Rochester College
General Lesson Plan Template
8/1/2017
Grade Level / Subject Area Teacher Candidate Name Date of Lesson
(Discipline)
2nd/Math Breanna Bianchi 3/12-3/23
Common Core Standards and/or State of Michigan GLCEs and/or HSCEs
(Danielson 1a and 1c)
CCSS.MATH.CONTENT.2.MD.C.7
Work with time and money.
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?
Important Concepts (Danielson 1a)
Money, coins, counting, adding
Learning Outcomes (Danielson 1a and 1c)
The students will…
1) Discuss why coins and their values are important
2) Activate their multiple intelligences through singing a coin song
3) Identify coins and their values
4) Count out coin amounts from greatest to least
5) Solve word problems that involve coins
6) Create a drawing of coins to meet a certain monetary amount
7) Answer higher order thinking questions regarding coins, such as “What if we
changed…” or “using only one quarter, show me…”
8) Engage in various coin activities to deepen their knowledge and understanding
9) Create a specific amount of money using coin manipulatives
10) Justify their answers and their methods
11) Answer ‘yes’ or ‘no’ to I can… statements
12) Summarize their learning at the end of the lessons
Assessment Summary (Danielson 1f)
Formative: Students will be assessed daily on how well they answer verbal questions and
how well they complete their activities/assignments for the day- whether this is through
guided practice or independent practice. Students will also be assessed on how well they are
able to summarize their learning- through questioning, exit slips, and thumbs up/down
methods.
Summative: Students will be assessed on their overall growth from their pretest scores to
their posttest scores. Criteria for success: students must score at least an 80% on the
posttest.
Prerequisite Relationships to New Learning (Danielson 1a)
Adding, counting
Flexibility and Responsiveness to Students’ Learning Needs (Danielson 3e)
For higher students, have them answer (more) higher order thinking questions. “What
would happen if…” “Tell me another way…” “If I took/added ____, how would my question
and answer change?” etc. Have these students answer harder story problems, and give
them extra challenges throughout the course of the unit to enhance their learning
experience.
For students that are struggling, give them more guidance and assistance. Guidance type
will depend on the individual student, but may come in the form of reading the story
problems to them, helping to count and identify coins, rewording story problems, having
them answer their exit tickets verbally, having them name and count orally, etc. Give these
students more individualized attention to ensure their understanding.
Instructional Procedures (Danielson 1e)
Day one (Monday 3/12):
1) Give a pretest on money that involves counting a total given numerous coins as well
as story problems that involve money.
Day two (Tuesday 3/13):
1) Activate background knowledge and discuss the importance of knowing how to work
with money and knowing what each coin represents in value.
2) Play the coin song at https://youtu.be/MbtmucV-U2c to help further activate
background knowledge and introduce the topic.
3) Begin teaching lesson 7.1. This lesson involves counting coins from the greatest value
to the smallest value- first using dimes, nickels, and pennies, and later progressing
into counting with quarters as well.
4) Model identifying coins, giving each coin a value, and counting from the greatest
coin value to the smallest coin value.
5) Call on students to solve the next few problems on the board, asking higher level
thinking questions and having them explain their work.
6) Have the students finish the remainder of the worksheet on their own. They will turn
this in.
7) Upon finishing, explain to the students that they will be playing ‘Roll a Value’.
Students will roll a dice twice. The first roll will stand for the value of the ten’s place,
while the second roll will stand for the value of the one’s place (for example, a 6
rolled first followed by a 2 would be 62 cents). The students will draw coins to meet
that amount. Emphasize to start with the highest valued coin.
8) Close the lesson by calling on students to summarize their learning of the day.
Day three (Wednesday 3/14):
1) Activate background knowledge and discuss the importance of knowing how to work
with money and knowing what each coin represents in value.
2) Each table will have coin manipulatives at their desks. Ask them to hold up each
different coin to ensure they are able to correspond the correct name with the correct
coin.
3) Play the coin song again.
4) Model sorting and identifying coins to the class. Call on students for guidance and
ask HOT questions.
5) Have the students complete the money practice test by themselves.
6) The students will then complete a scavenger hunt. Around the room, different coin
values will be inside a magnifying glass, followed by a word underneath. The
students will write the correct word under the amount on their sheet. [Why couldn’t
the cow play the drums?]
7) Once finished, review the correct answer to the riddle.
8) Close the lesson by calling on students to summarize their learning of the day.
Day four (Thursday 3/15):
1) Activate background knowledge by discussing coins, their values, etc.
2) Play the coin song.
3) Model drawing coin amounts. Call on students to solve problems on the white board.
4) Using the picnic prices worksheet and menu, model the first worksheet and solve
problems together as a class.
5) Play money bingo with the students. The students will create their own bingo card
using the given values.
6) Close the lesson by calling on students to summarize their learning of the day.
Day five (Friday 3/16):
1) Activate background knowledge by discussing coins, their values, etc.
2) Play the coin song.
3) Model solving story problems and gradually solve problems together as class.
4) The students will solve the harder picnic prices worksheet on their own- worksheet
‘b’. They will turn this in.
5) Play I have, Who has coin style.
6) Close the lesson by calling on students to summarize their learning of the day.
Day six (Monday 3/19):
1) Activate background knowledge by discussing coins, their values, etc.
2) Play the coin song.
3) Model drawing coin amounts to meet a given value (i.e., the popcorn costs 72 cents-
two quarters, two dimes, two pennies). Call on students to do the first few problems
together as a class. Discuss various ways we could draw those amounts.
4) The students will complete the remaining problems by themselves- including the
backside of the worksheet.
5) Go over the worksheet together as a class, asking HOT questions. (i.e., if ten dimes
are in one dollar, how many dimes are in two dollars? What if I replaced the dimes
with nickels? etc.).
6) The students will complete another scavenger hunt- “Why wouldn’t the elephant use
the computer?” Review answer after.
7) Using manipulatives, close the lesson by having students identify each coin and then
asking questions. “Pick up a dime. Now, pick up your quarter. How much money are
you holding?” Etc. Ask for choral responses for these questions.
8) One person from each table will bring the coins back to the table.
Day seven (Tuesday 3/20):
1) Activate background knowledge by discussing coins, their values, etc.
2) Play the coin song.
3) Using manipulatives, have the students identify each coin and asking questions.
“Pick up a dime. Now, pick up your quarter. How much money are you holding?”
Etc. Ask for choral responses for these questions.
4) Using the How Many Coins Do You Need worksheet, model. “A hat is $1.34. What
coins do you need?” [5 quarters, 1 nickel, 4 pennies].
5) Have the students complete the rest of the worksheet by themselves.
6) Model How Much Does It Cost (the backside of the worksheet) by counting the coins
from greatest to least.
7) Have the students complete the rest of the worksheet themselves.
8) The students will complete another scavenger hunt- “Why can’t you play basketball
with pigs?” [The pigs always hog the ball]. Review answer after.
9) Close the lesson with thumbs up/thumbs down: “I can add coins together; I can tell
the differences between different coins; I can teach a friend about coins.”
Day eight (Wednesday 3/21):
1) Activate background knowledge by discussing coins, their values, etc.
2) Play the coin song.
3) Using manipulatives, have the students identify each coin and asking questions.
“Pick up a nickel. Now, add a dime. How much money are you holding?” Etc. Ask for
choral responses for these questions.
4) Model using the Adding Money Word Problems worksheet.
5) The students will complete the rest of the worksheet on their own.
6) The students will do another scavenger hunt. “What do ducks serve at parties?”
[Buffalo wings with cheese and quackers]. Review answer after.
7) Close the lesson with exit slips. “Tell me three different things you know about coins;
Answer yes or no: I can tell different coins apart and I know their names.”
Day nine (Thursday 3/22):
1) Activate background knowledge by discussing coins, their values, etc.
2) Play the coin song.
3) Using manipulatives, have the students identify each coin and asking questions.
“Pick up a nickel. Now, add a dime. How much money are you holding?” Etc. Ask for
choral responses for these questions. [Make a dollar and use only one quarter; etc]
4) Model using the Stationary Math worksheet.
5) The students will complete the rest of the worksheet on their own.
6) Model using the What Is The Total Price worksheet.
7) The students will complete the rest of the worksheet on their own.
8) Play math ball with the students.
9) Close the lesson with visual thinking rotations. Around the room, there will be one
poster with each coin glued on it. Students will rotate throughout the room and write
down what they know about each coin, as well as what they know about coins
overall.
Day ten (Friday 3/23):
1) Students will be tested on money using the same test that was given for the pretest.
Assessing The pretest will assess how much knowledge the students have about
Prior coins. In addition, the second day when activating background
Knowledge knowledge and discussing coins/their importance/values, the students’
knowledge will be assessed collectively.
Introduction Activating background knowledge; the coin song; using manipulatives
Interaction Day 2: Counting coins from greatest to least
(Guided Day 3: Sorting/ Identifying coins
Practice) Day 4: Drawing coin amounts/picnic word problems
Day 5: Story problems/ I Have Who Has
Day 6: Drawing coin amounts to meet a given value
Day 7: How many coins do you need/does it cost
Day 8: Story problems
Day 9: Stationary math/coin quiz/math ball
Closure Day 2-5: Calling on students to summarize their learning of the day
Day 6: Manipulative questions
Day 7: Thumbs up/down
Day 8: Exit slips
Day 9: Visual thinking rotations
Independent Day 2: Roll a value
Practice Day 3: Money practice quiz/scavenger hunt
Day 4: Coin bingo
Day 5: Story problems
Day 6: Drawing coin amounts to meet a given value/ Scavenger hunt
Day 7: How many coins do you need/have; scavenger hunt
Day 8: Story problems/Scavenger hunt
Day 9: Stationary math/coin quiz
Lesson Timeline (Summary of Instruction ) (Danielson 1e)
Start of the Lesson Mid-Lesson Activities End of Lesson Activities
Activating background Modeling, guided practices Independent
knowledge; coin song; and activities given the practices/activities/closure
manipulatives respective date given the respective date
Texts, Materials, and Supplies (Danielson 3c)
EVERYDAY: Elmo (technology), pencils, white board markers, coin manipulatives
EVERYDAY Coin song: https://youtu.be/MbtmucV-U2c
Day one/ten pretest/posttest:
https://www.education.com/download/worksheet/62335/coin-challenge-change.pdf
www.theteachersguide.com/mcgrawhillmathconnects2ndgradelessonseven.htm
Day two:
Counting coins- https://www.teacherspayteachers.com/Product/Counting-Coins-
Worksheets-FREEBIE-Money-1st2nd-Grade-3045807
Roll a value- https://www.teacherspayteachers.com/Product/Roll-A-Value-Adding-2-
Coins-648520
Dice needed
Day three:
Money practice test-
https://www.education.com/download/worksheet/63523/practice-test-money.pdf
Scavenger hunt- https://www.teacherspayteachers.com/Product/Scavenger-Hunt-
Riddles-Coins-266853
Day four:
Bingo- https://www.teacherspayteachers.com/Product/Money-Bingo-Counting-Coin-
Combinations-248510
Picnic word problems- https://www.teacherspayteachers.com/Product/FREE-Money-
Word-Problems-Activity-2698290
Day five:
I Have, Who Has- https://www.teacherspayteachers.com/Product/I-Have-Who-Has-
Counting-Coins-251097
Picnic word problems- https://www.teacherspayteachers.com/Product/FREE-Money-
Word-Problems-Activity-2698290
Day six:
Drawing coins to meet amounts-
https://www.teacherspayteachers.com/Product/Draw-the-Coins-3690086
Scavenger hunt- https://www.teacherspayteachers.com/Product/Scavenger-Hunt-
Riddles-Coins-266853
Day seven:
How many coins do you need? https://www.education.com/worksheet/article/coin-
count-up/
How much does it cost?
https://www.education.com/download/worksheet/96751/learning-to-count-coins.pdf
Scavenger hunt- https://www.teacherspayteachers.com/Product/Scavenger-Hunt-
Riddles-Coins-266853
Day eight:
Adding money word problems-
https://www.education.com/worksheet/article/adding-money-word-problems/
Scavenger hunt- https://www.teacherspayteachers.com/Product/Scavenger-Hunt-
Riddles-Coins-266853
Blank paper for exit slips
Day nine:
Ball for math ball
Large construction paper for visual thinking rotations
Stationary story problems-
https://www.education.com/download/worksheet/52725/making-change-stationery-
math.pdf
Total price worksheets-
https://www.education.com/worksheet/article/adding-money-amounts/
https://www.education.com/worksheet/article/adding-coin-amounts/
Additional Information Required by Individual Course Instructor: Specialized
Pedagogy (Danielson 1e)
N/A
