5-E Lesson Plan Your Name: Lisa Carides Your E-mail Address: email@example.com Grade Level: 1 Subject Area: Math Lesson Title: Coins Count! Lesson Length: 60 Minutes THE TEACHING PROCESS 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 http://www.abcya.com/counting_money.htm Worksheet found at http://donnayoung.org/f11/math-f/money/cntcrc01.pdf INSTRUCTIONAL SEQUENCE 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 http://www.abcya.com/counting_money.htm. 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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