and practice their money counting skills

with similar lessons to this one. Overall, the assessment data I collected from each student is

vital for me to plan how to take him or her to the next level of understanding.

Following is a more specific breakdown of how I would divide my class based off the

three groups:

1. Mastered the Objectives

a. These would be students that breeze through the assignment and need an

increased challenge in their activity. Students in this group could include,

but are not limited to, the gifted population. Depending on students

backgrounds and prior instruction, anyone could fall into this category.

Students in this group would be able to give the correct answers in

multiple forms. A possible variation would be to increase the prices of the

items they must purchase, or require them to purchase more items. This

will create a new challenge while still being a similar task to the rest of the

class.

2. Approaching Mastery

a. This would probably be the largest group of students. These students

would be able to complete most of the task, but still have some errors to

correct. Increase opportunities to practice are a must for this group. They

have the foundation; they just need to have chances to interact with money

counting in multiple meaningful contexts.

3. More Direct Instruction

a. Depending on the prior grades instruction on money, this groups size

could vary greatly. It is important, regardless, to be prepared for several

students to need a lot of extra direct instruction with any mathematical

topic that is introduced. Answers from this group could include not

knowing any vocabulary or not being able to count the coins when

different valued coins must be used together.

3. Analyze your teaching strategies.

Based off assessment data, I believe my lesson planning and teaching strategies were

helpful for students trying to learn to count money. I asked questions along the way that

allowed me to see all the students mathematical thinking, even if it was incorrect. This then

allowed me to scaffold them in the right direction if extra guidance was needed. Although

Student B had struggles throughout the lesson, this information that I collected allowed me to

guide him a little more closely and better plan for the next day lesson to help him progress.

As for Student A, I was able to help him progress as well. By increasing the difficulty of the

task at hand, he was able to advance is mathematical thinking related to money counting by

purchasing three and four items, instead of two.

If I were to do this lesson again in a real classroom, I would obviously work closely with

the group of students in Student Bs group to review values and vocabulary before I sent

them to purchase items on their own. It would be crucial to make sure they understand the

terminology prior to the activity in order to ensure I was not wasting their time with a lesson

that was too difficult for their understanding at the given time.

4. Based on your analysis of assessment data and teaching strategies, write a lesson plan

for the next day using the ELED 533 lesson plan format. You may have the same,

similar, or different learning objectives.

DAY 2

BEFORE:

In order to engage the students in the lesson content, we will begin with a whole class

discussion to review what we did the day before. To activate prior knowledge, we will ask

them to reflect on the activity we did and come up with ways it could be useful in everyday

life, leading to talking about how we need to know how to use money to buy things at

restaurants. We will provide the students with a short introduction of our lesson in order to

make sure that they understand what they are going to be doing. The introduction of our

lesson will be done through modeling, where we simulate what the students will be doing

by using coins to purchase items off of a 1970s McDonalds menu. We will also model

our mathematical thinking out-loud that we expect the students to write on their piece of

paper. We will tell the students the grouping for this lesson and clarify the directions. This

will allow the students to understand what they are going to be expected to do.

DURING:

Throughout the entire lesson, a student assessment table will be used to make comments

about each students mathematical thinking (attached at the end of document). The

monitoring will be done through circulation of the classroom. We will allow the students

to work on their own with in groups unless a serious problem arises.

For the main activity, different McDonalds menus will be given to each group of students

depending on their grouping from the day before. Each menus prices will vary depending

on the needs of those groups of students (higher prices for group 1, lower prices for group

3, etc.) The students will be given a set of coins. The students will be able to choose three

items from the menu to purchase. Because 2nd graders do not have experience adding three

two digit numbers together, they will be able to use their calculators to obtain the total

price. After they obtain the total price, they will place the coins that they would use to pay

for those items on their desk. The teacher will walk around and make sure that the students

have the correct value of coins for their total price. The students will write down their total

price on a notecard. Next, the students will arrange themselves in order from least to

greatest monetary value based on their total purchase price on the notecards. Greater than,

less than, and equal to questions will be asked to varying students. The ordering of the

students will enable me to see if they have understood the objectives.

While circulating, we will ask the following questions in order to better understand each

students mathematical processes:

Explain to me what you are doing and the strategies you are using?

Why did you decide to use this strategy?

What is another strategy you can use?

How you represent this monetary value a different way?

In order to provide appropriate support to those students who need it, we will use probing

questions to allow them to think deeper about the problem. These questions include:

What is the problem asking you to do?

What are some activities and problems we have done that are similar to this?

What strategy have you tried so far?

How can your prior knowledge help you to solve this problem?

For those who finish early, it is important to provide them with worthwhile extensions, so

they are able to grow in their mathematical skills. We could provide the students who

finish early with more coins, so they are able to purchase an increased number of items.

This allows those students to work on the addition of more two-digit numbers, as well as

their money counting skills.

AFTER:

In our classroom, we have established a community of learners. The students have had

practice interacting with each other in respectful ways. In order to remind the students to

be respectful, we will remind them that even if the strategies are all different, they can be

equally valid and should not be disrespected. We will chose four students to present their

ideas to the class. These students will each have varying strategies for completing the

activity. We will sequence these students in order from least efficient to most efficient

strategy (amount of time it takes). This sequencing will allow the students to see which

strategies would be more applicable and appropriate to real life situations.

We will listen actively during each students presentation of his or her strategies. We will

not evaluate or interrupt with comments during the explanation. After each student if

finished presenting his or her work, we will ask the following questions:

How is this method similar to the last method?

How is this method different to the last method?

Which do you think would be quicker to use in real life situations?

Next, we will have the students summarize the information that was presented through an

exit slip. The students will write about what they learned, different strategies that were

presented, and how this can help them in the future.

5. As a result of planning, teaching, and analyzing this lesson, what have you learned or

had reinforced about young children as learners of mathematics?

As a result of implementing this lesson, I had several things confirmed about children as

learners of mathematics. The main thing is the idea that one lesson can produce such a range

of data and results. Even through I only had a class of two students in this case, I got

completely different results from each. It is so easy to forget that every child is so unique in

their abilities, strengths, and weaknesses. It is important to provide opportunities for all

students to grow in each lesson, no matter where they are starting. Students are all different,

so their instruction should be as well.

6. As a result of planning, teaching, and analyzing this lesson, what have you

learned or had reinforced about teaching?

Going off of what I had reconfirmed about students, is what I had reconfirmed about

teaching. With a classroom full of twenty students, it is crucial to know how to easily

differentiate a lesson to meet the needs present. It is important to plan ahead for what could

occur, but it is equally important to be able to think on the spot and go with the flow when

necessary. For example, when Student B did not want to write down his responses, I allowed

him to verbalize his thoughts and explanations instead. This is a form of differentiation that

allowed him to complete the same activity, while still producing data for me. It is important

to be flexible in order for students to be able to show you what they know.

7. As a result of planning, teaching, and analyzing this lesson, what have you

learned or had reinforced about yourself?

A big part of allowing students to grow is letting go of all the control in the classroom.

I learned that this is harder for me to do than I thought. It is so easy for me to want to jump

in and help the students who are struggling. Although scaffolding is important, it is also

crucial to allow students to work through their own thinking as well. I believe I did better

with this component than I did in the 433 class because I did not point Student B to the

correct answer right away. Instead, I prompted him to explain to me his thinking and why he

thought that was correct. In a real classroom, I believe this method would be more useful

than the alternative because the student would be discovering their own learning instead of

being told initially how to do the problems. This method would stick with them much longer

because they were doing math.

Student Name

Vocabulary

Strategies Used

Name: _________________

A Trip to Store

Label the coins and write their values.

______________

________________

________________

________________

Write down the two items you purchased and their prices below. Then, draw each items price as

a set of coins.

Item 1

Item 2

Name

Price

Name

Price

Coin Representation

Coin Representation

The price of item 1 is __________________the price of item 2 (greater than, less than, equal to)

because

_______________________________________________________________________________

________________________________________________________________________________.

The total price for both of my objects is ________________________________________________.

________________________________________________________________________________.

Draw the coins you used to purchase your two items.

Draw another way you could pay for your two items.

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