Artifact #6: Math Lesson Plan and Assessment - Money.

INTASC Standard

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the

discipline(s) he or she teaches and creates learning experiences that make these aspects of the

discipline accessible and meaningful for learners to assure mastery of the content.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning

goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and

pedagogy, as well as knowledge of learners and the community context.

NYS Code of Ethics Standard for Educators

Principle #2: Educators create, support and maintain challenging learning environments
for all

Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

 NYS P-12 Common Core Learning Standards

Math Curriculum - Grade 2: Worth with Time and Money

2.MD.8 - solve word problems involving dollar bills, quarters, dimes, nickels and pennies, using

$ and cent symbols appropriately (If you have 2 dimes and 3 pennies, how many cents do you

have?)

DOE Claims & CEAP Standards

DOE Claim #1: Medaille College graduates know the subject matter in their certification
area(s)

CAEP Standard #1: Content and Pedagogical Knowledge

The provider ensures that candidates develop a deep understanding of the critical concepts and

principles of their discipline and, by completion, are able to use discipline-specific practices

flexibly to advance the learning of all students toward attainment of college- and career-

readiness standards.

ILA International Literacy Association Professional Standards

Standard #2: Curriculum and Instruction

Candidates use foundational knowledge to critique and implement literacy curricula to meet the

needs of all learners and to design, implement, and evaluate evidence-based literacy instruction

for all learners.

CEC Standards

Principle #1: Maintaining challenging expectations for individuals with exceptionalities to

develop the highest possible learning outcomes and quality of life potential in ways that respect

their dignity, culture, language and background

 Ontario Curriculum Standards

Math Curriculum - Grade 2 - Number Sense and Numeration

Represent, compare and order whole numbers to 100, including money amounts to 100 cents

using a variety of tools (e.g., ten frames, base ten materials, coin manipulatives, number lines,

hundreds charts and hundreds carpets)

Add and subtract money amounts to 100¢, using a variety of tools (e.g., concrete materials,

drawings) and strategies (e.g., counting on, estimating, representing using symbols)

Ontario Teacher Ethical Standards

Ethical Standard of Care

The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

 Medaille College Department of Education - Lesson Plan
Teacher Candidate’s Name: Emily Schumacher Date: April 7, 2019

Context for Learning (edTPA)

Where is the school where you are teaching located? Rural: X Grade level: 2 Number of students in the
class: 24

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals

Classifications/Needs Students

IEP 1  teacher uses mic to amplify sound in classroom

 Hard of hearing (uses hearing  face student when giving directions
aids)  preferential seating (front of class)
 check for understanding
 write instructions on board when applicable
 visual schedule of lesson crossing out parts of lesson as they are
completed

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications

Students

English as a Second Language 2  30 min/day pull out with ESL teacher

 Spanish (one student)  30 min/day pull out with reading teacher
 Punjabi (one student)  vocab/worksheets to reading teacher for review with students
ahead of lesson
 Directions read aloud
 Extended time for assessments and activities
 Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications

Students

Struggling Readers 3  30 min/day pull out with reading teacher

 vocab/worksheets to reading teacher for review with students
ahead of time
 Extended time for assessments and activities
Lesson _3_ of a _3_ Day Learning Segment

Subject and Lesson Topic: Money

Grade Level: 2 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

The central focus of this learning segment is for students to gain knowledge of the monetary values of coins and how, while using
proper vocabulary, these coins can be used in a variety of ways, including word problems, to compose and decompose one dollar.

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 lessons of this segment the students accessed their prior knowledge of vocabulary, the coins (name and value) and
how to add coins up to a dollar. Previous anchor charts will be posted during this lesson.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use what the students know from previous lessons to expand their knowledge on decomposing numbers and word problems.
 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)

Even though the students come from all different backgrounds, the students use money in their everyday lives. They typically go with
their parents to the grocery store or when the students run errands.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Based on the student’s knowledge and assets the students will be able to bring their experiences into the lesson.

Curriculum Standards

New York Standards - 2.MD.8 - solve word problems involving dollar bills, quarters, dimes, nickels and pennies, using $ and cent
symbols appropriately (If you have 2 dimes and 3 pennies, how many cents do you have?)

Ontario Standards - Grade 2

 Represent, compare and order whole numbers to 100, including money amounts to 100 cents using a variety of tools (e.g., ten
frames, base ten materials, coin manipulatives, number lines, hundreds charts and hundreds carpets)
 add and subtract money amounts to 100¢, using a variety of tools (e.g., concrete materials, drawings) and strategies (e.g.,
counting on, estimating, representing using symbols).

Objectives Assessment Modifications to Assessments

The students will be able to solve The teacher will set up centres for the students to  Written instructions at the
money subtraction math sentences and rotate through. These centres will focus on subtracting centres
word problems. word problems and subtracting math sentences.  Centre walk through with
(informal) verbal explanation of the
centres
 Word problems to reading
teacher before centres for
 students to preview before
lesson

The students will be able to culminate
their knowledge on composing,
decomposing and solving money word
problems.
The students will complete a money formative  Written instructions on the
assessment. This assessment will include: labeling assessment
coins, composing and decomposing money sentences  Reading through assessment
and word problems. (formal) before students begin
assessment
 Checking for understanding
during assessment
 Extended time for assessment

Academic Language Demands Instructional Supports

Function Solve The teacher will provide opportunities for students

to work with decomposing dollar values. The
students will work to solve money word problems
and dollar value number sentences.

Vocabulary 1. Subtract The teacher will provide students with the

2. Coins opportunity to use money vocabulary during centres.
3. Left The teacher will remind the students of the
4. Change vocabulary learned in the previous lesson and point
5. Dollar out the vocabulary chart
6. Cents
 Syntax The students will visit math centres to practice the proper The teacher will provide the students with time to
process to solving subtraction problems and word problems. travel through math centres. These centres include
BINGO as well as Money word problems.

Discourse Students will work in groups during the centres. This will The teacher will provide time for students to work
provide students the opportunity to talk to each other and together in centres. This time will allow students to
share their learning. work through the subtraction problems together.

Instructional Process Accommodations and/or Modifications

and/or Supports

Anticipatory Set/Motivator  use the mic during the whole lesson to

amplify voice
1. “I have a dollar, I need to buy a snack for 86¢. How much do I have left?”  after asking question, leave time for students
*wait for answer* to think of answer before calling on a student
“How did you figure that out?”  write lesson schedule on board
**Write equation on board**  read schedule aloud
“You used subtraction!”  check for understanding
2. “This week we have been talking about money. We have talked about the coins
and how much they are worth. We have also learned how to add coins together.
Today we are going to learn how to subtract coins and make change.”

Instructional Procedures
Schedule of the day (written on board)  use the mic during the whole lesson to
1. Opening questions amplify voice
2. Centres  write lesson schedule on board
3. Money quiz  Read schedule aloud
 check for understanding
1. “Today we are going to learn how to subtract dollar values. Before we do
that can someone please remind me how we add dollar values”
 a. Lining up decimals
b. Adding ones column and working working to the left
c. Bring decimal down
d. Add the dollar sign  after asking question, leave time for students
2. **do an equation while talking through process*** to think of answer before calling on a student
**Have students show their work in each step of process**  Check for understanding
a. “Let’s work through these problems together. Please get out your
whiteboards and marker. When we are subtracting dollar values, we setup the
equation in the same way we set them up when we are adding. We make sure the
decimals are lined up, we start with the the ones column and work to the left. Once  after asking question, leave time for students
we solve the equation we have to move the decimal down and make sure we add to think of answer before calling on a student
the symbol.”  Check for understanding
PRACTICE EQUATIONS
a. $0.56 - $0.30 =
b. $0.45 - $0.19 =
c. 3 quarters - 2 dimes = **draw it out**
3. Today to practice subtracting we are going to rotate through two centres.
a. BINGO (Appendix I) - the little cards have equations on them. Use your
whiteboards to solve the problems. The answers to the problems are on your
BINGO card. Once you solve the equation, place a counter on the space. Once
someone fills a line either horizontally (side to side) or vertically (up and down)
shuffle the cards and start the game again.
b. Word Problems (Appendix J)- the cards on the tables have word problems  Check for understanding
on them. Use the manipulatives on the table and talk to each other to solve the
problems. Make sure you draw a picture to represent the word problem and write
an equation. **Draw attention to the problem solving strategies (Appendix M) and
draw attention to answering word problems anchor chart (Appendix N)*
i.Do example on board: Aidan has $0.45. He buys a game for $0.25. How much does
Aidan have left?
4. “In your math groups please go to a centre. One group will start at the Bingo
and two groups will start at the word problems. If you need help or you get stuck I
am here to help you. You will have about 10 minutes at each centre and then we
will switch. After you have gone to each centre we will come back together and you
will complete your money quiz.”
. Release to centres
5. Visual timer - https://www.online-stopwatch.com/countdown-clock/full-
screen/
6. **Switch after 10 min** - restart timer
7. *** TAKE ANCHOR CHARTS DOWN***  Check for understanding
8. To finish off the lesson you are going do an independent assessment.
Without talking, please do your best on the assessment. When you are done you
may hand it in and read a book quietly at your desk until the rest of the class is
done.
. Hand out assessment (Appendix L)
9. “Thank you for your hard work today.”

 Read through assessment questions

 Check on students during assessment to
ensure they understand

Closure
1. “Today, we reviewed the coins, and how to add dollar values together. We
also learned how to subtract dollar values and finally we finished off this
topic with an assessment of your learning. Next week we will move on to a
new math topic.”
2. “Before you leave please write one of your favourite activities from the last
few days.”
List all materials and/or technology tools required for the lesson.

 Whiteboard  Vocabulary Chart (Appendix A)

 Whiteboard markers  Coin Anchor Chart (Appendix B)
 Money manipulatives  BINGO (Appendix I)
 Timer website  Word Problems (Appendix J)
 Cube Counters  Adding and Subtracting Anchor Chart (Appendix K)
 Personal whiteboards  Money Assessment (Appendix L)
 scrap paper  Problem Solving Strategies (Appendix M)
 Answering Word Problems Anchor Chart(Appendix N)