Week 5

Practicing choosing strategies and coming up with depth of knowledge questions on the fly was good exercise for my brain. We had to work as a team to get all of it done within 15 minutes. I hope to some day be able to be that quick on my own. Right now, unfortunately, it's been taking me a very...long...time to finish just one. What really helped today was using a resource Melissa mentioned from http://www.in2edu.com/resources/thinking_resources/Blooms-Question-Charts.pdf

It makes coming up with the questions so much simpler.

So now here's a (long) lesson plan (I really need to learn to say things short and sweet):
"T:" means "The teacher says"
"NT:" means it is not something the teacher is saying. It is instruction, procedures, or something the students may say.
This way I don't have to use color differences to help decipher.


Keiza Taylor
3/27/17
EDUC 338

Lesson Plan 4

1. Unit/Lesson Title: Time and Money Unit/Lesson: Shopping Time (continuation)
2. Content Standards:
MO Math GLE GM.2.D Students will find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately, and students will find combinations of coins that equal a certain amount.
3. Instructional Goals/Overview:
Students will evaluate their experiences making purchases outside of the classroom.
Students will learn how a dollar can be made with different combinations of coins..
4. Measurable Learning Objective(s): By the end of the lesson, students should be able to complete ABCya Counting Money game with 80% accuracy.
5. Materials/Resources Required for Lesson: Computers with internet access for each student, a one-dollar bill, coins, projector, personal whiteboards and dry-erase markers for everyone, tissue, paper and pencils, and maybe counters (like an abacus or simple calculator). Teacher will need ability to track/evaluate the progress of each student on ABCya game.
6. Pre-assessment/Prerequisite Knowledge and Skills: Students will need to remember how to count and use coins, and how to make bartering and money transactions. The hook will be used as review.
7. Vocabulary Overview: Coin, dollar, quarter, dime, nickel, penny, change.
8. Instructional Procedures:
Opening “Hook”: A Schoolhouse Rock video will be shown for review of trading and bartering: https://www.youtube.com/watch?v=z1V_VQD3XLw&list=PL-YMihP4ZXQiRA2tloIKBaLoZ2x7LxaqY

(KNOWLEDGE & COMPREHENSION) T:Okay, who would like to share with the class what the difference is between a barter and a trade?  NT:Two or three students will take turns answering to create as much detail as possible.Teacher will prompt as needed. For example, T:When you go to the store, are you trading or bartering?

NT:Teacher and students will openly discuss their experiences with purchasing the day before. T:I'm so glad you all got that experience.

T:Alright my learners, today we will have somewhat of a shorter lesson and then we will put all our understanding together as we focus on dollars and use the computers to play a game that will challenge your understanding. I need your thinking caps to be snugly on, and your ears and eyes open. We have been talking about coins for a while. We've talked about quarter, dimes, nickels, and pennies, their values, spending them, trading them...And we've talked about adding them up. I'm going to place some coins on the projector screen and I would like you all to see if you can tell me how much they add up to. Go ahead and pull out your whiteboards and dry-erase markers. You may use your mental math abilities, or you may use a sheet of scrap paper to work out the addition problems, or you may use a counter if that is easier for you.NT: Find a volunteer to pass out a tissue to each student for erasing their boards.

NT:The teacher will use different coins that add up to any amount less than one dollar, for the first 5 questions, and as the students put up their boards with answers, the teacher will check for accuracy. Children will tally the values of the coins from the projections.  The teacher will ask different students to defend their answers for the first 5 questions.

NT:For the 6 one, the teacher should put 99 cents up on the projector. T:How much is this? I'll give you a minute to calculate it. If anyone has any trouble with this one, raise your hand so I can come help you.

NT:Once a student has answered correctly, the teacher should show how they are correct, and then ask, T:Well, what happens when I add a penny, one cent, to these 99 cents? NT:"That makes 100 cents?" T:What is 100 cents the same as? What has the same value as 100 cents? NT:If no one guesses the correct answer, T:One dollar. One dollar is the same as 100 cents. You will usually not hear anyone say "100 cents". You will almost always hear someone say "one dollar". NT: The teacher will write 1 on the projector sheet and place a dollar bill on there. T:Now to show that is one dollar, if I were going to write it down, I would have to add a dollar sign right in front of it, like this. It looks like a capital S with a line going through it. NT:The teacher will demonstrate $1. T:Everyone write that down on your boards. Let me see those dollar signs. And here is the symbol for cents. NT:The teacher will demonstrate 100¢ . T:It's like a c with a slash through it. From now on I will ask you to write the cent symbol instead of writing the words 'cents' after your digits. Go ahead and practice that. Let me see those cent signs.

T: Now, how about if I have these coins?  Place a different combination of coins to make a dollar on the projector.

NT: The teacher should do this a couple more times, as much as needed for checking for understanding. (APPLYING) T: What other combinations can you all come up with to make a dollar?

T:What can we conclude from all of these? NT:"There are a lot of different ways to make a dollar." T:So we see that there are many different ways to make one dollar. Good job.

(SYNTHESIS) NT:Children will them be placed on their computers to play the Counting Money game. Struggling learners will use the beginner level on the computer game while advanced learners with use the accelerated levels. Advanced learners will also take turns showing different combinations of coins to make a dollar.

(EVALUATION) NT:Teacher will evaluate results of game results, and ask the students how well they feel they have done, and how comfortable they are with the concepts.

Closure: NT:Place a waste basket in a place that would make it easiest for all students to see, and then move to the other side of the classroom. T:Everyone write down the total value of these coins on a slip of paper and write your name at the top. Then I want you to ball the paper up and  try to make a basket from your seat. Who can make it?