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Running Head: MATHEMATICS LESSON PLAN
Mathematics Lesson Plan
Stephanie Faustino
Medaille College
EDU 202: Education Methods of Teaching: Science, Math and Technology
Presented to Dr. Susan Dunkle
November 23rd, 2015
Running Head: MATHEMATICS LESSON PLAN
Medaille College
Division of Education
Number Sense and Numeration
I. LESSON DATA:
A. Candidate's Name: Stephanie Faustino
B. Subject/Content Area: Math
D. Unit Topic: Number Sense and Numeration
E. Lesson Topic: Money
F. Duration of Lesson: 40 minutes
G. Materials: 1) Whiteboard
2) Dry erase markers
3) Elmo (document camera)
4) Information Sheets
5) Chart Paper
6) Markers
7) Play/Real Money (manipulatives)
8) Prize
II. INSTRUCTIONAL PROCESS:
A. Standards:
1. Ontario Curriculum Standards for Mathematics:
Overall Expectations
By the end of Grade 2, students will:
read, represent, compare, and order whole numbers to 100, and use concrete materials to
represent fractions and money amounts to 100.
Specific Expectations
Quantity Relationships
By the end of Grade 2, students will:
estimate, count, and represent (using the symbol) the value of a collection of coins with
a maximum value of one dollar.
Operational Sense
By the end of Grade 2, students will:
add and subtract money amounts to 100, using a variety of tools (e.g., concrete
materials,
drawings) and strategies (e.g., counting on, estimating, representing using symbols).
2. New York State P-12 Common Core Learning Standards for Mathematics
Domain: Operations & Algebraic Thinking
Grade: 2
Cluster Heading: Represent and solve problems involving addition and subtraction.
Standard Number and Statement: 2.OA.1 - Use addition and subtraction within 100 to
Running Head: MATHEMATICS LESSON PLAN
solve one- and two-step word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem.
B. Central Focus:
Students will be able to compare how different combinations of coins equal the same amounts of
money ($1.00). The requisite skills needed for this focus are identifying coins and their values
and to add coin amounts to make $1.00.
C. Objectives:
1. Given a blank sheet of chart paper and coin manipulatives, students will be able to
add/combine different coin values to represent $1.00.
2. Given a lesson on money, students will be able to identify how many of each coins (penny,
nickel, dime, and a quarter) is needed to equal a designated amount ($1.00).
3. Given chart paper, students will be able to construct at least 5 ways to make $1.00 using the
given coins of a penny, nickel, dime, and quarter.
D. Assessment Plan:
1. The teacher will formatively assess students understanding of adding and combining different
coin values while walking around the classroom and observing the students as they work with
their partners to complete the task.
2. The teacher will formatively assess students understanding of the adding and combining
different coin values through class discussion.
3. The teacher will collect the students chart paper and their exit tickets to summatively assess
students understanding of adding and combining coin values.
E. Opening/Anticipatory Set
1. Teacher Talk: Class, this week we began our unit on Money. Let us review what we know so
far about the coins and their value
2. Teacher puts poster of penny on the Elmo (document camera) so that students can follow
along.
3. Teacher Talk: Can anyone tell me what the name of this coin is and its value2.
4. Teacher writes students response on the whiteboard (penny, $0.01)
5. Teacher will continue the same steps for nickel, dime and quarter.
6. Teacher Talk: Today we will be figuring out how many ways we can make $1.00 using a
combination of coins (pennies, nickels, dimes, and quarters). I will put you into groups and the
group who comes up with the most (correctly) will get a prize.
7. Teacher distributes information sheets (on pennies, nickels, dimes and quarters)
F. Main Body/Procedure:
1. Teacher Talk: If I wanted to give everyone in this class a 10 cents, what coin would I give
each of you?
2. Teacher writes students answer on the whiteboard (a dime)
3. Teacher Talk: I dont have enough dimes to go around, so what other coins can I give you that
Running Head: MATHEMATICS LESSON PLAN
will equal 10 cents? (10 pennies, 2 nickels/1 nickel and 5 pennies)
4. Teacher writes students response on whiteboard
5. Teacher Talks: There isnt just one way to make a certain amount. There can be a
combination of coins.
6. The teacher will model how to determine and illustrate the combinations to equal $1.00.
7. Teacher places the worksheets on the Elmo (document camera) so that students can follow
along as she explains
8. Teacher Talk: I will now put you into your groups. Please remember to be respectful with
your groups. I will be walking around the classroom if you need help with anything. I encourage
you to use trial and error to find out how many coins are needed. Are there any questions in
regards to what you are expected to do?
9. Teacher responds to any questions
10. Teacher will divide the class into groups of 3 regardless of the religion, culture or gender
taking into consideration ELL learners and placing them with students who are proficient in
mathematics.
11. The teacher will handout one large sheet of chart paper and markers to each group.
12. The teacher will give a hand full of play coins to each group to use when figuring out their
combinations
13. The students have 20 minutes to illustrate as many combinations that represent $1.00.
14. Teacher will be walking around the room while the students are working in their groups
asking questions and assisting students if they need extra support. The teacher will check ELL
students understanding. Teacher will also ensure students work respectfully and cooperatively
with one another.
15. The ELL students will work with the AIS teacher and his group members.
16. After 20 minutes, the teacher will ask the students to turn in their markers and play money.
17. The students will present to the class their work.
18. Teacher will ask each group how they decided which coins to use and how many coins to use
(mathematical reasoning).
19. Completed work will be checked to see if the coin amounts are correct.
20. The team with the most correct representations of $1.00 will receive a prize
21. Teacher collects the students chart paper.
G. Closure/Ending:
1. Students will have to complete an exit ticket.
2. Teacher Talk: Ok class, in todays lesson we learned how the same amount of money can be
represented with a variety of coins/combinations. Before you go out for recess I am handing you
this small piece of paper. I would like you write down one way that you can make $0.75. Once
you have finished, hand it in to me and you can line up for recess.
Running Head: MATHEMATICS LESSON PLAN
III. Reflection
1. Culturally Responsive Teaching:
Students are expected to work cooperatively and respectively with their classmates during the
activity regardless of their race, socio-economic status, language, gender, religion or sexual
orientation. I divided the class into groups to ensure that the groups contain a diverse group of
learners. I will be observing the group dynamics to make sure that all group members are
participating. I have also supplied the group with manipulatives because childrens concepts
evolve through direct interaction with the materials. All materials used in this lesson will be
provided by the teacher so that all students can participate regardless of their socioeconomic
status. Using real money provides the students with real life context. Those who come from a
lower socioeconomic background or those who may be new to Canada may never have seen real
coins before.
2. Accommodations:
This lesson incorporates a variety of instructional strategies that are connected to the various
learning styles therefor addressing the needs of all students. These include oral instructions,
teacher modeling, hands on activity, visual aids and class discussion. The teacher will walk
around the classroom and help those who need the extra support checking in frequently on those
with IEPs and ELL learners. By having the students work in groups, it helps provide assistance
to those students who may need extra help. The groups were carefully selected to ensure that all
group members were being challenged. I provided play money manipulatives to accommodate
students who may need help with the lesson.
I choose to have the students work in groups instead of individually to accommodate those
students that have difficulty conceptualizing math problems.
3. Prerequisite Skills:
In order to be successful in this lesson, students need to be able to identify the coin and its cent
value. The students will need to be able to add two digit numbers to equal 100 or $1.00.
4. Anticipated Misconceptions:
Since this lesson requires the students to be able to recognize the coins with their value some
students might confuse the coins with their values. In addition, this lesson requires the students
to be able to add and subtract 2 digit numbers. Some students may find this difficult and mix up
the numbers, or add when they should subtract or vice versa. Teacher will address this during the
lesson to solve the problems before they are placed into their groups. Another misconception
that the students may have is that there is only one way/combination of coins that can be used to
equal a certain amount. Teacher will model and provide examples of how you can reach an
amount using different coin combinations. For example: $0.25 can be made using 1 quarter, 2
dimes and a quarter, 5 nickels, 2 dimes and 5 pennies, etc)
Running Head: MATHEMATICS LESSON PLAN
5. Academic Language:
The Tier 3 vocabulary words used in this lesson are: penny, nickel, dime, quarter, Lonnie, and
Toonie. Students received visual aids containing both the written definition and a corresponding
image for each term. We also used discussions in teams and as a whole class throughout the
lesson in order to share our results.
