ED 243 Lesson Planning for Special Education

Description

Grade Level: 1st Grade Subject: Math Topic Covered: Counting

Money

Standards Covered

 1.M.3 Identify the value of a penny, nickel, dime, and a collection of pennies, nickels,
and dimes
 1.CA.2 Solve real-world problems involving addition and subtraction within 20 in
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all parts of the addition or subtraction problem (e.g., by using objects,
drawings, and equations with a symbol for the unknown number to represent the
problem). (E)
 PS.4: Model with mathematics. Mathematically proficient students apply the
mathematics they know to solve problems arising in everyday life, society, and the
workplace using a variety of appropriate strategies. They create and use a variety of
representations to solve problems and to organize and communicate mathematical
ideas. Mathematically proficient students apply what they know and 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 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.

Goals

 I want students to be able to identify the value of a penny, nickel, and dime.

 I want students to be able to figure out a total value and know how much change is
needed.
 I want the students to work towards being able to count coins and start to develop the
skill of counting bigger bills when presented with real life situations.

Purpose
What is the purpose?
The purpose of this lesson is to work towards the understanding of counting money and their
values. Students should be able to identify the value of a penny, nickel, and dime. Students
will begin to develop an early understanding of money and have a foundation of skills they
will utilize in the future. With this knowledge students will be able to continue to grow within
math lessons and more complex units. Knowing these values is vital for understanding future
finances, word problems, and understanding of budgeting. Having these skills will help when
navigating outside of school.

Why is it important to the learning?

This lesson is very important because this is a skill every student will need in their day to day
lives. Knowing these values is vital for understanding future finances, word problems, and
understanding of budgeting. This concept plates a vital role in in both financial and economic
context.

How will it be carried to other environments, settings, subjects, and overall lifespan of
students?
The purpose of this lesson is for students to have practice with real life situations of counting
money. Students gaining the knowledge of the cent amounts will help them develop more
advanced money counting skills. Having different worksheets that develop the same skill will
help with memory and allow them to advance. This lesson will be used as a Segway for
students to learn how to count with bigger bills. They will use this knowledge when shopping,
traveling, saving money, and budgeting.

Behavioral Objectives

Behavior Goals:
1. Must follow all of the classroom's rules and standards.
2. Try your best to be collaborative and cooperative.
3. Show kindness and respect to all people and materials in the classroom.
4. Students must be active listeners and participate with the class.
5. Must be able to problem solve and understand conflict resolution.
6. Work effectively while independent and in groups.

Unique needs of learners:

 Specific students will be allowed to work with a partner to help share their knowledge
and allow them to continue with their classmates.
 Students with Primary Attention-Deficit/Hyperactivity Disorder (ADHD) will get brain
breaks every 10 or so minutes to move around and do something active. They will also
have the opportunity to do their work outside of the classroom either with a special
help teacher or on their own. They will also have access to fidget tools such as fidget
spinners, blocks, play doh, slime, and more.
 Students with ADHD will be addressed by having extra time to work on assignments
and adjustments on assignments.
  Through every lesson all students' IEPs will be met.

Cultural, linguistic, and gender differences:

 Multilingual students will be allowed to have access to a dictionary and technology for
the opportunity to find the definition of words or translate anything.
 Multilingual students will also have accommodations to their work with changes.
 Gender differences: N/A
 The students who struggle linguistically will work at a slower pace that works for them
to where they can understand and comprehend the lesson more clearly.

State how behavioral objectives reflect high expectations and development appropriate:

 These behavioral standards will help students understand the overall assignment and be
able to move on in future lessons. Students should be able to understand these
objectives and implement them into their everyday lives outside of the classroom.
Helping students with ADHD by having goals of listening, self-control, and focusing
while working, gives them goals to accomplish. Giving students standards to follow
and holding them to those standards will overall help them learn self-control and
responsibility.

Materials

General Classroom:
1. Slideshow presentation- Coins!
2. Graphic organizers with color and coin amounts

3. Coin math problems worksheet

4. Number line

5. Plastic coins and register

6. Youtube video song about coins- The Money Song | Penny, Nickel, Dime, Quarter |
Jack Hartmann Money Song

7. pencil/ marker/ crayon / pen.

Unique learner material:
1. Used closed captions on the song.
2. Modify worksheet to students learning needs and levels.
3. Fidget tools.
4. music/ headphones
5. For multilingual students- computer and dictionary

Method/ Strategies

Set up:
 Each student gets a number line up to 100.
 All worksheets will be handed out.
 Slide show presentations will be pulled up on the projector.
 Plastic register will be in the calming/ playing corner.

Introduction- 5 minutes
 Introduce the students to what they will be doing during class.
 Go over a presentation of coin values.
 Do graphic organizer.
 Watch coin song.
 Math problem worksheet
 Play with register and ask questions.

Activity #1- Slide show presentation - 15 minutes

 The students will be in their table groups listening to the slideshow presentation about
coin amounts.
 Answer any questions the students have.
Activity #2- Graphic organizer of cent amounts. 10 minutes
- The students will be given a paper graphic organizer with a picture of a penny,
nickel, dine, and quarter on it.
- As a class we will go through writing down the amounts for each coin.
- After every organizer is filled out, the teacher will go around the class asking each
student different amounts at random.
Ex. “Jessica, while looking at your graphic organizer, tell me how many cents are in a of a
quarter?”
Activity #3- Worksheet-25 minutes
 The students will be given a worksheet with different assortations of coin amounts to
solve.
- After all students have their sheet filled out, we will go through as a class to count the
amounts and find the correct answer.2
Activity #4- The money song- 4 minutes
 We will listen and song along to the money song.
Activity #- “Money math” How much do I have left? - 20 minutes
- Finally, the students will be given real coins to help them with an advanced
 worksheet.
- There will be objects with a price on the top of the worksheet.
- They will be given problems to figure out what their total is after buying two objects.
- Having the actual coins to physically lose will help them visually.

Differentiation:

Identify cultural, linguistic, and gender differences:

 Students who are multilingual will have access to a dictionary and technology for the
opportunity to find the definition of words or translate anything.
 Multilingual students will also have accommodations to their work with changes.
 The students who struggle linguistically will work at a slower pace that works for them
to where they can understand and comprehend the lesson more clearly.
 Students with sight issues, or focus issues can watch the videos alone.
 All of the slides will be printed out with translations for the ELL students.

Support for existing research:

 “Individuals with learning disabilities possess skills that are becoming increasingly
important with the advent of new technologies in science, technology, and
engineering.” (Armstrong 40)
 “There are several different kinds of intellectual disabilities, each with its own unique
pattern of gifts and abilities.” (Armstrong 95)

 “A strength-based school celebrates and teaches about all types of diversities.”

(Armstrong143)
 “Learning deficits can include difficulties in mastering basic number concepts,
counting skills, and processing arithmetic operations, as well as procedural, retrieval,
and visual-spatial deficits.” (Sousa 164)

 “Manipulatives support the tactile and spatial reinforcement of mathematical

nonmanipulative cents, maintain focus, and help students develop the cognitive
structures necessary for understanding arithmathematical relationships.” (Sousa 173)

Strategies-Student Activity Engagement

The teacher will provide the students images and activities to keep them engaged. The students
will have opportunities to participate while asking questions. The worksheet will be visually
stimulating as it provides images and color.

How you will keep kids engaged during YouTube lesson:

During the lesson I will provide the students with images and fun activities to keep them
engaged. This will allow the students minds to stay active and awake when processing new
information. I will also give the students many opportunities to participate with the whole
classroom and their peers. If the students were only being lectured and sitting down, this
wouldn’t allow their brains to be active and fully comprehend the lesson. Finally, as the
teacher, I will remain excited about the lesson which will allow the students to become excited
to learn. Keeping a fun dong on in the background, speaking loudly and enthusiastically, and a
positive attitude will overall help the students with their learning.

How will you model the new skill you want the students to do:
There will be lots of modeling and different examples through the lesson. On the slide deck for
the day, I will utilize visuals and colors to help integrate the amounts into the students’ brains.
I will also be modeling the worksheets during the lesson with filling out my own with the
students. Taking activities step by step helps students learn while they are doing. Along with
this I will be walking around the classroom during all activities to help students’ questions and
demonstrate for them if they need.

Guided and Independent Practice

  The students will receive feedback after verbally and written responses.

 The students will be given number lines from 1-20 to help them count and guide their
learning.
 Students will be given tools to help with memorization.
 Students will learn strategies to integrate this listening into real life settings.

Guided and Independent Practice:

List/ Show how you did a lot of guided practice in your lesson:

 During the slide show I will be walking the students through each step on what we will
be doing in class and explaining the activities for the lesson. There will be verbal
instruction, visuals, and a song to support the student’s understanding information.
 During the graphic organizer portion of the lesson, I will be walking around the
classroom showing students plastic coins to help them remember their amount. I will
also be checking and making sure all their answers are correct before moving on.
 During the math problem worksheet, I will be standing in front of the class going step
by step though each equation. This assistance will help the students fully understand
every problem before moving on to the next.
 During the song I will be standing up in front of the class singing along and moving to
encourage the students to get up which will help them memorize the information more
clearly.
 During the free for all when the students get to go “shopping” and have to play specific
amounts I will be the cashier. This encourages kids that learning can be fun while
showing that it’s a real-life skill.

Show the individualized feedback you will give your student:

Depending on the student and their needs everyone may get different feedback verbally or
written. Verbally I will talk to the student one on one while going through each problem and
having them explain how they got their answer. If the student goes off track, I will guide them
back to find the correct answer. This form of feedback would be for students who need extra
support and are struggling with the lesson. My written feedback will simply be writing the
correct answer on the worksheet. This allows the student to learn from their mistake without
making it upset that they might have not answered correctly. Finally, with both written and
very feedback, I will continue to use affirmations and focus on the students skills and
achievements rather than their mistakes.

Show multiple activities that you used to guide the student to do the work on their own:

 The slide show presentation helps students firstly understand what they are about to
learn and get all the information in their head.


The graphic organizer will allow them to individually collect all their thoughts and go
back though the information they just learned.
Assessment

How will I assess the learning goals?

I will assess the learning goals by giving work sheets of different problems and coin solutions.
Once I find all or many of the students are comfortable with the coin amounts, I will move on
to harder equations and then on to bills.

Are they assessing the objectives you set in your lesson?

I will be assessing the objectives of every worksheet the student turns in to make sure they are
on track with IEP.

How my assessment first students’ characteristics

The student will be provided with worksheets that fit their learning standards and level. I will
assist the students where they start to struggle and meet those specific individual needs. The
lesson will change depending on the student and their needs.

Accommodations of students:
 Special education student: Students with learning disabilities will have modified
worksheets, extra time out of class, and possibly a special education teacher
specifically for them or a group.
 Multilingual students: They will have worksheets with translations depending on their
English proficiency levels. They will also be allowed to use technology and
dictionaries.

How evaluation results will be monitored:

Each student will be monitored by their worksheets in class, homework, and class
participation. If the student has a special education teacher, we will get feedback from them
and where they think the student currently stands.

How lesson could be differentiates:

 This lesson could be differentiated by giving different students that are at a higher-level
harder coin amount.
 These lessons can be adapted for all different students and their learning levels.
 Changed worksheets for students who are at a lower level.
 Different forms of assessments for students.
 I will allow flexible grouping within the class either individually, partners, or groups.
Self-Reflection

It is one of my top priorities, to help keep students who are struggling with lessons and falling
behind at around the same pace as the rest of the class. I hope to avoid any student completely
missing information, and not able to get the basics of coin amounts before we move onto paper
money. While keeping this in mind, I want to continue to challenge my students who excel
with this lesson and continue to push them. There will have to be an equal balance between the
two ends of the spectrum, and I will have to make sure to keep an eye on where the students
are progressing and falling behind.

For the students that are struggling, I will help them by giving them longer times to work, out
of class time with a special education teacher, and change their worksheets to the level they are
on. With these adjustments, hopefully they won't fall very far behind and continue to keep up
with the general education classroom. For the students that are excelling I will give them the
hardest problems without pushing them too far ahead of the rest of the classroom. The students
will all receive different instructions depending on the level they are at.

Monitoring students' work will be looking over their worksheet, class participation, and asking
each student how they are feeling while checking in. These steps will help me monitor where
each student is at and what support they might need.