Name:

Name:

Name:

This was the original lesson plan that I found that correlated

directly to the SOL I was targeting. I found this lesson after

already talking to my teacher about her ideas for what she

thought the class really needed more help solidifying. I used this

lesson as a guide for key questions/points that I wanted to

address during my lesson. I thought the overall lesson was

great, but my students were not necessarily ready to start

thinking about purchasing items with their coins. They still

needed to solidify their understanding about what it meant for

values to be greater than, less than, or equal to another. I

thought this lesson addressed those points, but took them a step

further so when creating my lesson plan, I chose not to use the

“Cool Coin Comparisons booklets” because these talked about

whether students would have enough money to buy a treat. I did

really like the way it mentioned listening for correct vocabulary

Name:

Name:

Comparing MoneySecond Grade Lesson

Purpose:Over the last couple weeks my students have been learning the different values of coins. This lesson fits into the larger unit because after learning the differences in value the students should be able to start comparing pennies, nickels, dimes, quarters, and a dollar. They have already learned how to use the symbols >,<,= to compare numbers so this lesson combines two skills they have already learned, but solidifies those understandings.

2.10 The student willa) count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; andb) correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.).

Objective: Given plastic coins, cards with coins pictured on them, and a worksheet, the student will be able to identify and compare amounts correctly 10 out of 13 times.

Procedure:o Introduction:

I will start by calling students over table by table to the carpet and tell them to sit in rows starting at the Mississippi River (The carpet is a map of the United States)

Once everyone is seated, I will tell them that I will be teaching them today and let them know my expectations (when I clap, they need to clap back to me in the same rhythm, we will practice this twice)

I will use the magnetic easel that is on the carpet to show some magnetic coins to the students. Ask: What is this coin? How do you know? How much is it worth?

I will call on a few students to answer, I will then write the amount on the board in either the $0.00 or 0 ¢ format I will keep doing this until I have 3-4 coins on the board. Then, I will ask: What is the total amount of money I have right here? I will call on students to answer then write the total incorrectly on the board (i.e .0 ¢) and see if they can tell me why that

would be the wrong way to write it If the cent symbol is there, you do not have to put the decimal (make sure they say decimal instead of “dot” or “period”)

Add a few more coins to the board, but in a separate pile. Ask students how much money I have in that pile. Then ask “Which group has more money?” Once the students say group A or group B, have them create a number sentence (i.e 35 cents is greater than 10 cents) Encourage the students to use the math language they have already learned: greater than, less than, or equal to

Name: When they tell me, I will draw the symbol on the board between the two amounts After practicing comparing values, I will show the students the worksheet (“Who Has More?”) that they will be working

on in pairs. I will show them the different manipulatives that I will hand them (plastic coins, flash cards that show values in various

ways-coins, number with cent sign, decimal value), not every group will get the same type because there are not enough of each for every group.

I have pre-selected groups based on differentiated needs: Plastic coins: AJ, Cristian, Madalynn, Ben, Hazael, Isbella Big flash cards (these have smaller amounts pictured, but are not as “hands-on” as the plastic coins): Camdyn,

Kionna, Isaiah, Ezri, Ian, Noah, Devin, Lilianna Small flash cards (these have larger amounts and some include dollar bills for students who may need more of a

challenge): Mariel, Maya, Stella, Andrew, Bladen, Alex, Jude, Selma After showing the materials, I will have the students go back to their seats table by table

o Development: Working with a partner, the students will spread out around the room. For the students who are given plastic coins, I will explain to them that they must reach into their baggie and pick 2-4

coins at random. For the students who have flash cards (big or small), I will explain to them that they need to keep the stack of cards face

down and each partner draw one card at a time so that there are two total cards out for them to compare. The students will record their amounts on their worksheet and use the proper symbol to represent who’s amount is

greater than, less than, or equal to the other’s. If students are finding that this is really easy, I can challenge them to see how many coins they have all together or

maybe even use 2 flash cards at a time per partner so they can have more coins to add up then compare. Their totals may be more than $2.00, but that is okay if they can handle the harder amounts.

o Summary: After the students have completed the worksheet with their partners, I will have them come back to the carpet. I will ask, “Can anyone explain to me what coin/s is/are less than a dime?” Penny, nickel

“How much is a dime worth?” 10 cents “What coin is greater than a dime?” a quarter “How could you make 10 cents if you didn’t have a dime?” ten pennies, 2 nickels, 1 nickel and 5 pennies “How much is a quarter worth?” 25 cents “If you didn’t have a quarter, how else could you make 25 cents?” Two dimes and one nickel; 5 nickels; 25 pennies, 1

dime, 2 nickels, and 5 pennies; 1 dime, 1 nickel, 10 pennies; 4 nickels and 5 pennies “Can anyone tell me something they learned today?” “Are there any questions about coins and/or comparing them?”

Materials:

Name:o Magnetic Easelo Magnetic coinso Plastic coinso Flash cards with coin valueso “Who Has More?” worksheeto Pencil

Evaluation Part A:o During the intro/development/summary I will be assessing to see the language that is used and if students are correctly using the

specific math terms: greater than, less than, equal too I will make notes of students who still may not understand these concepts so either their teacher or me can check back in with

them to make sure that understanding is solidified.o I will collect their “Who Has More?” worksheets to check for completion and accuracy. They should have at least 10 out of the

13 times correct to show sufficient understanding. Evaluation Part B:

o What went well?When doing the introduction, my students were able to quickly identify the value of the magnetic coins. Before I would put a new coin on the board, I would stop to ask them how they knew it was a penny/nickel/dime/quarter to make sure they could explain how they knew the differences between the coins (i.e. One student told me that she knew the coin was a quarter because George Washington was on the front). I felt like the students were very engaged with the introduction because I had a lot of students ask and answer questions. They even explained to me, without me evening getting to my questions, the various ways to write an amount ($0.00, 0¢). They even surprised me by using the word “decimal” instead of point or period and were asking me questions about what the decimal means.

o What didn’t go so well?I spent too much time activating the background knowledge on the carpet and not enough time doing the actual activity. Most students were unable to complete the worksheet before having to end the lesson. I also was unable to wrap up my lesson with my planned summary due to time constraints. When doing the worksheet part, I had my teacher go around the room while I worked at the kidney shaped table with the group using the plastic coins. While some of them really understood the activity, others did not. The couple students who struggled, were not paying attention to their partner’s amount of coins, but rather just on their own. It showed that they could recognize and add up their coins (with only some error), but they were unable to actually compare their coins with their partner, which was the focus of the lesson. I also learned that when I was doing my introduction, I noticed that a student just said a number, but did not clarify what the number represented, so I asked “36 what? 36 cats?” to make a lighthearted joke about how it is important to make sure to say “cents” after the number so we all knew what he was talking about. This, although a great point, started a few giggles as well as a few second graders telling me about their cats.

Name:o How would you change this for next time?

During my intro, I used the white board to write down the amounts of each of the coins and then had the students compare them, but the way I was sitting I had a hard time writing the amounts and symbols horizontally, so instead they were vertical. Next time, I would make sure that I was able to write the numbers and symbols down the way the students are used to, even though they should be able to recognize that the way they are written does not really matter in that instance because it would be the same either way. I also would make sure that the bulk of my time was not spent on the carpet. By planning ahead more and knowing when to stop calling on every student, I could spend more time having the students actually explore the material. I think this lesson could be stronger by making it more inquiry based because I feel that even though some students were able to breeze right through the activity without any problem, it still could be stronger and hit more critical thinking points.

o What did you learn about your students?I learned that they have more background knowledge than I originally thought! I had seen my teacher teach lessons on coins and their value, but to actually be in the front of the room doing the teaching/questioning, I was able to get a better understanding of what these second graders knew. They were comfortable using math language, such as decimal, greater than, less than, equal to and were also comfortable explaining why amounts are written in certain ways (i.e. why there isn’t a dollar sign AND cent sign at the same time).

o What did you learn about yourself/teaching?I really surprised myself. I went into the lesson knowing I would have to differentiate the manipulatives since there were not enough of each to go around and because I knew that some students would still need the practice observing/holding “actual coins.” I just was not sure who would be in what group, but when I got to the classroom that day I had some time before it was time for math, so I started writing down the groups on a sticky note, but had to ask my teacher if I was on the right track. I was! This made me feel like I had somewhat of a good grasp on where each of the students in my class were with their math understanding.

Name:

Name:

During the lesson, I kept my actual lesson plan in my lap so I could refer back to it, but never used it as a script. This allowed me to adapt the conversation as the students provided comments. I had planned to randomly select magnetic coins out of a bag to place on the board for the students to compare and I did do this, but I realized I could (and maybe should) have strategically selected the coins prior to sitting in front of the students. This would have given me more of a planned discussion to hit some key points, but my students led me to these points even though I had not planned for them.

For example, I was asking my students how they knew that one value was greater than another. One student raised her hand and told me because she looked at the number in the tens place and said “40 is more than 30.” This led us to discussing what if the number in the tens place was the same. I had not planned for this conversation, but I let the students discuss it with me because I knew it was a great skill for them and would help them in the activity. Plus, this gave me insight into their number sense because I noticed the student started to say “4 is more than 3,” but caught herself and said 40 instead of 4. Another conversation that came up during the introduction that I thought of on the whim was whether the size of the coin correlated to the value of the coin. I thought this was a good point to ask to make sure the students did not have that misconception.

To my delight and surprise, the students recognized that the size did not correlate to the value because they pointed out that a dime is smaller than a nickel, but worth more. This also led us to discussing that a smaller physical amount of coins could be worth more than a larger physical amount of coins. I used the magnetic coins on the board to demonstrate that two quarters was worth more than three dimes and a nickel. I thought this would be a good point to make since the students would have to compare their coins to a partner’s and I did not want them to just compare their 4 coins to their partner’s 2 without assessing the value of each. In hindsight though, this would have been a cool discovery for the students to make by themselves.

Name:

Name:

LESSON MAP

Topic: Comparing Money Time Frame: 60 min. Grade Level: 2 Date: December 5,2017

Purposes & Objectives:Over the last couple weeks my students have been learning the different values of coins. This lesson fits into the larger unit because

after learning the differences in value the students should be able to start comparing pennies, nickels, dimes, quarters, and a dollar. They have already learned how to use the symbols >,<,= to compare numbers so this lesson combines two skills they have already learned, but solidifies those understandings.

2.10 The student willa) count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and

b) correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.)..

CCSS.MATH.CONTENT.2.MD.C.8Solve 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?

Given either plastic coins or cards with pictures of coins on them and a worksheet, the student will be able to identify coins/amount and compare his/her amount to someone else’s using >,<,= correctly 10 out of 13 times.

Prerequisite Knowledge: Before students can be successful in the inquiry lesson I have planned, they must have a strong foundation of the value of pennies, nickels, dimes, and quarters. The concept of money and its corresponding values should not be new to the students, but rather this lesson should build upon it.

K.7 The student will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less.

1.7 The student willa) identify the number of pennies equivalent to a nickel, a dime, and a quarter; andb) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.

Name: 1.10 The student will compare, using the concepts of more, less, and equivalent

Where to next?: The next steps that should be taken after this lesson, assuming the students understood the objective of comparing values, should be students applying that knowledge to real-life scenarios. I think setting up a way for the students to explore using their money to “buy” items so they can see if the money they have is greater than, less than, or equal to the price of an object. This could be a good way to work on how much more would be needed to afford an object, but would also be a way to work on making change. These are concepts the students will become more familiar with in 3rd grade, but will be applicable all through life.

3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change.

Activities Teacher QuestionsLaunchMaterials:

Plastic bag filled four actual coins (one penny, one dime, one nickel, and one quarter)

Large poster paper to create anchor chart

Markers

I will start by having the students come to the carpet. Once they are ready to start (i.e, they’re seated, quiet, and

facing forward), I will start by showing the class that I have a bag full of coins.

I will ask a student in the front to reach into the bag (without looking) and pull out a coin.

I will have the student tell me how he/she knows what the coin is; this can even be done with his/her hand in the bag without looking. (Describe size, roughness of edges, thickness) (Tactile)

This should be done with four different students, but make sure to tell students they will all get a chance to explore coins later.

As each student describes the coin, I will use the poster paper and markers to write down their descriptions so as a class we can figure out which coin is which based on the clues. (i.e. large coin, rough edges, not thick) (Visual)

Once all four descriptions are up, I will ask students to tell me what they think each coin is and what they already should know about each (i.e a quarter is 25 cents). (Visual)

This will not be the first time these concepts have been addressed, so the students should use their previous

What can you tell me about the coin you chose?

How could you describe the shape, size, thickness, and texture?

What do we already know about coins? How much is a penny worth? How much is a nickel worth? How much is a dime worth? How much is a quarter worth? Does the size of the coin relate to the

value? How can we compare coins? What is a number sentence we could

create to compare coins?

Name:knowledge to help them.

ExploreMaterials:

Plastic bags filled with plastic coins

“Who Has More?” worksheet

Worksheet where students can draw coins and write their value while comparing two values

Flash cards with different coins/bills pictured

There will be three small-group stations around the room that the students will rotate through every 15 minutes.o The students will rotate through three stations in small

groups, but the activities will be done in pairs.o The groups will be:

Group A: AJ, Cristian, Madalynn, Ben, Hazael, Isbella

Group B: Camdyn, Kionna, Isaiah, Ezri, Ian, Noah, Devin, Lilianna

Group C: Mariel, Maya, Stella, Andrew, Bladen, Alex, Jude, Selma

o The stations will all revolve around the same concept, but will be done in various ways to address different learning modalities: 1. Each pair of partners will share one plastic bag

filled with plastic coins. Each partner will take out 3-6 coins at a time (this number will vary from group to group, Group A could do 1-4 coins, Group B 2-5, and Group 3-6). (Tactile)The students will then use their “Who Has More?” worksheet to compare the various amounts each partner has each of time.They will use the >,<.= symbols to compare the coins. (Visual)**At this station, the teacher should be listening for correct math vocabulary (greater than, less than, equal to) and also be on the lookout for students who may still have trouble identifying which coin is which.Use this as an opportunity to ask about what makes the coins differentsome students may still have difficulty, especially if English is their second language.

2. Each pair of partners will share one plastic bag

Station 1:o Can you tell me what coins you

have?o How much is each coin worth?o Could you describe to me how you

knew that was a dime and not a nickel?

o How can you compare your amount to student B’s amount? “I have two dimes and one penny and she has one quarter so I have more.”*This student has not placed value on the different coins. Instead, he is looking at quantity of the coins he and his partner have. For this student, I would ask additional questions to probe thinking. “Can you count your coins for me?” (Student should start with the greatest valued coin)“How much is this coin worth? What about this one?”“How much do you have all together?“How much is a quarter worth?” “I have three quarters and he has four quarters. Four quarters are greater than three quarters because four quarters equals a dollar and three quarters doesn’t”*This student is not looking at quantity of coins even though she has less coins than her partner, but instead is recognizing equivalent

Name:filled with plastic coins.Each partner will take a turn scooping no more than 10 coins out of the bag. The two partners should count the coins that each person scooped out.Then using the worksheet given, they will each draw out the coins and write the total value of each partner’s scoop in the spaces provided (visual)They will need to figure out whose amount is greater than, less than, or if the amounts are equal then write the corresponding symbol in between the two pictures (Visual)**At this station, the teacher should take notice of how the students are writing their values out. Are they including both a dollar sign and the cent sign? Do they understand the decimal?The teacher should also be taking notice of how the students draw the coins in proportion to one another to see if they can spatially understand that the coins are different sizes.

3. Each pair of partners will have a set of flash cards that each has a different amount of coins/bills pictured on them.Each partner will draw a card, identify the coins on their card, and then count up the total.The students will not have a worksheet at this station, but will use the flash cards as a game.Once they have decided how much each partner has, the partner with the great amount “wins” those set of cards.If the amounts are equal, the students will play “war” (they each draw two cards face down and a third one face up, whomever has the greater amount here will “win” all the cards).The partner who has 10 cards first wins. (Kinesthetic/visual)

values. She has noticed that since her partner has four quarters and that is the same as a dollar, her three quarters does not equal the same amount. For this student, I would ask how she arrived at that conclusion to see if she has been using the skip-counting method, but also to see if she can explain other ways to arrive at the same answer.“How did you solve this?”“What is another way you could compare the coins?” (100 cents is greater than 75 cents; $1.00 is 25 cents more than 75 cents, therefore it is greater than 75 cents)

o Station 2: What can you tell me about the

picture you are drawing? How are you representing each

of the values? What does the “dot” between the

numbers mean? Why can’t you use both symbols

when you write the values out? How can you compare your

amount of coins to your partners?

Can you all have different coins, but have the same amount?

How many ways can you make 25 cents? 50 cents? A dollar?

Do these different ways all equal the same amount?

Name:o The teacher will walk around and stop at different

groups to ask questions on mathematical thinking.o The different stations address different learning

modalities so all groups of students can be successful in their exploration.

o All of the stations hit on the target concept of comparing coins using greater than, less than, or equal to, but the teacher should be asking questions to reveal more mathematical understandings.

o Station 3: Who had more that time? Can you tell me how you would

compare the two amounts? How much more does partner A

have than you? Who has the lesser amount? How do you know his value is

less than yours?

DiscussMaterials:

Promethean board with internet access

I will have the students come back together on the carpet and will start the conversation once they are ready (i.e. quiet, seated, and facing forward)

I will have the students reflect back on the three stations they completed then ask a short series of questions.

I would like for the students to touch on the main concept of comparing coins and I will be listening for correct usage of the vocabulary.

I will also see what combinations of coins students use to show equivalent amounts.

I will have students show me the combinations using a drag & drop game on the Promethean Board. Students will come up and show the class how they made 25 cents (Calling on students in the order listed in the TQs) Students will also have to use the correct symbol to designate that the values all equal each other

I will have several students share their drawings with the class and tell the class their number sentences (i.e $0.25 > $.10)

I will then tell the students to fill out an exit card with either:1. What is an example of an amount being greater than another? (I.e. 25 cents > 5 cents)What is an example of an amount being less than another?

What was one thing you learned today? Can anyone tell me a way they made 25

cents? Student A: I made 25 cents with one

quarter.Student B: I used two dimes and a nickelStudent C: I made 25 cents by using 1 dime, two nickels, and 5 pennies

What do these different ways tell us about comparing coins? That even though there are a different number of coins, they can still equal the same amount and just because one way has more coins does not mean it is greater than another.

Who would like to share their drawings of the different coins and how they used them to compare amounts? Be sure to share your number sentence!

Name:(i.e. 5 cents < 25 cents)2. I can write ten cents out in these ways..(10 cents, $.10, 10¢)

Formative Assessment: During the lesson, I will know students are making progress in understanding by the relationships they create between the values

either with the plastic coins, their drawings, or during the flash card game. This means, I will notice if their usage of the phrases “greater than, less than, or equal to” are being used more as they go through the stations.

I will also know if students are meeting the objectives by how well they are identifying the coins in front of them/on the cards. The exit card slips will help me to see whether students understand what it means to be “greater than” or “less than” a value

because the students will be coming up with their own values and should be demonstrating that they know what symbol to use in each instance.

If students put $.10 > $.25 and $.25 < $.10 on their exit cards (in that order due to what the questions are asking), this shows me that they understand the correct symbols for greater than and less than, but their number sense is limited. Even if these were not monetary values, the student should still be able to tell me that 10 is less than 25 because there is only ten in 10, but there are two tens in 20, therefore 25 is the greater value.

Reflection: (written after implementation) What did you learn about your diverse students’ progress from the assessments? How did you use this during the lesson? How

would you build on this in the next lesson(s)? (Think about multiple groups of students.) What were the strengths and weaknesses of the lesson as implemented? How do you know? How would you build on the strengths

and address the weaknesses if you were to use this with another group of students?

Post-planning reflection:The initial plan I found and the final inquiry lesson I created are two totally different lessons, but they still have the same focus:

comparing coins. Even the lesson plan I created from my initial one is different than the very first one. With each new step in this process,

many revisions were made. I would say the key changes, however, were shifting the method of instruction from more direct instruction to

inquiry and creating lessons based on the students’ needs. The first lesson plan I found had great bones and I was able to take the key concepts

and incorporate them into the lesson I created (and then taught), but made that lesson more about what my students still needed help

solidifying. It still was not inquiry based though, so taking the lesson I taught and finding ways to make it more inquiry-driven caused me to

revise my role as the teacher during the process. Instead of leading a small group like I did in my lesson, I became the facilitator for every

Name:group. I had to figure out where I could lean in and help probe the students’ thinking and what kinds of questions would be appropriate for

these moments.

Overall planning reflection:This experience was one of the most challenging for me! I felt like I had created a really good lesson for my second graders based on

their needs and used materials provided to me by my cooperating teacher. When I taught the lesson, it went really well and I felt very confident,

but also in hindsight a little too comfortable with my teaching. Through the revisions, however, I learned a very valuable lesson that will help

me when I begin to teach mathematics to students, when planning for math I need to dig deeper into my questioning. I felt the questions I had

initially in my lesson were okay, but when I made my lesson more inquiry based I thought of quite a few more questions I could ask. I also

thought about how to strategically ask the questions to help pull out target concepts from the students. Seeing where this lesson started to where

it ended up makes me feel like I have really built up my MKT and can utilize it better than I could a few months ago.

From changing this lesson plan, not once, but twice, I was able to see a progression in my own understandings. These understandings

were not just about myself, but I was able to take the students that I have grown to know and think about each of their needs and figure out their

own mathematical understandings through questioning and strategic manipulatives. At the beginning of the semester, I would not have been

able to do this with such thorough consideration for students’ needs. Just talking to my teacher about the differentiated groups I had started to

create showed me that I am able to group students based on their needs and can recognize what manipulatives would be best for each grouping

of students. That was one of my proudest moments in this whole process. I also know that I have a better understanding of my own MKT

because when I was creating a more inquiry-based lesson, I thought about the content the students should know already, but where they are

headed to next. This next destination would hopefully be forward, but if it needed to go backward I would be able to notice that through the

responses the students gave me during the discussion, or what I heard while going around to the different groups in their stations, or even what

Name:they wrote on their exit cards. By having all of these points where I can assess where my students are I can decide where to take them next.

This lesson made me really utilize everything we have learned this semester and I have realized how far I have come!