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Molloy College

Division of Education
Ashley McMenamy College Supervisor: Darren Raymar
Content Area: Mathematics Cooperating Teacher: Valerie Sprague
Grade: First Lesson #4 Topic: Coin Value Date: March 13, 2019
School District: Rockville Centre School: William S. Covert Elementary School

INSTRUCTIONAL OBJECTIVES (s) ​(Lesson Objective(s)*)


After participating in various interactive activities throughout the lesson on the SMART board
presentation, students will independently complete a money skills worksheet in order to
demonstrate their understanding of identifying coins and their monetary values which they are
expected to answer 4 out of the 5 questions accurately.

NYS STANDARDS AND INDICATORS


Mathematics Standard: New York State Next Generation Mathematics Learning Standard
NY-1.MD.3b
Domain:​ Measurement and Data
Cluster:​ ​Tell and write time and money
Standard:​ ​Recognize & identify coins (penny, nickel, dime, and quarter) and their value and use
the cents symbol appropriately.
Indicator:​ This will be evident when students using coin manipulatives to recognize and
identify pennies, nickels, dimes, and quarters and their value and are using the cents
symbol appropriately.

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Speaking and Listening Standard
Comprehension and Collaboration
1SL1a:
Follow agreed-upon rules for discussion and participate by actively listening, taking turns, and
staying on topic.
Indicator:​ This will be evident when students are discussing coin value and participating
in coin value games with partners and in groups.

INSTRUCTIONAL RESOURCES
● SMART board
● Chart paper
● Markers

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
● Computer
● Money song
● Coin manipulatives
● Coin values smartboard presentation
● Mini coin value chart
● Virtual spinner wheel
● Money Test worksheet
● Dice
● Roll the dice exit ticket prompts
● Matching Coins to Values!
● Match The Coins worksheet
● Coin Names worksheet
● Identifying Coins Check In worksheet
● Pocket Change worksheet

MOTIVATION ​(Engaging the learner(s)*)


​ tudents will gather at the carpet and participate in a Chalk Talk about why we need
Motivation: S
money and examples of how we use money in our everyday lives. Teacher will play the
“Money Song” ​for the students and introduce to students that the topic of today’s lesson will be
identifying coin values.

DEVELOPMENTAL PROCEDURES
(including Key Questions)
1. Teacher will explain to students that during today’s lesson, they will learn about the
different kinds of coins and their values. Students will return to their desks and the
teacher will use a SMART board presentation to introduce the values of a penny, nickel,
dime, and quarter. The teacher will probe students with questions to activate their prior
knowledge of the different coin values and educate the students on each coin value.​ (Can
you help me identify the coins? Does anyone know the name of this coin? Has anyone
seen this coin before?)
2. Teacher will distribute a set of coin manipulatives to each student and will use the ​Coin
Value​ SMART board presentation to educate students on how to distinguish between
each coin based on its physical attributes, the different monetary value that each coin is
worth, and the various strategies that are used for counting coins. ​(Who is on the front of
this coin? What is on the backside of this coin? What is the value of this coin? Can you
count the coins on this slide?)
3. The teacher will distribute to each student a miniature “​Coin Value Chart​” that the
students will keep at their desk and will be permitted to use the chart as a visual aid to
refer to until they feel more comfortable and confident with their money skills.

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
4. To gain insight about the students’ understanding up to this point of the lesson, teacher
will review the concepts just taught by using a SMART board activity that will assess the
students’ ability to match the front and back sides of the four different coins. The teacher
will use a virtual spinner wheel to randomly select students to answer the questions
during the activity ​(Can you match the front of the coins with the correct back?)
5. Teacher will use a virtual spinner wheel to randomly select students to participate in a
Coin Sort formative assessment on the SMART board. The teacher will use this activity
to assess the students’ level of understanding at this point of the lesson and determine
whether the students feel comfortable enough to continue moving forward with the lesson
or if any areas covered thus far require further clarification or attention. ​(What category
does this coin belong in? Can you drag the coin into the correct category? How does
everyone feel about the information about coin values that we have covered so far? Does
anyone have any questions?)
6. Teacher will use the SMART board to project questions about the monetary value of each
coin. Student volunteers will be called on by the teacher and instructed to circle the
correct value that corresponds with the coin projected on the SMART board. ​(How much
is this coin worth? Which shamrock has the correct value written on it for this coin?)
7. Teacher will conduct a formative assessment on their ability to identify each coin on the
SMART board. This assessment will be conducted in a whole group discussion as the
teacher is progress monitoring and collecting anecdotal observations while the students
participate in a Turn and Talk for each coin with their classmates who are sitting at the
same table. The teacher will ask each table to share the response they came up with
before revealing the correct answer. ​ (What is the name of this coin? What coin does
your table think it is?)
8. Teacher will continue using SMART board activities to educate the students further on
the monetary value of each coin. Teacher will continue to use a virtual spinner wheel to
randomly select student volunteers to participate in the SMART board activities in order
to assess each student fairly. ​(What is the value of a penny? How much is one nickel
worth? How many cents is a dime? What is the value of a quarter?)
9. Teacher will review the concept of skip counting during a whole group discussion in
order to help students understand how they can apply this strategy when they are
counting coins. ​(What do we count by when we are counting nickels? Can we use skip
counting when we are counting dimes? How much is a nickel worth? When we are
counting nickels, what do we count by? What about when we are counting dimes? Does
anyone want to try applying the skip counting strategy towards counting quarters? What
do we count by when we are counting pennies?)
10. Teacher will split students into groups and instruct each group to follow along with the
questions displayed on the SMART board presentation. Students will be instructed to
work with their group members for each question. Teacher will use a virtual spinner

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
wheel to randomly select groups to share their response to each question before revealing
the correct answer. ​(Which leprechaun has more money? Is a quarter worth more than a
nickel? Which leprechaun has the least amount of money? How much money do each of
the leprechauns have?)
11. Teacher will instruct students to return to their desks after the group activity. The teacher
will use the SMART board presentation to have students participate in a “Trading Coins”
activity. Teacher will call on volunteers to answer each question. ​(If we trade in our 5
pennies for 1 coin, which coin will we receive? If we trade in 10 pennies for 1 coin,
which coin will we receive? If we trade in 2 nickels for 1 coin, which coin will we
receive?)
12. Teacher will close the lesson by using activities on the SMART board presentation to
review the concepts and information that the students have been taught during this lesson
before being assigned an independent assessment. ​(How much money does Lucky have in
his pot of gold? How many coins do we need to pay for this item on Lucky’s lunch
menu?)
13. Teacher will distribute the ​“Money Test”​ worksheet and instruct students to complete
the assignment independently. Teacher will collect each students’ completed assignment
to be assessed. Teacher will review the students’ work and assess the students’
understanding of the concepts presented in the lesson in order to help determine any area
of misunderstandings, misconceptions, or any aspect of the lesson that needs to be
modified in order to allow for more effective lesson planning and implementation for the
future, as well as to determine any areas of the concept that need to be retaught or
reviewed as a whole class or with individual students. Students are expected to
accurately answer 4 out of the 5 questions on the ​“Money Test” ​worksheet.
14. Teacher will bring students’ attention back to whole class instruction and will lead a
discussion to debrief and process the lesson. Teacher will direct students’ attention back
to the SMART board and will conduct debrief the lesson by using an interactive game
show on the SMART board. Teacher will call on student volunteers for each question.
(How much is a penny worth? Which coin is copper and brown? Which coin is worth 10
cents? Which coin is worth 5 cents?)
15. Teacher will end the lesson with a ​“Roll the Dice” ​formative assessment during which
each student will pass around a dice and briefly answer a question aloud based on the
number the student rolls.​ (What are three new things that you learned during our lesson
today? What are two things that we learned about today that you found interesting?
What is one question about today’s lesson that you still have?)

INSTRUCTIONAL STRATEGIES ​(Learning Strategies*)

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
Direct Instruction
Indicator:​ This will be evident when the teacher is educating students on the physical attributes
and monetary value of the penny, nickel, dime, and quarter.
Discussion
Indicator:​ This will be evident when teacher is reviewing physical attributes and monetary
value of the penny, nickel, dime, and quarter using various activities on the ​Coin Values
SMART board presentation. .
Turn and Talk
Indicator:​ This will be evident when students are participating in a Turn and Talk with their
peers to identify the coins projected on the SMART board.
Group Work
Indicator:​ This will be evident when students are working in groups to determine which
leprechaun character has more money.
Chalk Talk
Indicator:​ This will be evident during the lesson motivation when students are gathered at the
carpet and participating in a Chalk Talk about the importance and uses of money in our
daily lives.

ADAPTATIONS ​(Exceptionality*)
The student who has difficulty working in groups will be allowed to work independently or with
one other person if they choose. The teacher will give them the same group activities.

The student who impulsively calls out in class will be monitored and reminded that the student
needs to focus on the activity.

Teacher will monitor the student who has trouble focusing and following directions and make
sure the student is remaining on task.

The student with Attention Deficit Disorder (ADD) will be seated in the front-center of the room
to be placed away from outdoor distractions such as the window or hallway.

The student with Attention Deficit Disorder (ADD) will be given a checklist to follow
throughout the lesson.

The student with a mild general learning disability will have the directions and statements
simplified and clarified throughout the lesson.

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
DIFFERENTIATION OF INSTRUCTION
Visual Learners​ will benefit from the images throughout the SMART board presentation and the
various interactive assessments. These students will also benefit from the anchor chart displayed
on the white board throughout the entire lesson that lists the main concepts of coin values.
Students will benefit from the real images of coins on the SMART board presentation.; students
will benefit from the miniature ​Coin Values Chart​ provided to each of them by the teacher,
which functions as an additional visual tool and vocabulary reference. Students will also benefit
from the coin manipulatives they have been provided with at each desk and permitted to use
throughout the lesson as a reference tool.

Kinesthetic Learners​ will benefit from the coin manipulatives which allow students to
manipulate with each slide of the SMART board presentation as the teacher is educating the
students about coin values and working to develop the concept. Students will benefit from the
hands on, interactive assessments and activities on the SMART board presentation. Students will
benefit from the hands on ​Roll the Dice ​exit ticket at the end of the lesson.

Auditory Learners ​will benefit from hearing the​ “Money Song” ​during the motivation..

Struggling Students​ Group and partner assignments are based on different levels of ability;
teacher will conduct multiple informal assessments throughout the lesson in order to allow
opportunities for struggling students to ask for help and/or identify any areas of confusion.
Struggling students will be assessed on their completion of the “​Match The Coins” ​worksheet at
the end of the lesson. Students are expected to answer all four questions accurately. Struggling
students will be instructed to complete the ​“Coin Names” ​worksheet for homework to be
completed independently.

Average Students​ will be provided with a​ ​miniature ​Coin Values Chart​ which functions as an
additional visual tool and vocabulary reference that they are permitted to use throughout the
lesson. Average students will also benefit from the coin manipulatives they have been provided
with at each desk and are permitted to use throughout the lesson as a reference tool. The coin
manipulatives allow students to manipulate with each slide of the SMART board presentation as
the teacher is educating the students about coin values and working to develop the concept.

Advanced Students​ will be given a coin matching game that is more advanced than the games
given to the other 4 groups.

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
ASSESSMENT ​(artifacts* and assessment [formal & informal]*)

Formative
- Students will participate in various formative assessments throughout the SMART board
presentation.
- Students will participate in the verbal “​Roll the Dice” ​exit ticket.
Summative
- Average and advanced students will complete the ​“Money Test”​ worksheet at the
conclusion of the lesson and are expected to answer 4 out of the 5 questions accurately.
- Average students will complete the ​“Identifying Coins Check In” ​worksheet
independently for homework. Students are expected to answer 7 out of the 9 questions
accurately.
- Struggling students will be assessed on their completion of the “​Match The Coins”
worksheet at the end of the lesson. Students are expected to answer all four questions
accurately.
- Struggling students will be instructed to complete the ​“Coin Names” ​worksheet for
homework to be completed independently.
- Advanced students will be instructed to complete the ​“Pocket Change” ​worksheet
independently for homework and are expected to answer 13 out of the 16 questions
accurately.

INDEPENDENT PRACTICE
- Following the in class lesson on coin value, average students will complete the
“Identifying Coins Check In” ​worksheet independently for homework. Students are
expected to answer 7 out of the 9 questions accurately. Struggling students will be
instructed to independently complete the ​“Coin Names” ​worksheet for homework and
are expected to answer 4 out of the 4 questions accurately. Advanced students will be
instructed to complete the ​“Pocket Change” ​worksheet independently for homework and
are expected to answer 13 out of the 16 questions accurately.
-

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC


ENRICHMENT

Direct Teacher Intervention


Students will work with the teacher to complete the ​Matching Coins to Values! ​worksheet.
Teacher will read aloud the directions and each question while demonstrating how to solve each

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
on the whiteboard. Students will recall upon mathematical strategies and have coin
manipulatives available them and their ​Coin Values Chart​.

Academic Enrichment
Students will be given a ​Grab and Graph ​worksheet. Students are expected to answer 3 out of
the 4 problems accurately. Students are permitted to use their ​Coin Values Chart​, coin
manipulatives, skip counting and counting on strategies to help answer the questions.

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
RESOURCES

Grade 1 Mathematics. (4487, January 01). Retrieved February 16, 2019, from
https://www.engageny.org/resource/grade-1-mathematics-module-6-topic-e

New York State Education Department. (2017). New York State Next Generation Mathematics
Learning Standards. Retrieved February 16, 2019, from
http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-gene
ration-mathematics-p-12-standards.pdf

New York State Education Department. (2017). New York State Next Generation Language Arts
Learning Standards. Retrieved February 16, 2019, from
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf

Worksheets for Kids & Free Printables. (n.d.). Retrieved February 16, 2019, from
https://www.education.com/worksheets/first-grade/money-math/?page=5

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language