LESSON PLAN FORMAT West Virginia University Teacher Education Preservice Teacher: Lauren LaRosa Grade level/Age: Grade

2, Age 8 Subject: Mathematics School/Center: East Park Elementary Time of Day: 8:45-9:30 Date: 11-8-2011 Signature for Approval: _______________________________________

Learning Focus: (What will students learn during this lesson?) Students will: The students will be able to accurately count coins to find a total sum. Materials: (including media and technology if appropriate) 1. Hundreds Chart 2. Laminated visual representations of coins with magnet on back 3. Assessment Paper Prerequisites: (What should students already know or be able to do? How will you determine that?) 1. Students will be able to identify numbers 1-1000 2. Students will be able to count by 1s, 5s, and 10s 3. Students will be able to realize a coin has a specific value 4. Students will be able to identify a coin by its proper name Learner Differences: (Without identifying individuals, what learning differences including special needs and diversity are present in this class?) Students with ADD or ADHD will be placed in the center of the middle of the circle facing the board. This will help them focus their attention directly in front of them. The teacher will makes sure to keep the students engaged and remind them to stay focused. State Standards and Objectives: (Include State Technology Standards if appropriate.) CSOs: Content: http://wvde.state.wv.us/polic ies/csos.html M.O.2.4.7 Identify, count, and organize coins and bills to display a variety of price values from real life examples with a total value of one dollar or less M.O.2.2.3 Describe, complete, and extend a variety of counting patterns Objectives: (What will students be able to do? State in measurable, observable terms, identifying what behavior will denote mastery.) The students will: Identify a variety of coins by their name and face value Accurately count coins to find a total Use an observation rubric to record students thinking and language during the whole group lesson. Use an observation rubric to record students thinking and language during the whole group lesson. Assessment: (Assessments must match objectives. How will you know that students achieved each objective?) The teacher will: Use the assessment to see if the student has distinguished, above mastery, master, partial mastery, or novice understanding of the CSO.

Identify patterns on the hundreds chart Describe their thinking and revoice peers thinking. Complete questions involving patterns and coins.

21st Century Standards: http://wvde.state.wv.us/policies/p2520.14_ne.pdf 21st Century learning skills: 21st Century tech tools: Standard 1: Information and 21C.O.PK-2.1.LS.2 communication skills Student can accurately interpret and create simple visuals (e.g. charts, maps, graphs and models) and use this information to solve problems and communicate information.

Standard 2: Thinking and Reasoning Skills Standard 3: Personal and Workplace Skills

21C.O.PK-2.1.LS.3 Student articulates thoughts and ideas, representative of real and imaginary experiences, clearly and effectively through oral, written or multimedia communication. 21C.O.PK-2.2.LS.3 Student engages in a problem solving process using objects to solve problems and demonstrates learning by explaining how they solved the problem. 21C.O.PK-2.3.LS.2 Student demonstrates ability to assume different roles and responsibilities as assigned by the teacher and abandons ineffective strategies when introduced to more effective strategies for solving a problem or completing a task.

Procedures: For each procedure listed below, describe in detail how you will modify instruction for the diverse learners in your class. Introduction (How will you, the teacher, get students interested in the lesson?) 1. Have all of the students reach into the air and grab a pretend bubble. This bubble will be assigned with an unpleasant taste such as, a dirty sock. The students will then place the bubble in their mouth. If they begin to speak, the bubble will pop and fill their mouth with a dirty sock taste. 2. Ask the students to transition to the carpet and sit in a semi circle. a. Diverse Learners: Place the students with ADD or ADHD in the circle so that they are directly facing the marker board. This will help them remain focused during the lesson. 3. Write on the board: 25+10+10+1=. Ask the students to quickly think of an answer in their heads. When they have an answer they should put their thumb up and continue to think of different strategies they could use to solve the problem. 4. After every student has an answer, ask one student to come to the board and explain his or her thinking. a. Make sure to explain to the students that there are many different strategies to use in order to solve the problem. Even if they didnt solve the problem the same way, they can learn new strategies from the example. 5. Once the student has explained his or her thinking have another student revoice the same idea. a. Make sure to emphasize that there are other strategies that can be used to solve the problem. 6. The teacher should now restate the students thinking to emphasize the strategies this student used. 7. Write on the board: 25+25+10+5+1=. Ask the students to quickly think of an answer in their heads. When they have an answer they should put their thumb up and continue to think of different strategies they could use to solve the problem. a. Teachers should ensure that students repeatedly encounter situations in which the same numbers appear in different contexts, NCTM Standards ( E l e m e n t a r y a n d m i d d l e , 2 0 1 0 ) . b. The basic addition problems that the students frequently see are being adapted in this lesson to working with addition problems using the specific values of coins. If they are able to correctly find the sum in these problems then they should be able to transfer this knowledge to finding the total sum of a collection of coins. 8. After every student has an answer, ask one student to come to the board and explain his or her thinking. a. Make sure to explain to the students that there are many different strategies to use in order to solve the problem. Even if they didnt solve the problem the same way, they can learn new strategies from the example. 9. Once the student has explained his or her thinking have another student revoice the same idea. a. Make sure to emphasize that there are other strategies that can be used to solve the problem. 10. The teacher should now restate the students thinking to emphasize the strategies this student used. Development (What will you do? What will students do? Include your teaching strategies, management strategies and transitions.) 1. First, explain to the students that you will be flashing them visuals of different coins (printed, laminated, and have

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a magnetic strip on the back). The students are to shout out the name of the coin. At first, flash the coins slowly. As the students continue to identify the coins begin to flash them quickly. After the students have practiced seeing the visual and identifying the visual with the appropriate name, ask them to raise their hand to answer the following questions. Ask the students about the value of each coin. Call on a student to answer each question. Next, have all of the students unanimously count by the value of each coin. a. Count by 5s, 10s, and 25s to 100. Then, place the coins on the board. They will stick because of the magnetic strip on the back. Tell the students you are going to give them a problem and they must listen to hear the question. a. Ms. LaRosa has one quarter, two dimes, and one penny. How much money does she have? b. Word problems are a problem based opportunity to learn about number and computation at the same time NCTM Standards ( E l e m e n t a r y a n d m i d d l e , 2 0 1 0 ) Use the same strategy as before where the students think of a strategy and an answer by quietly thinking and putting up their thumb when they have reached an answer. After every student has an answer, ask one student to come to the board and explain his or her thinking. a. Make sure to explain to the students that there are many different strategies to use in order to solve the problem. Even if they didnt solve the problem the same way, they can learn new strategies from the example. Once the student has explained his or her thinking have another student revoice the same idea. a. Make sure to emphasize that there are other strategies that can be used to solve the problem. The teacher should now restate the students thinking to emphasize the strategies this student used. a. Discuss the steps to approaching the problem and write them on the board: First, we need to identify the coins that we have. Next, we need to identify their values. Then, we think about what the problem is asking and identify our strategy for solving the problem. During this part of the problem, students strategies for solving the problems are different. Ask the students if we could use the hundreds chart to solve this problem. How would we do this? a. The students can place the quarter on 25, one dime on 35, the next dime on 45, and the penny on 46. b. Allow one student to come to the board to demonstrate this task. What patterns do we see as we use the hundreds chart? What happens when we add ten, five, or one? a. Students should begin to see different patterns on the hundreds chart based on rows, columns, etc. They will begin to notice how they can effectively count on the hundreds chart instead of counting by ones. Tell the students you are going to give them another word problem and they must listen to hear the directions. a. Ms. LaRosa has one quarter, two dimes, one nickel, and one penny. How much money does she have? b. Word problems are a problem based opportunity to learn about number and computation at the same time, NCTM Standards ( E l e m e n t a r y a n d m i d d l e , 2 0 1 0 ) . Use the same strategy as before where the students think of a strategy and an answer by quietly thinking and putting up their thumb when they have reached an answer. After every student has an answer, ask one student to come to the board and explain his or her thinking. a. Make sure to explain to the students that there are many different strategies to use in order to solve the problem. Even if they didnt solve the problem the same way, they can learn new strategies from the example. Once the student has explained his or her thinking have another student revoice the same idea. a. Make sure to emphasize that there are other strategies that can be used to solve the problem. The teacher should now restate the students thinking to emphasize the strategies this student used. Discuss the steps to approaching the problem and write them on the board: First, we need to identify the coins that we have. Next, we need to identify their values. Then, we think about what the problem is asking and identify our strategy for solving the problem. During this part of the problem, students strategies for solving the problems are different.

Closure (How will you bring closure to the lesson?) 1. Ask the students why they think it is important to learn how to count money? When will you use this outside of school? a. At the grocery store, when they buy things, to make change, etc.. 2. Since we use money in our every day lives, it is important to know how to count money. What were some of the strategies that some of your peers used to count money? (List them on the board) Did all of these strategies

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work? Is it okay for different people to think about problems differently? Explain to them that they will be given a worksheet. They can use any strategy that they want but they must show all of their work. Pass out the assessment

Citation:

(2010). Elementary and middle school mathematics, teaching developmentally. Example of the Hundreds Chart with Coins

Example of one students strategy: