Subject Area: _Math_______ Grade Level: _2nd Grade_________

GMercyU Student Name:__Rebecca Lyons_________________ ________

Stage 1 Desired Results

PA Core Standard(s):

Standard - CC.2.4.2.A.3

Solve problems and make change using coins and paper currency with
appropriate symbols.

_______________________________________________________________________Big
Idea: (Overarching Theme) Objective
Students will be able to identify counts and their value and be able to add up
their value by counting by 25s, 10s, 5s, and 1s
Essential Question(s): Enduring Understandings:
Students will consider and reflect on At the conclusion of the lesson
throughout the lesson: students will understand:
How do I recognize coins? How to calculate the value of
What is the fastest way to multiple coins.
add up the value of coins? How to quickly identify a coin
and its value.
Student Objectives (Outcomes):
At the conclusion of the lesson students will know and be able to:

Students will be able to quickly identify the value of different coins and how
to calculate the value of multiple coins.

Stage 2 Assessment Evidence

Performance Task(s):
Students will show what they know
by evidence of/list names of
formative or summative checks,
quizzes, tests which indicate
evidence of learning:
Workbook completion
Whole group discussion
Small group discussion
Enrichment work
Exit Slip
Other Evidence:
Other evidence which demonstrate
student competence with the
concept(s). List the names of the
performance tasks:
Workbook and homework tasks
Enrichment Page
Exit Slip

Stage 3 Learning Plan

Learning Activities:
Preparing students for the lesson: How will you activate prior knowledge,
build background, or review previous lessons?
In order to activate prior knowledge, the teacher will ask students what are
the values of the coins that are shown. These will be the coin values that
were discussed the previous day.

Learning Activities Continued: Describe in sequence, the lesson:

Students will first check their homework with the answer key that will
be displayed on the SMART Board.
The teacher will check for completion and ask if there were any
problems that were tough for the students. If there were problems that
come up multiple times, they may be reviewed to make sure students
understand.
Students will come to the carpet for formal instruction. The teacher will
ask what the values of different coins are.
The teacher will then ask where students might use these coins
o Can they use these coins to buy a gumball out of a machine?
o Could they use these coins at the school store? What are the
different values of items at the school store?
The teacher will review the model problem, explaining each piece. The
students will be called on to assist during the problem to check for
understanding.
o Model coins will be shown so that students may recognize the
differences in the coins.
o The teacher may also give an example of how to count up to buy
something like a pencil at the school store.
The teacher will review one more problem from the workbook to check
for student understanding.
The students will then go back to their desks to complete their
workbook problems. The students will be tasked with calculating how
much the groups of coins are worth.
Small groups will be called to work with teachers around the room so
that those that need extra help may receive it.
o The small groups will have one set of coins available for
instruction in the event that they are needed for re-teaching.
As the students finish, the math helpers may check their own work
against the answer sheet and then they may check and assist the
other students around the room.
Once students have completed their workbook pages they may move
on to the enrichment page.
Once the enrichment page is completed, the students may work
quietly on their iPads to complete their Moby Max Fact Fluency
assignment. Moby Max is a district purchased app that allows the
students to work on their fact fluency.
Towards the end of the lesson the students will regroup at the carpet to
go over the H.O.T problem, which requires higher order thinking.
After the students complete the H.O.T. problem, they will be given an
exit slip (see attached) so that they may show what they know and the
teacher may formatively assess student understanding.
Materials Needed:
SMART Board
Math Workbook
Enrichment Page
Pencil
Model Coins

Vocabulary/ New or Review:

Penny
Nickel
Dime
Quarter

Guided Practice: What will students do to use and apply new concepts or
skills? How will you monitor and guide their performance?

Students will work independently in their workbook to apply the new

concepts. Formative assessment will take place as the students work to check
for understanding. Further practice will be completed through the enrichment
page and their homework activity. Final formative assessment will take place
as the students complete their exit slip so that the teacher may check for
final understanding.

Check for Understanding of Student Learning: How will you know if

students grasped the material? What techniques will you use to assess
understanding?

A check for understanding will be completed at the end of the lesson by

going over the H.O.T. problem as a whole group. The students will have
completed this on their own and this will review the higher order thinking
required to complete this problem. An exit slip will be given to the students
after going over the H.O.T problem to allow the students and opportunity to
show what they learned that day.

Independent Practice: What will students do independently to use and

apply the new skills and concepts in a meaningful way? How will you assess
mastery of learning?

Students will independently work in their workbooks to apply the new

concepts. Mastery of learning will take place as homework is checked and
then stations are reviewed on Friday.

Differentiated Instruction: How will you provide access to this lesson for
all learners such as students with IEPs, ELLs, gifted, and other learning
differences, re: content, process, and product?
Differentiated instruction will take place in small groups. Students who are
struggling or are below level will be broken into small groups so that they
may receive more instruction and may work with a teacher in a small group
setting. Students who are above level are math assistants are asked to check
student work and help those that may be at grade level but are still working
to master the concept.

Closure: How will students demonstrate proficiency with todays lesson

objective(s) i.e., Partner Sharing, Exit Ticket, Student Summarizer?

Closure will be brought to the lesson by going over the H.O.T problem as a
whole group. This problem requires that the students use higher order
thinking. After completing this, the students will be asked to complete an exit
slip in order to apply their knowledge.

Clip Art Sources

The following is a reference list for the clip art used in the exit slip.

ClipartFest. Nickel. [jpeg]. Retrieved from

https://clipartfest.com/download/a08eaf05f501079ade2aea77f1a1f7164a195
167.html

Clipartion.com. Dime. [jpg]. Retrieved from https://clipartion.com/free-clipart-

19228/

Clipart Kid. Penny. [jpg]. Retrieved from http://www.clipartkid.com/presidents-

on-all-us-dollar-bills-presidents-on-money-3gviF2-clipart/

Clipart Panda. Quarter. [jpg]. Retrieved from

http://www.clipartpanda.com/clipart_images/pngt-pngwebpjpg-61401521

Reflection Guidelines

The student will write lesson plans with an eye to the Danielson Framework
and the Four Domains of Professional Practice. Use this as a resource when
writing lesson plans.

Domain I Planning and Preparation

How do you know you were knowledgeable of your content?
What is the evidence that your objective was clear in the lesson plan?
How does the lesson address individual student learning needs?
What variety of strategies and methodologies did you consider when
planning?
What is the evidence that lesson components were logically
sequenced?
How did your lesson plan include checks for student understanding?
What PA Standards did this lesson address?
Domain II Classroom Environment
How did students know the behavioral and academic expectations for
the lesson?
What effective routines and procedures did you implement for lesson
efficiency?
How did you insure the classroom was physically accessible for all
learners?
What evidence indicates that respect was shown between and among
students and teacher?
What evidence indicates that students placed a high value on quality
participation, process, and product?
How do you assess if the lesson was attainable for all students but also
had appropriate rigor?

Domain III Instructional Delivery

How did you align your lesson to PA Standards?

How did you insure a clearly stated objective, understood by learners?
How did you provide clear explanations as to how to proceed through
the lesson?
What questioning and discussion techniques insured all-learner
participation?
What strategies did you employ to engage all students?
Describe how you made the content meaningful due to sequencing and
pacing.
Discuss how you checked for understanding, provided feedback,
retaught.
What is the evidence that you were you flexible and responsive to the
needs of the learners?
Describe how you made meaning of the lesson with some form of
closure activity.

Overall Assessment

Briefly state any changes you will make the next time you teach this lesson
or activity, to improve any of the Domains of Professional Practice.
Exit Slip
Name ______________________
Date__________________

_________Total
Value

Exit Slip
Name ______________________
Date__________________
 _________Total
Value