Lesson Plan Template for EDCI 327, 328, 329, 408

Teacher Candidate: ___Amanda Headtke______________ Date:_November 2013____ Grade: 2nd Unit/Subject: Money/ Math Instructional Plan Title/Focus: Counting Money and Establishing Cent Knowledge Learning Goals: Students will work in groups to present their strategy for discovering the total amount of change with only pennies, nickels and dimes. Content Objectives: Students will integrate previous knowledge to form a strategy to solve a word problem. Students will think about how they can form models to solve the problem. Students will design and explain their strategies. Using an appropriate or repeatable strategy the class will discuss and compare/ implement new ideas into their way of thinking. Students will identify coins and the total amount withdrawn from a piggy bank. Students will discuss in small groups their strategies then share with the whole class. Students will answer questions about how and if their strategy always work. What do these solutions have in common? Can students accurately compare various strategies? What components of understanding are required for students to compare two strategies? Does this match our reasoning? How? Students will demonstrate their understanding by discussing examples of similar problems. Students can share any noticeable patterns, recognize similarities and restate, compare and elaborate on classroom built strategies. Language Objectives: Students will restate information presented by peers. Students will ask questions or extend the information presented by peers. Students will answer questions that supplement their understanding when they are not developing strategies that will enhance their mathematical understanding. Can students use correct vocabulary? How else can you say this? How do you know what is being explained? What do we mean when we say______? Students should be able to retell concepts, summarize strategies and explain new ideas. How do you know youve solved the problem correctly? Can you tell me what _____ did here? Whats another way to say put together? What does it mean to add the amount? Students will demonstrate their language development by correctly using vocabulary and descriptions to share ideas. We are working on our vocabulary can anyone tell me a word thats new that describes what we are doing here? English Language Learners should be sharing their work in the class. This classroom doesnt have any ELL students. Several of the struggling readers would benefit from restating concepts to improve the speed and secondary nature/ accessibility of content specific vocabulary. Circulating through the classroom will allow me the opportunity to hear students thinking and help them frame their thinking in a mathematical way. I heard you say that you get three coins but you dont know how many are out. Could you tell me how much you pulled out? How do you know? Can you add a dime and nickel? How much is that? What happens when you add the last dime? Whats the total value? Can you repeat that The total value is twenty five cents. Do you know what that means?

Academic Language During the introduction students practice and review the terms (nickel, dime, and pennies) and value of individual coins. Students will then find the sum and total value of the coins. These terms should be used during group and whole class discussion. Who has another way to say that? Students will write one sentence (or more) on their worksheet to provide context for their picture and number sentence. This sentence should include appropriate and accurate vocabulary. Common Core Math Standards and Practice Standards: CCSS.Math.Practice.MP4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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?

Key Concept(s) or Essential Content Understandings of this Lesson:

OPERATION MEANINGS & RELATIONSHIPS: When values remain unspecified students will not get a consistent answer. The same number sentence (e.g. 12-4 = 8) can be associated with different concrete or real-world situations, AND different number sentences can be associated with the same concrete or real-world situation.

Instructional Materials, Resources, and Safety: A Quarter for the Tooth Fairy (Book or Youtube video)/ Computer Worksheets Play Money Pencils White Board Elmo/ document camera

All right students lets go back to our desks and get to work. Id like table group leaders to get out colored pencils and Ill pass out some manipulatives. Each student will get a sheet of paper depicting a piggy bank. Ill write the problem on the board and allow students to work. Grouping of Students for Instruction: Students will continue to sit in their table groups. These groups have been selected by the teacher and benefit from relationships that encourage appropriate classroom behavior have been established over time. Assessment Strategies: Students will turn in their worksheet providing a document for formative assessment. Summative Assessment will happen during the lesson. Students will work in small groups, discuss, share ideas and use manipulatives or illustrations to demonstrate understanding. *See attached rubric This lesson is intended to generate understanding about students concepts surrounding money. Students have been exposed to money concepts. Students will demonstrate understanding and answer questions to help extend their personal understanding and knowledge. Learning Activities
Time Learning Activities Purpose

Orientation/Engagement/Motivation: 12:00PM- Currently some students are struggling with 12:15 PM consistently matching the correct value and coin. To begin this lesson students will gather at the front of the classroom. Each table group leader will select a coin and tell us the value. Then I will repeat the values of the change back. Next I will introduce a value using the plastic coins on the elmo and students will raise their hands if they believe the value Ive stated corresponds with the change. Raise your hand if you agree Showing one Quarter- Is this twenty- five cents? Showing a dime and a penny- Is this eleven cents? Showing three nickels and two pennies- Is this twelve cents? This one is tricky, lets count. Showing three dimes- Is this thirty cents? Depending on how much time and interest I may take the time to have students watch a video of A Quarter from the Tooth Fairy. This text follows a boy as he purchases various items all for twentyfive cents, receiving different combinations of change each time. This text is predictable enough

The class will review the value of coin money to assist them when answering the assigned problem.

Students will draw connections to the importance of understanding the value of money through text.

for struggling readers to predict and illustrates different value depictions.

Manipulatives provide a visual representation of work that can be done mentally. http://www.youtube.com/watch?v=POs0DxC7AVA Students will have the opportunity to draw their All right students lets go back to our desks and work on their worksheet. get to work. Id like table group leaders to get out Manipulatives and colored pencils and Ill pass out some illustrations should be used to manipulatives. Each student will get a sheet of explain thinking to table paper depicting a piggy bank. Ill write the mates and then the whole problem on the board and allow students to work. class (if its an agreed upon On your worksheet you need to write a number strategy). sentence, show me how you solved the problem and write one sentence telling me how you solved the problem. Ill be walking around so if you get confused you can ask an elbow partner or check the directions on the board. Meeting the mathematics Students will discuss during closure the purpose for practice standard and understanding the value of money. Students will Common Core objective. model their work and solve a word problem. Audio and visual learners are engaged during the introduction to the problem.

Explore/Learning Activities: All students will receive worksheets and manipulitives. The class will be read out loud to the whole class. The problem will also be written on the board/ worksheets for students to verify as needed.

All students need to be working on valuable skills for For students who are struggling theyll have an problem solving. Each opportunity to hear how their group mates solved the problem. For some students this will be enough student will need to complete the worksheet and not rely scaffolding. Other students I would direct with questions. Does the problem say how much money only on the strategies of table mates. is taken out? There are three coins do they have to be any coins specifically? How do you think you could solve the problem? Could we use our coin purse to help us solve the problem? What if you knew that one coin was a nickel? Can you solve the problem now? Okay take out three coins then show me a representation. For advanced students I could give them a specific amount of money and have them work up to the total. What if you pulled out four coins and the

total was fifty- five cents? What coins do you have? Is there another way solve this problem? Can you think of a problem? How do you know its correct? As a class the students will be introduced to the 12:15 problem. Students will work independently to PM12:25 PM attempt to solve the problem then share their strategies in their group. Class I want you all to answer the question on the bored. I know you can find a way to solve it. Before students share their strategies they will raise 12:25PM- their hands to show me how many have finished, 12:32PM how many need 1-2 min and how many need f `5+ minutes to solve the problem.

Develop strategies for solving math problems.

If there is only one student struggling at each table then groups can share their strategies. If one group is struggling as a table I will work with them to extend their knowledge as they share their strategies/ struggles and explain their thinking verbally. Have we solved a problem similar to this before? Can you explain the method you used? Why do you think that?

Does that make sense? Why? What math terms help us to talk about that? Can you make a model to illustrate that? Questions used to drive student thinking. Directed to individual groups or entire class depending on the level of demonstrative understanding. By reviewing the correct answer students will have the chance to see their mistakes and explain to the class where errors in thinking were made.

12:32 PM1:00PM

For students who have common errors in thinking we will review first a strategy that leads to the correct answer. Can you convince the rest of us that what you are saying makes sense mathematically? Next students who got the incorrect answer will have the opportunity to share their strategy. Misconceptions will not be addressed during work time. Explanation/Closure Why is that True?

Students will discuss as a class thoughts on a problem that has no official answer.

Does that always work? Have we found all the possible answers? Students will discuss commonalities in process and thinking strategies to strengthen their understanding surrounding money and problem solving.

The whole class will share out strategies and discuss the merit of each answer. Students should be able to talk through strategies and discuss potential ideas for developing understanding when problems are difficult or have an unstructured answer. ;

Extension: (estimated time) Students will generate their own word problem. Can you think of a question or problem thats similar? Students will then attempt to answer their problem. Does it have only one answer? Why or why not? How do you know this problem works? What made you think of asking this question? Students who arent capable of generating a question can solve the problem in a different way to create a new answer. FOR MATH ONLY:

Students will use a model to assist them in understanding the amount of money drawn from a piggy bank. Students can extract three coins from a pile and generate a number sentence that reflects the financial value. Students will write on their worksheet a sentence explaining their work.

Students will demonstrate their understanding using all numbers, words and models. Students have the option to draw a picture if they dont want to use the manipulatives.

+ + = 30 cents Students are working toward proficiency in concepts of money. The purpose of writing a sentence is to incorporate language arts and clarify thinking if work is unclear. Differentiation: For students who are struggling theyll have an opportunity to hear how their group mates solved the problem. For some students this will be enough scaffolding. Other students I would direct with questions. Does the problem say how much money is taken out? There are three coins do they have to be any coins specifically? How do you think you could solve the problem? Could we use our coin purse to help us solve the problem? What if you knew that one coin was a nickel? Can you solve the problem now? Okay take out three coins then show me a representation. For advanced students I could give them a specific amount of money and have them work up to the total. What if you pulled out four coins and the total was fifty- five cents? What coins do you have? Is there another way solve this problem? Can you think of a problem? How do you know its correct? Reflective Commentary (Derived from analysis of student work after teaching): Lesson not yet complete! Was the lesson taught as planned? If not, what changes were made to the lesson and why?

 To what extent did the whole class or group learn what you intended them to learn? Cite specific examples and/or evidence. (Evidence could include student work, supervisor CT observation notes, video, etc.) What did you learn about your students as learners? What will be your next steps instructionally? Why? Do you have data to support these next steps? The next time that you teach this material to a similar group of students, what changes, if any, might you make in: - Planning - Instruction - Assessment - Management and Safety How would the changes improve the learning of students with different needs and characteristics? What have you learned about yourself as a teacher? What goals do you have for yourself as you plan future lessons? What other forms of feedback could you have used? Why?

Citations: http://www.insidemathematics.org/index.php/tools-for-teachers

Planning Assessment of a Lesson Formative Assessment (Process): How will you know that the students are learning/working towards your goals? How will students demonstrate their understanding? In what ways will you monitor student learning during the lesson and how might this guide your instruction? What specific actions do you expect to observe? How will you record what you see and hear? What criteria will you use to judge whether your students are/are not meeting the goals of the lesson? What feedback will you provide? How will your feedback support students in meeting the goals of the lesson? Describe the ways in which you will use these assessments to inform your teaching decisions during the lesson.

Summative Assessment (Product): Student participation is mandatory. Students will turn in their worksheet with a short written explanation of work. Students will have the opportunity to expand upon their ideas verbally as a way of modifying and clarifying important ideas. (while I note it on their worksheets). Part of the rubric includes particpatoin in classroom discussion so that students have the opportunity to share thoughts and ideas and learn from others. Students will be expected to identify and explain, design and apply strategies for solving a word problem. This work will be accessed through discussion and corrections made on worksheets.