Your Name: Brandy Lane Title of Lesson: Making Cents Teacher : Ms. Owens Date: April 23, 2010 Subject: Mathematics Grade Level : Second OBJECTIVES Students will be able to explore different ways to make a certain amount of money (using one

dollars, quarters, dimes, nickels, and pennies). Students will be able to count coins equal or less than one dollar. Students will be able to organize coins into appropriate groups. Students will be able to set a purpose for listening. WV CSOs 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 and model making change using manipulatives.

M.O.2.2.3- describe, complete and extend a variety of counting patterns, according to a given rule.

National Standard: recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce

a coherent whole; recognize and apply mathematics in contexts outside of mathematics

RATIONALE: This lesson is designed to improve students’ money counting skills so that it will help them

comprehend how to make change from a dollar.

Essential Question: Why is it important to know how to count money? MANAGEMENT FRAMEWORK: Students begin in regular seating; A dollar, quarter, dime, nickel, and penny will be held up to start discussion, Worksheets ready for student use, Stations ready for group work. Overall Time: 40 minutes Time Frames: 5 min Introduction with dollars, quarters, dimes, nickels, and pennies 20 min Small group work at stations with rotation involved 15 min Closure and Independent practice STRATEGIES: Auditory: Teacher-led discussion, inquiry, questioning Visual: Teacher modeling, student demonstration with activities and stations Written: Student group work and guided practice Tactile/Kinesthetic: Student work with manipulatives (coins) Adaptations: Use heterogeneous grouping to accommodate inclusion student. PROCEDURES: INTRODUCTION:

Why is it important to know how to count money?

Today we are going to learn many ways to use and count money. Introduce a dollar. Can anyone tell me what this is? Introduce a quarter. How much is a quarter worth? How many quarters are in a dollar? Introduce a dime. How much is a dime worth? Can anyone tell me how many dimes are

in a dollar? Introduce a nickel. How much is a nickel worth? There are 20 nickels in a dollar. Can

anyone tell me how many nickels are in a dime? Introduce a penny. How much is a penny worth? There are 100 pennies in a dollar.

BODY: Draw a graph on the board. (see attachment #2 to view an example of the graph) Tell the students that you need help finding the totals on this graph. Take volunteers to come up and figure out the total, and explain how they got that

answer. Have the student’s critique the students work and see if they are doing in correctly.

(Form of peer tutoring) Explain to the students that they will be put into stations in small groups. Pass out worksheet to begin going over directions for the stations. (see attachment #1) Station one involves five baggies each with a different amount of money in them. Explain to the students to open one baggie at a time so that the amounts do not get

mixed up. Remind them that this is group work and that everyone should be involved with

counting the change. Station two involves taking two items and adding them to see how much money they

will spend. Show an example of what station two is requiring. A book at 52 cents and a pencil at 17

cents. Ask the students how they would take this information and be able to determine how

much money they would spend. Explain to the students that in order to complete this problem they would have to add

the items together. Five items will be labeled at station two students are to choose items and create and

solve how much money they will be spending. Items: (ruler 79 cents, sharpie 14 cents, Hershey bar 23 cents, lotion $1.07, book 65 cents)

Station three involves explaining that the students already have $1.99 and they have to choose an item to buy.

They need to tell you how much they will have left over once they purchase that item. Show the students an example of station three on the board. They already have $1.99 from their alliance and they are going to buy a pack of gum that

is 79 cents. Have the student tell you what operation they will use to figure out this equation. Show on the board how you would subtract 79 cents from $1.99 to see how much

money they have left over. Five items will be labeled at station three students are to choose items and create and

solve how much money they will have left if they have $1.99 and they purchase an item. Items: (crayons 91 cents, hair brush 87 cents, toy car $1.99, teddy bear 39 cents, movie $1.00)

Station four involves the students to use dollars, quarters, dimes, nickels, and pennies to come up with a certain amount in two different ways.

Show an example on the board. Write $2.89 on the board and how the students come up and demonstrate how to come

up with this amount two different ways. Ex. 1 dollar, 7 quarters, 2 nickels, 4 pennies Assign students in groups. Once all students are at their stations they are to begin and then rotate until all stations

have been completed.

CLOSURE:

Now I want to see how much you learned today, you are going to do this worksheet individually. (see attachment # 2) It is very important to be able to count money, so that when you buy something at a store you know that you get the right amount of change back and also how to count out the correct amount of money to the cashier.

ASSESSMENT: Diagnostic:

Review monetary amounts of coins with students at the beginning of the lesson. Student responses to the questions that were asked.

Formative: Asking students to display the different ways of making a certain amount of money will

let me know if they are retaining the previous money information from other lessons. Summative:

Asking students to make change from one dollar will let me know if they are comprehending and applying the new information that is being given

Mastery Level: If students are able to make change and find different ways to express an amount of

change then they have reached the mastery level of this lesson. MATERIALS:

Dry erase marker Worksheets Teddy bear Movie Crayons Toy car Hair brush Hershey bar Book Lotion Sharpie Ruler Price Tags Money/Cents Station Signs

INFORMAL REFLECTION: Although the students did not have difficulty determining the difference between each coin and knowing the value of each coin I feel that the introduction of the lesson went well. If I were to teach this lesson again I would come up with something more challenging as my introduction. This lesson involved hands on activities and group work. I believe that as a teacher I will use hands on activities and group work in many of my lessons because I feel that this gives the students the opportunity to peer tutor each other. Overall I was pleased with how the students worked in their groups and completed the tasks. They all seemed to be excited to get to each station and see what their task was to accomplish. The lesson turned out pretty good, but I could have improved the lesson by timing the stations for rotation.

ATTACHMENT: Grading Rubrics ASSESSMENT RUBRIC FOR GROUP WORK:

GROUP NAME: Date:

ASSESSMENT RUBRIC: All students worked together to unscramble the correct coin combinations. All students worked together to understand how many different ways there are to find the total cost.

CRITERA 5 4 3 2

All students participate in finding different coin combinations for the total cost of the items at the money stations

All students participated in completing the money stations

TOTAL POINTS

TEACHER COMMENTS:

5 Students worked together without conflict

4 Students worked together with some conflict

3 Students did not work together without conflict

2 Students did not work together at all

ASSESSMENT RUBRIC FOR INDEPENDENT WORK (counting money sheet)

NAME: Date:

ASSESSMENT RUBRIC for independent work

CRITERA 5 4 3 2

Student shows the problem

Student shows their work

Student shows more than one coin combination for the total cost

TOTAL POINTS

TEACHER COMMENTS:

5 Response completes counting money sheet clearly and thoroughly

4 Response completes counting money sheet, but not clearly or thoroughly

3 Response partially completes counting money sheet

2 Response does not complete the counting money sheet

Critique #3

Your Name: Brandy Lane Name of School: Weimer Elementary Principal: Mrs. Suzanne Armstrong Teacher: Ms. Ashley Owens Grade Level: Second Content: Mathematics Date: April 25, 2010 Planning

Before I had completely decided what I was wanting to do my third teach on I sat down

with Ms. Owens and asked her if there was anything she wanted me to teach to the students.

Ms. Owens asked me what I had in mind and I told her that I wanted to teach a lesson

pertaining to mathematics.

At the time my sister who is in second grade at Andrew Heights was learning how to

count money. I noticed that the worksheet that she was working on involved determining the

value of each coin and how to come up with multiple ways in using the coins to determine one

value. With this in mind I thought it would be exciting to create stations for the students to be

actively involved with counting money. Once I had confirmed this with Ms. Owens she said she

thought it would be a great idea and that the students would love it. She said that most of the

students understand this skill, but others still difficulty counting a hand full of coins.

The first idea I had was to do stations with different tasks involving money so that the

students who were having difficulty had the chance to work with their peers. Considering that

some of the students already know the values of each coin and how to count a hand full of

coins the parts of my planning and lesson plan that were most helpful for my teach were

through the procedures and materials. I thought that having the students in groups working at

stations would allow all students to feel involved and would be a fun activity that got the

students thinking. This activity was planned to spark the students’ interest and provide peer

tutoring time. The most challenging part of the planning for this lesson was developing a

challenging lesson without frustrating the students who do not fully understand the value of

each coin and how to count the coins when they are all mixed up. Now that I have completed

my practice teach I would make changes to the way I explained the stations. I would still

provide the examples I did with the students, but I should have completely read the directions

aloud with the students. This lesson basically focuses on student communication and

participation. The WV CSO’s fit into my lesson plan by identifying, counting, and organizing

coins and dollars to display a variety of price values from real-life examples with a total value of

one dollar or less and model making change using manipulatives.

Implementation

With the beginning of the lesson starting with the introduction of each coin and a dollar

the students seemed interested and involved with participating in determining the values. Like

mentioned before the stations were engaging for the students, but I would revise my lesson by

explaining in more detail and actually reading the directions of the worksheets aloud with the

students. The reason I would do this because when reviewing their worksheets I noticed how

some students failed to read the directions on their own. The lesson was appropriate for the

age group. I made sure of this by reading the WV CSO’s and also viewing my sister’s worksheet

that she was doing in second grade at a different school. The time that I gave the students

worked out well because most students finished at the same time. I had the students who were

still working review their multiplication facts they were having a test times 6 that day. Overall

the lesson flowed well with the stations the students were working in and from this lesson I

observed how they enjoyed working in group work and how they work really well with involving

everyone. Having some of the students finish before others taught me that you must always be

prepared to adjust your lesson plan and be prepared for students who finish early or the ones

that need extra time.

Clarity of presentation

From listening to the tape recording of myself while teaching and reviewing material, I

found that when I explained instructions of the assignments that I created for the students my

voice was clear and easily understood. With the teach of my third lesson I do believe that my

lesson, expression, and appeal was improved and appropriate. While listening to my recording I

noticed an improvement of lecture time in my teach three from my teach two and I also

focused on my students opinions and statements along with activities. My “pet phrase” was

okay; it annoyed me to listen to the recording and to hear myself say it multiple times, but it

was still an improvement from my teach two.

Attention to individual differences

My choice of strategies and activities was accommodated for individual differences and

learning styles by doing group activities and by talking with the teacher and pre-arranging the

groups heterogeneously. The activities that I chose to do with the student’s involved many

forms of delivery. The stations involved the chance for students to learn through “hands on”

tactile instruction. They had objects they were working with along with manipulatives. We used

visual by drawing items on the board and using the items to determine how much they spent if

they had bought the two items. We did a graph on the board and completed it, and oral

because the students were participating by coming to the front of the class doing a problem

and explaining it. Although some groups did finish sooner than others they were to get out their

multiplication facts and study for times six.

Student response

The students reacted great to the lesson and my instruction. Ms. Owens was wonderful

with helping settle the students down when they were beginning to get loud. Each student

displayed a ton of energy and seemed to be excited with the lesson. I noticed that the students

who were more interested in the lesson took charge when the students got in their groups and

helped decide who was going to do what so that they could get started with the activity. This

lesson provided each student to work together in accomplishing the station because they could

not leave each other behind. This was a great way to make sure that all students were involved

in the learning and thinking process.

Planning and Implementing Higher Order Thinking Skills

I think this lesson provided areas for higher levels of learning. For example the stations

were a great way to provide peer tutoring and the way the stations were planned out included

the skill of being about to count change and come up with the correct amount, adding two

amounts together to get a total, taking one amount and subtracting another amount to see

how much money you have left over, and coming up with multiple ways to make one amount.

The students also had to do individual work where they had to be able to show me what they

have learned from our discussion and the stations. The students could demonstrate ways to use

money by them telling their parents that next time they go to the store, can they count the

correct amount of change out?

Assessment

For assessment purposes I observed each group collaborating at performing each task at

the four different stations and following the directions at each station. For insurance of

understanding the students completed a worksheet that involved our group discussion and our

station activities. These were done individually and graded by me so I could see the students

understanding of money. Special addition: Areas of improvement

I feel that I did improve on my actual lesson on my teach three because I had the

opportunity to demonstrate what the students were to do at each station. This lesson gave me

the chance to teach and talk about the values of each coin and dollar bill and talk about how

many of each coin is in a dollar instead of just jumping into activities. Although some of the

students already had grasped the concept of the values and how you can make multiple ways

to come up with one price, I feel that this lesson was effective and the students enjoyed

working together. In teach two I said I wanted to improve on my choice of words, and I feel that

I did but still can use more improvement. Okay was my “pet phrase” and in teach two I said it

entirely way too much, but from listening to my teach three I can greatly see an improvement.

My goal from lesson two was to completely take out okay while teaching a lesson or to greatly

decrease the use of it, and although I did not meet my goal I will still succeed in reducing it.

Name________________________________ Date____________________________

Counting Money

If you buy these two items how much money will you spend? (Show your work)

79¢ 12¢

You go to the store with $3.89. You buy cookies for your snack for school. How much money

will you have left? (Show your work)

$1.79

Find the total of each row.

25¢ 10¢ 5¢ 1¢ Total

2 1 2 3

1 3 1 4

3 2 3 1

4 1 2 2

Use $1 , Q , D , N ,and P to draw $2. 64 in two different ways.

Name_____________________________ Date____________________________

Money Stations

Station 1 One by one open the sandwich bags and count the amount of money in each. Write the amount inside the bags below.

1. 2. 3.

4. 5.

Station 2 Let’s Go Shopping! On the space provided write the two items you are buying. Since there are two items you will need to add them together (show your work). Then write the total amount you had to spend to buy the two items.

Items Show your work 1.__________________________________ How much did you spend?

Write the amount. ______________________________________

Choose two different items and do it again.

Items Show your work

1.__________________________________ How much did you spend?

Write the amount. ______________________________________ Station 3 Mom gave you a $1.99 just for picking your clothes up in your room. You go to the Dollar Store and you want to buy something. Pick one item to buy. How much money do you have left after buying that item? (Show your work)

Item Show work

________________________________________

How much money do you have left? ________________________________________ Choose another item and do this again.

Item

________________________________________

How much money do you have left? ________________________________________

Station 4 Use $1 , Q , D , N ,and P to draw $1. 06 in two different ways. Use $1 , Q , D , N ,and P to draw $2.24 in two different ways.

Date Based Decision Making

When teaching this lesson, I noticed that many of the students did not have difficulty

determining the difference between each coin and knowing the value of each coin I feel that the

introduction of the lesson went well. If I were to teach this lesson again I would come up with

something more challenging as my introduction. This lesson involved hands on activities and

group work. I believe that as a teacher I will use hands on activities and group work in many of

my lessons because I feel that this gives the students the opportunity to peer tutor each other.

Overall I was pleased with how the students worked in their groups and completed the tasks.

They all seemed to be excited to get to each station and see what their task was to accomplish.

The lesson turned out pretty good, but I could have improved the lesson by timing the stations

for rotation.

I feel that having the students work in groups for this particular assignment helped the

below mastery students because each student had to complete their guided practice, and in order

for this to happen the students had to work together at each station. I did notice how the above

mastery students finished at the stations quickly, so in order to challenge the mastery students I

would have them create an equation of their own about going to the store with their parent.

Another thing I would allow them to do is demonstrate their equation on the board with the rest

of the students. This would be a great way to involve the students and challenge the above

mastery students.