Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)
Consecutive and Concurrent Programs
Unit/Topic: Math Number Sense and Numeration Grade: 2
Lesson What is the focus of this lesson in relation to the unit? The focus is to find the different ways to make $1 with coins.
Curriculum Areas: What are possible connections to other curricular areas? Connections to other curricular areas include using math language to describe their solutions.
Curriculum Expectations: What Overall and Specific Expectations will be addressed? OE 1– read, represent, compare, and order whole numbers to 100, and use concrete materials to represent fractions and money amounts up to $1.00
SE 1.1- represent, compare, and order whole numbers to 100, including money amounts to 100 cents, using a variety of tools
Learning Goal(s): What are students expected to know, do and understand? We are learning to…. We are learning to understand that different coins can make $1. We are learning how much nickels, quarters, and dimes are worth. We are learning to name coins.
Success Criteria: How will students know they have met the learning goal? I can…. I can use nickels, quarters, and dimes to make $1. I can name the different coins. I can state how much the different coins are worth. I can use the terms dollar and cents.
MODIFICATIONS / ACCOMMODATIONS How will I meet the needs of my students? Have I addressed any IEPs? I will meet the needs of my students by giving them access to a hundred chart to help them count on as needed. Students have the opportunity to provide answers orally, written, and psychically with coins.
Minds-on How will I connect to prior and future learning? How will I engage students and set the context for learning? I will connect to prior learning by referring to the money game where the students used a spinner and named coins and practiced adding up totals. Students used dollars and cents in their language. I will connect to future learning by saying that tomorrow we are going to price items around our classroom for our grocery store. I will engage students and set the content for learning by going over the different types of coins and what they are worth. I will go over skip counting by 5s and 10s.
Minutes: How much time will I allocate? I will allocate 10 min.
Task: What will I be doing? What will students be doing? I will be reviewing coins and how much they are worth. I will go over skip counting and students will practice skip counting aloud. Teacher will ask “How will skip counting help us count coins?” I will introduce the activity of students drawing 5 circles on their paper and filling the circles with different combinations of coins that add up to $1.
Assessment: What is the Nature and Purpose of assessment? Diagnostic For
Action How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning? I will introduce new learning by telling the students that they will be using coins to make $1 instead of amounts under $1 as they have done previously. I will reinforce prior learning by reminding the students the names of coins their value. I will practice learning by getting the students to find the different ways to make $1. They will draw 5 circles and fill each circle with coins to show different ways that you can make $1. I will scaffold learning by supporting students to use the correct combinations of coins on their papers. I will ask them questions and ensure they are on the right track.
Minutes: How much time will I allocate? I will allocate 20 min.
Task: What will I be doing? What will students be doing? I will be circulating the classroom to check on how students are doing. Students will be drawing circles on their paper and filling the circles with coins. Students will identify coins by name and value and use different combinations of coins. Teacher can ask “What coins did you use?”
Assessment: What is the Nature and Purpose of assessment? Formative For
Consolidation How will I reflect on the learning goal? How will I have students reflect on the learning goal? I will reflect on the learning goal by stating that students have learned different ways to make $1. I will have students reflect on the learning goal by going over as a class the answers the students came up with. We can show student work and record what coin combinations make $1 on the chalkboard.
Minutes: How much time will I allocate? I will allocate 10 min.
Task: What will I be doing? What will students be doing? Taking up some of the student work to show their ideas on how they make $1 5 different ways. Also correcting if there were any mistakes. I will review what we have learned the names/values of coins, and different combinations of coins can make the same amount. Teacher can ask “What coins did you use?” “Do all these combinations add up to make the same amount?”
Assessment: What is the Nature and Purpose of assessment? Formative For
MATERIALS What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need? Paper, pencils, plastic coins, chalkboard
REFLECTION Questions to determine the success of your lesson:
• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?
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