Coin+Value



CENTRAL CONNECTICUT STATE UNIVERSITY

Template

 * ** Student Teacher :Jessica Bernardi ** || ** Grade Level: 1 ** || ** Date of Lesson: 9-23-10 ** ||
 * ** Name of Lesson: Coin Value ** ||

2.2: Use numbers and their properties to compute flexibility and fluently and to reasonably estimate measures and quantities. 16- Identify and name pennies, nickels, dimes, and quarters. || What is the intended learning outcome of this lesson? Be sure it is observable and includes clear criteria. // NOTE: use Bloom’s Taxonomy to assist this work. // Students will be able to visually identify a penny, nickel, dime, and quarter. Along with being able to identify each coin, students will be able to match each coin with its value.
 * ** Content Standard (This may include GLEs, District Power Standards, and/or CMT/CAPT Strand): **
 * Meeting the Needs of All Learners - Tiered Support **
 * ** Student Learning Objective(s) : **
 * Rationale for Objective **** : ** How does this lesson support previous learning and || ** Modification/Accommodations of Objective **
 * ( //IF// needed) **

First, students will have giant cut outs of a penny, nickel, dime, and a quarter. I will ask the class as a whole to hold up the penny, nickel etc. This will ensure students can visually tell the difference between each kind of coin. I will then give students a worksheet with the “1 cent, 5 cents, 10 cents, and 25 cents” written largely on the worksheet. After being given each coin, students will place the coin over the value. This will ensure each student is aware of what each coin’s value is. || ** Modification/Accommodations of Assessment **
 * Rationale: ** What student data supports this need? ||
 * ** Assessment: ** State the specific strategy (ies) and tool(s) used to collect the data for each SLO. //(Examples: essays, projects, quiz, exit slip, worksheet, etc)//
 * ( //IF// needed) **

** Classroom Learning Environment: Select ONE area of focus for your lesson ** utilizing positive support strategies. Briefly state your reasoning for the specific focus area. selected.
 * Rationale: ** What student data supports this need? ||


 * || Standards of Behavior ||
 * || Routines ||
 * || Procedures ||
 * || Group Work ||
 * || Transitions ||
 * || Other ||
 * || Instructional Arrangement ||

X Cooperative Learning – identify specific strategy (NOTE: This model requires a social skill objective in addition to the cognitive ) Inquiry Concept Formation/ Concept Development Discussion Model || Students will be working on the first assessment as I walk around the classroom and assist them if they need it. The second assessment when they are required to match each coin with its value, they will do this on their own for the most part. ||
 * Instructional Model/Strategy ** : Explains how you will best facilitate student learning through a specific model of instruction. Be sure to include a rationale for the chosen model(s). You may check more than one.
 * ** Strategy ** || ** Rationale for chosen model explaining how this model will best facilitate student learning. You may check more than one. ** ||
 * Direct Instruction
 * ** Materials/Resources: ** //Materials/resources used in each learning activity including modifications for individual students in order to facilitate learning// || Giant cut outs of coins, and also actual coins. The worksheets as well. || ** Modification/Accommodations of resources ( //IF// needed) ** ||

a) **__what__** they will be doing and learning in the lesson; b**) __how__** they will demonstrate learning; c) **__why__** it is important. || I will begin by asking students to raise their hand if they like money. (Hopefully everyone will do so!!) To activate prior knowledge, I will ask students if they know some coin names, and also what coins are used for. I will also ask students why they believe it is important to know how much a coin is worth. I will inform the students that during this lesson they will be learning how to visually identify a penny, nickel, dime, and quarter. As well as being to identify the coins, students will also be able to match each coin with its value. This learning will be demonstrated first by holding up which coin I verbally say aloud, and then by putting each coin on top of its correct value. Learning this is very important because if students want t count how much money they have in their piggy banks or want to pay the ice cream man for their snow cone, they will have to be familiar with coin value. ||  ||  · what you will do to model or guide lesson; · what learning activities students will be engaged in to gain the key knowledge and skills identified in the SLO. || To model this lesson I will first hold up a large cut out of a penny. I will explain that a penny is worth 1 cent, and it is the coin with the smallest value. I will ask students to repeat after me and say “Penny, 1 cent” as I hold up the penny. The same will be repeated for the nickel, dime, and quarter. I will also ask students which coin has the highest value that we learned, and also the lowers. One learning activity which students will be engaged in to gain the key knowledge and skills is holding up the correct coin that I verbally describe. I may say, “hold up the penny” or “I want to buy a 5 cent candy, which coin would I use?” Students will also independently do a worksheet with real coins, matching each coin to the correct value. ||  || How will you help students to **connect** this lesson to previous and subsequent lessons as well as connect to their own lives? How will you help the students see the relevancy of the lesson by understanding the purpose/importance of the learning? || To evaluate if the objectives were met, I will first visually see if a majority of students are holding up the correct coin for the first assessment. For the second independent assessment, I will walk around to ensure each student has correctly matched each coin with its value. I will help students connect this lesson to their own lives because money is a large part of living. I am sure each student has seen their mother or father or someone else in their life using coins before. I will help students understand the relevancy of this lesson by asking them questions such as why they think it is important to know the value of coins? And what might happen if you get the value of a coin mixed up? ||  ||
 * ** Initiation ** : ||  || ** Modification/Accommodations **
 * Tiered Support ** ||
 * Cite how you will **engage** learners, **activate** prior learning and **present** the lesson’s objective.
 * 1) explaining ** :
 * ** Lesson Development: ** ||  || ** Modification/Accommodations **
 * Tiered Support ** ||
 * Cite how you will allow students to **explore** and **experience** the material in order to build meaning and build on each concept(s).
 * ** Closure: ** ||  || ** Modification/Accommodations **
 * Tiered Support ** ||
 * Cite how you will **evaluate** if the objective(s) was met.