Short Range Lesson Plan Template (APS 2 & 3)

Title of Lesson: Counting Coins

Subject: Mathematics
Grade level: 2nd
Cooperating Teacher: Mrs. Myers
Student Teacher: Ms. Connolly

Objective(s): (APS 4)
The student will be able to count coins together and separately by identifying the value and name of
each respective coin.

South Carolina Standard(s) Addressed: (APS 4, 6)

2.MDA.7: Solve real-world/story problems involving dollar bills using the $ symbol or involving
quarters, dimes, nickels, and pennies using the symbol.

Rationale for Instruction:

This lesson will allow for students to recognize the value of each coin presented (quarter, dime, nickel,
penny) and use what they know about the value of the coin in order to count money. Students will be
using real-life examples and practice their counting so that they are able to transfer these skills to
their everyday lives.

Essential Questions: How do we solve problems involving money?

Prerequisites:
The students were introduced to the coins last week and practiced counting them separately. For
example, on Tuesday the students were introduced to pennies and nickels and practiced counting
pennies together, then nickels together.

Materials/Preparation: (APS 6)
Coins
Promethean Board Clickers
Envelops with money
Prizes
Who Has More sheet
Enrichment sheet
Money Rap Video

Procedures: (APS 4, 5, 6, 7, 8, 9)
Introductory Activity:
Class will meet at the carpet to work on the Problem of the Day. Students will
answer using the Promethean clickers. This allows the teacher to get a pre-
assessment where the class is before beginning the lesson.
Problem of the Day: Whitney has 3 dimes, 2 nickels, and 4 pennies. Paige has 2 dimes,
5 nickels, and 3 pennies. How much money do they have altogether?
Students will view and interact with the Money Rap https://www.youtube.com/watch?
v=3ARNqyQ0CuY
 Main Activity:
You Do: The teacher will model counting the separate coins and review counting by
1s, 5s, 10s, 25s.
Remind students that when counting different types of coins together, you always
start with the coin that has the biggest value. Also remind students that the size of
the coin DOES NOT determine value.
Teacher models counting different amounts of coins.
We Do: The student will partner with their Peanut-Butter and Jelly partner
o Each group will receive an envelop of different amounts in coins
o There will be several items (1 item per group) with a price and the students
must determine which item they can buy in exact change with the amount of
money in their envelop
o For Example: 1 reading buddy may cost 56 cents and Group 3 may have 56
cents in their envelop therefore they purchase the reading buddy
I Do; After this activity students will return to their desks to complete the Who
Has More activity.

Closure:
After completing the worksheet, the class will come back to the carpet to complete
their Exit Ticket
Using their Promethean Clickers the students will answer the following question:
o Kimberly had 2 quarters, 3 dimes, 2 nickels, and 2 dimes. Anika has 3
quarters. How much do they each have? Who has the most money?

Assessment: (APS 3)
o TW observe student responses from the Promethean quizzes (Save data for further review in order
to prepare for future instruction and to plan for math small-groups)
o TW observe the Shopping Activity and use the checklist to see which groups were able to correctly
identify which item they can buy with exact change.
o The Who Has More activity will also be collected and used as assessment to plan for further
instruction and for math support groups. (Those who struggle with the activity and the Promethean
questions will be pulled for guided math review groups)

Adaptations: (APS 6, 7)
Remediation
o Joseph & JiMarious: Both students typically do well in math but I will make sure to
give slow, verbal direction to them during this lesson so that they understand their
instructions. Joseph is an emergent bilingual and struggles with reading content-
related language. I will partner him with a high-leveled reader during the partner
activity. JiMarious has an IEP and requires that text be read to him so I will make
sure to read the instructions to both the worksheet and the Shopping Activity to the
class before we begin both activities.

Enrichment
o Taraji/Anika: Taraji and Anika have both been identified to receive enrichment
services from the school for being academically gifted. These students will likely be
ready for more of a challenge and to prepare for that I will make sure to have
another activity ready for them after the Who Has More worksheet. These two
will likely be ready to work with dollars AND coins so Ill make sure they have some
experience working with both printed money and coins.
Follow-up Lessons/Activities: (APS7)
o In order to have more real-life experiences in class, we will be introducing a new reward
system. We have a Prize Box that students can visit when they have been doing well in class.
Instead of simply sending students to the prize box, they will start to get Myers Money as
a reward for good behavior. At the end of the day students have the opportunity to visit the
prize box, which will have prices on the prizes and exchange their money for a prize.

Reflection:

Professional Goals:
Guided Reading Plans: Joseph Group
*Joseph receives one-to-one instruction 3 days a week in a 10-minute lesson
plan to maximize time spent during Guided Reading

Day 3: Gabby Runs Away Level G

Sight Word Review

Then
Want
Were

Guided Writing: Character feelings

In the beginning, Gabby felt________ because __________.

Guided Reading Plans: Group B

Day 2: Caring for your Dog Level K

Introduce Next Section:

New Vocabulary: review from yesterday

Notes/Observations: Do 1 running record

Discussion Prompt: What connections did you make as you read this story? Find a page where you
made a connection. Share your connection. How are Bella and Rosie different? Who is braver? What
is your evidence?

Teaching Points: (1-2 per day)

The teacher will discuss words that end with ful

Ex.- wonderful, careful, mouthful, handful, cheerful

Word Study:

Analogy Chart: get, getting