Mild/Moderate Lesson Plan Format

Teacher candidate: Shannon Creedon

LESSON PLAN BACKGROUND AND CONTEXT

SETTING
School: Williams Elementary School Date: 10/24
Grade level(s)/subject: 4th grade, Time of day/lesson duration: 12:15,
math 50 minutes
Classroom: substantially separate Number of students: 2

FRAMEWORK
Objective: What will your student(s) be able to do by the end of the lesson?

Students will be able to trade in smaller coins for bigger coins.

Students will be able to state what the value of each coin is.
Students will be able to continue developing fluency with addition and subtraction within
20

Rationale: Why are you teaching this objective to this/these student(s)?

IEP objective(s): What objectives from student IEPs will be addressed?

T and G: will add and subtract within 100, using concrete models/drawings and strategies
based on place value, properties of operation and/or relationships between addition and
subtraction with 80% accuracy.

State/Common Core standards: What standards will be addressed?

CCSS: 2.OA.2: Fluently add and subtract within 20 using mental strategies.

Prerequisite knowledge and skills: What prior knowledge and skills do

student(s) need in order to successfully participate in this lesson?
Students Need to Know:
- How to add and subtract
- The values of coins

Learner factors: What learner factors will impact student learning during this
lesson?
- Attention
- Ability to use mental math strategies
- Keep their conversation about math

Access: What accommodations and/or modifications will be provided to ensure that the
student(s) can fully access and participate in all aspects of the lesson?

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 - Show the students the schedule of the lesson at the beginning of the lesson
- Help them focus by giving them a worksheet to begin with to calm them down
- Small group learning
- Explicitly teaching the lesson
- Redirecting them when they are off task

Materials: What instructional materials will be used during the lesson?

- Pencils and Eraser

- Worksheets
- Coins
- Dice
- Bingo sheet

Possible Adjustments:

Extension: Describe what you will do to extend the lesson if the student grasps
the content more quickly than anticipated. Extensions are your contingency plans
if students do better than you expect.

o Both students are expected to do all the work planned for this time period.
o If the students finish all the work that was planned for them, we will play a
game where we role two dice and then add the two numbers the dice land
on together and that is the amount of spaces their game piece gets to
move.

Adjustments: Describe what you will do if the lesson appears to be too difficult
for the students. Modifications, in this context, are your on-the-fly remediation
activities.

o If the students seem to be struggling with the content, I will word my

instructions differently.
o If after wording the instructions differently does not work, I will only have
the students combine coins to 25 cents rather than 50 cents.

Instructional follow-up: What steps will you take for students who mastered, almost
mastered, and did not show mastery of the skill/knowledge?

For students who have mastered:

o The students who have mastered will play the extension game with Ms. McLean.
o If that game finishes, the student will then do an exit slip that has various
rounding problems on it.
For students who have almost mastered:
o They will be working independently (with supervision) on rolling the dice and
collecting the amount of coins that the dice landed on.
For students who have not mastered:

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o They will work with me 1:1 by rolling the dice and collecting the amount of coins
that the dice landed on.

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 EXPLICIT INSTRUCTION LESSON PLAN

OBJECTIVE:
Students will be able to trade in smaller coins for bigger coins.
Students will be able to state what the value of each coin is.
Students will be able to continue developing fluency with addition and subtraction within
20

OPENING

Gain students’ attention (A&H, p. 24):

Good afternoon! Let’s look at our schedule for math today. We are going to start with a
do now, then have a fun warm up activity, then move on to our main activity!
Does anyone have any questions about our schedule?
Great! Let’s get started.
Here is our do now! It is a worksheet that is going to continue helping us work on our
rounding. It’s just a quick ten problems! If you have any questions just ask! Remember:
0-4 hit the floor, and 5-9 climb the vine!
*Once the students have finished the worksheet, we are going to go over it together. If
they have any problems that are incorrect, we are going to look at them together*

Now we are going to do a quick warm up activity! We are going to do a round of double
bingo. Can anyone remind me what we do for doubles bingo?
*Once we have played doubles bingo, we will move onto the main activity for the day*

Student-friendly statement of the lesson objective (scripted; A&H, p. 25):

Students will be able to say the value of coins, add and subtract fluently, and trade
smaller
valued coins in for larger valued coins.

Student-friendly statement of the relevance of the lesson objective (scripted; A&H,

p. 25):

Review of critical prerequisite skills (A&H, pp. 26-27):

We are going to review the values of coins by using the How Many Pennies? Worksheet.
This worksheet contains four columns. One column asks for the name of the coin, the
next column asks what the coin looks like, the next column asks how much the coins is
worth, and the next column asks how many pennies make that coin.

We will review coins with this worksheet by explicitly going through each coin so they
feel more comfortable with the values of coins.

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I will start by saying “We are going to start the main activity by reviewing how much
each coin is worth. We are going to start with a penny. How many cents is a penny?”
One cent.
“So since a penny is only one cent, we only need one penny to make one cent. Give me a
thumbs up if this makes sense.”
Students will either give me a thumbs up or a thumbs down. If one of the students gives
me a thumbs down, I will go over the value of a penny again.

“Let’s move onto nickels! This is what a nickel looks like. It’s a little bigger than a penny
but a little smaller than a quarter. How much is a nickel worth?”
5 cents.

“So if a penny is worth one cent, and a nickel is worth 5 cents, how many pennies would
we need to make a nickel?”
5 pennies.
If the students give a wrong answer, we will take out pennies and use them to show how
5 pennies is equal to five cents, which is equal to a nickel.
Give me a thumbs up if you understand that 5 pennies are equal to a nickel.
If a student gives a thumbs down, I will review again.
We will then move onto dimes.

“Now that we feel confident about nickels, let’s move onto dimes. Here are what dimes
look like. How much is a dime worth?”
10 cents.

“So if a penny is worth one cent and a dime is worth ten cents, how many pennies would
we need to make a dime?”
10 pennies.

“That’s right! Let’s move on to quarters. This is what a quarter looks like. How much is a
quarter worth?”
25 cents.

“If a penny is worth one cent, how many pennies would we need to make a quarter?”
I did not mention how many cents a quarter is worth hoping that they would understand
without me saying that. If they do not, I will prompt them by saying “A penny is one cent
and a quarter is 25 cents, how many pennies do we need to make a quarter?”
25 pennies.

“Great! Lastly, we are going to look at a dollar. This is what a dollar looks like, how
much is a dollar worth in cents?”
100 cents.

“If a penny is one cent, how many cents will we need to make a dollar?”
100 cents.

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They may struggle with this a little more, so we will discuss how 100 pennies make up
one dollar.

BODY OF THE EXPLICIT LESSON (The below three-step cycle may occur multiple
times in a lesson (A&H, p. 38). The cycle may also occur over multiple days/lessons
(A&H, p. 40).)

Clear explanation of key concept (scripted): Write the exact language you will use to
convey the critical concept, rule, skill, or strategy in this lesson.

Modeling/I Do (scripted; A&H, pp. 29-32): Write the exact language you will use to
show students how to show they can perform the task set by the lesson.

Today we are going to play a game called Collect 50 cents. The object of this game is for
each player to collect 50 cents. Each of you will need two dice. For this game the player
will roll the dice and then collect the number that was rolled in cents. Before you start
playing I want you to watch what I do.

First I am going to roll both of the dice. Once I rolled, I am going to look at the numbers
that I rolled. I rolled three and three. How many cents, or pennies, am I going to take?

Since I rolled three and three, I will need 6 pennies. I am going to put the six pennies
right in front of me. So in this game, if a player has enough pennies, you can trade coins
for an equivalent, or equal, amount. So six pennies are one way to make six cents, is there
another way I can make six cents?

So you can take six cents by taking six pennies, or by taking one nickel and one penny.
I’m going to trade five of my pennies for a nickel. That way I’ll only have two coins to
keep track of.

I am going to take a second turn. This time I rolled two and two! That means I will need
four pennies. I am going to take four pennies and put it with my nickel and penny.
Do you see any trades that might be able to happen?
I am going to trade my five pennies in for a nickel.
I can trade in my two nickels for a dime!
Can you give me a thumbs up if you feel like you understand the game?

Criterion for moving to prompted/guided practice: How will you know that students
are ready to practice with you?

This example will have me trading in pennies for nickels and nickels for a dime, which
means that there has been an example of two different types of trade. I have also asked
them to give me a thumbs up if they understand the game.

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Prompted or Guided Practice/We Do: (A&H, pp. 32-38): Write the exact physical,
verbal, and visual prompts (pp. 32-39). State how you will monitor the students’
learning/performance and fade prompts (p. 38)

So now let’s go through a few rolls together. Would either of you like to go first?

Now roll the dice. Awesome you got a 3 and a 1! How many pennies will you need to
take?
So you have four pennies, can you trade for a different coin?
That’s right, you can’t because a nickel is 5 cents, not 4 cents.
Now the other person roles. (I am going to continue making sure they are taking the right
amount of coins and trading in coins when they need to for a few more turns.)

I am looking for:
o where the students are going wrong
o what the answer should have been.

Criterion for moving to Unprompted Practice: How will you know that students are
ready to practice on their own?

Students will be eager to continue playing without guidance. I will know this because
they will most likely ease into playing the game on their own. I will still be there to help
the students if I see them taking the wrong amount of pennies or trading the wrong
amount of coins.

Unprompted Practice/You Do (A&H, pp. 38-39): This is different than homework or a

long section of independent practice. Students should practice once on their own with
checking and feedback from you.

The students will continue to play the Collect 50 cents game until they have both
collected 50 cents. If they finish fast, they should play the game again.

CLOSING

Review critical content (A&H, p. 39): Remind students of the lesson objective and ask
them brief questions about what they learned.

So today we brought together many different skills! We added numbers together as well
as remembered values of coins and even traded coins for an equivalent, or equal, coin.

Pop up question! Could I trade in 6 pennies? If I can, what would I trade for?
(their answer should be trade 5 pennies for one nickel)

Preview the content of the next lesson (A&H, p. 39):

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Tomorrow we are going to continue looking at the values of coins.

Assign independent work (A&H, p. 39):

If there is enough time at the end of the math block, there will be an exit slip that includes
a few different rounding problems.

STUDENT EVALUATION

Assessment plan: Describe how you will measure student mastery of the critical
concept, rule, skill, or strategy in this lesson. This should be directly connected to the
objective.

- Throughout the lesson I will be looking at how often they collect the wrong coin
or try to trade in the wrong coin.
- I will be discretely tallying how many times they try to trade the wrong coins or
they don’t try to trade coins when they should.
Criteria for mastery: Describe the specific assessment criteria (e.g., # or % correct,
quality of response) for student mastery of the critical concept, rule, skill, or strategy in
this lesson.
- The criteria for this lesson is that the students collect the right amount of coins
and trade coins when they need to and correctly. I will be tallying how many
times they trade or don’t trade incorrectly and I expect them to do it incorrectly
less than 8 times.