5-E Lesson Plan Template by bnWs0X


									                                     5-E Lesson Plan

Your Name: Lisa Carides                       Your E-mail Address: lcarides@troy.edu
Grade Level: 1                                Subject Area: Math
Lesson Title: Coins Count!                    Lesson Length: 60 Minutes
Lesson Overview
This lesson teaches students how to determine values of coins, and how coins may be
added together to create a greater sum.
Unit Objectives:
Students will learn the value of a penny, nickel, dime, and quarter.
Standards addressed (ALCOS)
ALCOS.MATH.1.4. Determine the monetary value of individual coins and sets of like
coins up to $1.00.
List of Materials
     The Coin Counting Book by Rozanne Lanczak
     Class set of fake coins (including pennies, nickels, dimes, and quarters)
     Enlarged pictures of coins, one set for the teacher and multiples for the
        scavenger hunt)
     Computers for the online coin counting game at
     Worksheet found at http://donnayoung.org/f11/math-f/money/cntcrc01.pdf
Phase One: Engage the Learner
(These activities mentally engage students with an event or question. Engagement
activities capture students' interest and help them to make connections with what they
know and can do. The teacher provides an orientation to the lesson and assesses students¹
prior understanding of the concepts addressed in the lesson.)

Students will be given a set of fake coins (one penny, one nickel, one dime, and one
quarter). Students will observe the coins and will be asked questions such as: “Do you
know what these are”, “Has anyone ever seen these before”, and “Has anyone used these
before”. The teacher then will explain each coin means something different and has a
different value. Without much elaboration, the teacher will show in order which coin is
worth the least and which is worth the most utilizing large pictures on the board.
What’s the teacher doing?                       What are the students doing?
The teacher will walk around the room to        The students will be exploring the coins at
observe the students utilizing the fake coins. hand reflecting back on previous knowledge
As the teacher allows the students to           to answer the questions the teacher may be
explore, he or she will begin asking            asking to probe their knowledge.
questions to the students to engage their
learning and gather insight on the children’s
prior knowledge. The teacher will then
explain, showing in order, which coin is
worth the least and which is worth the most.
Phase Two: Explore the Concept
(Next, students encounter hands-on experiences in which they explore the concept further.
They receive little explanation and few terms at this point, because they are to define the
problem or phenomenon in their own words. The purpose at this stage of the model is for
students to acquire a common set of experiences from which they can help one another
make sense of the concept. Students must spend significant time during this stage of the
model talking about their experiences, both to articulate their own understanding and to
understand another's viewpoint.)

The teacher will have pictures of each coin hidden around the room. Students then begin a
scavenger hunt for coins. The students will be reminded that each coin has a different
value. The concept of the hunt is to find coins so that each student may collect coins with
the highest value.
What’s the teacher doing?                        What are the student’s doing?
The teacher will be reminding the students       Students will be looking for hidden pictures
that the bronze coin is worth the least and      of coins around the classroom to collect for
that the largest coin is worth the most. The     the lesson. The students will be keeping in
teacher will also be aiding in the classroom mind that they want to look for coins that
scavenger hunt.                                  have a higher value.
Phase Three: Explain the Concept and Define the Terms
(Only after students have explored the concept does the curriculum and/or teacher provide
the scientific explanation and terms for what they are studying. The teacher may present
the concepts via lecture, demonstration, reading, or multimedia (video, computer-based).
Students then use the terms to describe what they have experienced, and they begin to
examine mentally how this explanation fits with what they already know.)

Students will return to their desks and will be instructed to place their gatherings to the
side. Students then will either remain at their desks or move to the reading carpet with the
set of fake coins the received at the beginning of the lesson ( one penny, one nickel, one
dime, and one quarter). The teacher will read the book, “The Coin Counting Book” by
Rozanne Lanczak aloud to the students. As each coin is introduced, the teacher will invite
the students to observe that coin.
What’s the teacher doing?                        What are the students doing?
The teacher will be reading “The Coin            Students will be listening to the book being
Counting Book” by Rozanne Lanczak aloud read. As the teacher introduces a new coin,
to the class while engaging in small class       the students will observe that coin and
discussion throughout and according to the       answer questions according to the small
text.                                            discussions led by the teacher.

Phase Four: Elaborate on the Concept
(The next stage of the model serves to help students elaborate on their understanding of the
concept. They are given opportunities to apply the concept in unique situations, or they are
given related ideas to explore and explain using the information and experiences they have
accumulated so far. Interaction between the students is essential during the elaboration
stage. By discussing their ideas with others, students can construct a deeper understanding
of the concepts.)

Students will return to their desks and will be guided to take their gatherings from the
scavenger hunt out. The teacher will review the values of the coins with the students and
engage the class in group discussions. Students will then be asked to group their coin
pictures/collecting into separate groups of pennies, nickels, dimes, and quarters. The
students will then count how many coins they have in each grouping. The teacher may then
guide and instruct the students to add up the values of their coins. The student who had the
highest value of coins overall may then be rewarded. Additional practice may be used at
the computer through an online coin counting game at
What’s the teacher doing?                      What are the students doing?
The teacher will be aiding the students in     The students will be adding up the amounts of
counting their coins and placing the coins coins they have. Students will also be placing
in monetary value.                             the coins in value from least to greatest.
                                               Depending on comprehension, students may
                                               be encouraged to add up the values of the
                                               coins they collected to discover who had the
                                               greatest value of coins.
Phase Five: Evaluate students' Understanding of the Concept
(The final stage of the model has a dual purpose. It is designed for the students to continue
to elaborate on their understanding and to evaluate what they know now and what they
have yet to figure out. Although the key word of the stage is evaluate, the word does not
indicate finality in the learning process. Indeed, students will continue to construct their
understanding of these broad concepts throughout their lives. Evaluation of student
understanding should take place throughout all phases of the instructional model. The
evaluate stage, however, is when the teacher determines the extent to which students have
developed a meaningful understanding of the concept).

Students will be instructed to complete the Count the Money worksheet provided. This
may be assessed to help evaluate the students understanding of the topic. This worksheet
may be found at http://donnayoung.org/f11/math-f/money/cntcrc01.pdf.
What’s the teacher doing?                    What are the students doing?
The teacher will be walking around the       Students will complete the worksheet in class
room to help assist any students who do      or for homework if not completed.
not understand or need guidance.

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