Geneva College

Beaver Falls, PA

Math Lesson Plan

Name: __Melissa Law_____________________________ Date: __March 11, 2021______

Subject: _Math_____________________________ Grade Level: _2nd Grade__45 minutes__

I. Topic
To enhance money skills in order to purchase items with the correct amounts.

II. PA or Common Core Standards

Standard - CC.2.4.2.A.3 Solve problems and make change using coins and paper
currency with appropriate symbols.
Standard: 8.1.2.C Apply sources of historical information
Standard: CC.1.2.2.E Use various text features and search tools to locate key facts or
information in a text efficiently.

III. Lesson Objectives - Objectives must be written using observable verbs

1. Following a review of the coins, TSW identify the value of a penny, nickel, dime, and
quarter informally through group discussion.
2. Upon the completion of the story, TSW calculate coin problems and answer questions
using Plicker Cards during a whole group activity with 9/11 correct answers.
3. After the Plicker review, TSW correctly manipulate a correct amount to match
purchase items with at least 3 out of 4 correctly.

IV. Materials
Teacher
 Smart board for short video (https://www.youtube.com/watch?v=MbtmucV-U2c)
 Plicker cards and app set up with Questions
 Video to watch while passing out materials (https://www.youtube.com/watch?
v=aajLkveG750)
Student
 Song Words (Teacher Made-in math folder on Teacher’s desk)
 Why Money is Important Reader (https://mrnussbaum.com/uses-for-money-reading-
comprehension on desk in Math folder)
 Manipulatives (coins: Quarters, Nickels, Dimes, and Pennies) in Math bin on
window seal
 Store sheet (teacher made-in math folder on Teacher’s desk)
 Items for store (pencils, erasers, fruit snacks, drink box-items are in bin under
teacher’s desk)
 3 digit subtraction sheets (retrieved from www.k5learning.com, in folder on teacher’s
desk)
 Coin cards (teacher made in folder on teacher’s desk-to be given to students who are
struggling)
V. Lesson Development

A. Introduction 5 minutes
You have been working with coins, what they are, how much they are worth, and
adding them to get a sum. Today we are going to add coins to come up with a
total amount. Money can be confusing because of the different sizes and
amounts but maybe learning different strategies can help us out. First let us
review what each coin is and the amount it is worth. (show coins: Quarter= .25
cents, Dime=.10 cents, Nickle=.05 cents, and Penny=.01 cent) Students will state
the amounts of each. I think there might be an easier way to remember these
amounts, maybe a song will help. Let’s watch the song first and then go back
and try to sing along. Pass out the Song Word sheet.

B. Lesson Development (Activities, Procedures) 30 minutes

(Steps 1-4: Objective 1: 10 minutes)

1. Students will watch a video about coins that the teacher will play on
the smart board. (https://www.youtube.com/watch?v=MbtmucV-U2c)

2. Teacher will stop the video throughout to review the chorus to

strengthen the need to remember the value of each coins.

Stop Video at .20 and ask

What is the Penny Worth?
What is the Nickel Worth?
What is the Dime Worth?
What is the Quarter Worth?
Stop Video at 1.20 and ask
What is the Penny Worth?
What is the Nickel Worth?
What is the Dime Worth?
What is the Quarter Worth?

3. Teacher will point out the historical information shared in the song about the
people on the coins and the values of the coins by
Stop Video at 2.39 and ask
Who is on the Penny? What is he known for? What is the Penny
worth?
Who is on the Nickel? What is he known for? What is the Nickel
worth?
Who is on the Dime? What is he know for? What is the Dime
worth?
Who is on the Quarter? What is he know for? What is the Quarter
worth?
This will be an informal assessment (#1) to see if any student is struggling.
The value of coins will be asked and answered by thumbs up or down (up if
the student who answered gave the correct answer)

4. The teacher will encourage the students to sing the song together as a
group activity.

(Steps 5-7: Objective 2: 10 minutes)

5. Following the song, the teacher will read a short math text and then
have the students read the text aloud together. Teacher read Why
Money is important reader. Now that I have read the text, lets read it
together one more time. Students will read aloud in whole group.
6. the teacher will explain to the students: We are going to answer some
questions and do some calculations using problems shared on the
Smart Board. I am going to pass out these cards, called Plicker cards,
and they have a scan code or QR code on them that tells me who each
of you are. On each side of the card is a letter A, B, C, and D. As each
card is different, no one else will be able to see the answer that you
choose. I am going to put a question up on the smart board with
answers beside the A, B, C, and D. I want you to decide which answer
is correct, find the letter on your card and hold the card up with your
chosen answer on the top. When everyone has their cards up, I will
scan the cards and we will see which answer was chosen the most and
if it matches the correct answer. Let’s give this a try before we go on
to our math questions and problems. I am going to put up the
question, out of these 4 choices, which animal do you like more?
Here we go…

7. The teacher will put up 1 question at a time for a total of 11 questions

where the students will answer with their Plicker Cards. The questions
will be about the reading and different coin variations. The students will
need to choose the correct amount out of the 4 listed. The Plicker app
tells whose cards where scanned. Once all of the cards are scanned for
the one question, the teacher will move on to the next until all
questions are answered. All that is required from the student is
participation at this time. The teacher will provide encouragement
after each question such as: You all are doing such a great job getting
the total for the value of the coins.

This assessment (#2) will be given to have data for each particular
student to see who needs more instruction with coin values and
purpose. This will create a way for the teacher to use whole group but
gather individual data. To be successful students need to answer 7 out
of 11 questions correctly (please note 2 of the questions are just
 personal responses and not anything to do with math so if these were
removed it would be 7/9).

I think we are ready to move on to another way we can use coins in

our everyday life. Where and why do you think we use coins?
Teacher will allow students a few minutes to respond.

(Steps 8-9: Objective 2: 10 minutes)

8. What about when we go to the store. I think this would be a great

way to practice our money skills. So, we are going to need
manipulatives and a sheet of items that we are going to purchase.
While I am passing out the materials, I want you to watch another
song that will help us remember the value of money. The song about
coins will be put on the Smart Board (https://www.youtube.com/watch?
v=aajLkveG750) as Teacher passes out bags of manipulatives (coins in
the value of pennies, nickels, dimes, and quarters) and a store
worksheet to each student. Today we are going to go on a little trip to
our classroom store…but because of the way things are with Covid,
we are going to have to do things a little differently. I gave each of
you a bag of coins and a sheet with 4 boxes that have items with a
price in each of the boxes. I want you to use your coins in the bags to
place the correct amounts in each of the boxes so you can purchase
those items. The items are an eraser for .06 cents, a pencil for .13
cents, a pack of fruit snacks for .27 cents, and a drink box for .79
cents. When you get your coins in all four boxes, raise your hand to
let me know. I will come around and check your answers. If you are
correct, I want you to work on your subtraction skills by working
quietly on the worksheet until everyone else is finished. Once
everyone has the correct amounts in their boxes, your work will
provide you with the correct amounts to buy the actual items. As you
are putting away your coins, I will pass out the items that you
purchased with your coins. The assessment will occur as I walk around
and check each child’s work to ensure they have the correct number of
coins on their paper.
This assessment (#3) will be taken as students purchase their items
with the correct manipulatives. Teacher will track correct answers by
stamping the sheet with the listed items to know that they completed
each one correctly. Sheets will be collected when finished to input data
into their record for grades. To be successful 3 out of 4 need to be
done correctly. At the end, students will be provided with the items
even if they are incorrect, but the teacher will need to provide more
instruction.

9. If students are finished with their store purchases, there is a 3-digit

subtraction worksheet for them to use to help them practice their
 subtraction skills. This will not be assessed. but provided as a resource
while they are waiting for their peers to finish.

C. Closure (Summary) 5 minutes

Teacher will wrap up the lesson by saying: Money is important and is a way
to buy things or even a way for you to get something in return for work
that you do. You need to know how to the coins are different and ways
they can be mixed together to make different amount. This way you can
know you are making the correct choices.

VI. Assessment/Evaluation
1. Students will share in the discussion about the song on coins and each student
will provide one fact they learned about the value of coins or show they agree
with the person answering the question.

2. Students will answer questions with the Plicker cards. This informal assessment
will be reviewed to see where students are struggling and may need additional
help with their money skills. Plicker will track and provide data that will be
valuable in knowing individual struggles but will allow the student to participate
in the group activity without worries of not knowing.

3. Students will use manipulatives to purchase 4 items. Students will provide the
correct amount for each item individually. Due to Covid, the manipulatives will be
place in the box on the worksheet next to the image of the item. When students
provide the correct amounts in the boxes, the items will be purchased. This will
activity will help assess if the student can correlate purchasing and item with the
correct amount with the coin values learned prior to the store activity. Students
will be successful if they answer 3 out of 4 items correctly.

VII. Differentiation
The lesson is set up to include all students in an interactive group activity, then as a
group activity but with individual answers to the questions, and then an individual
activity to use manipulatives for purchasing items.
Content: If a student is struggling, I will take more time to help them with the coin
amounts. I will provide them with coin cards with example of the coins and their
amounts for them to use during their store activity.
Process: As needed students may partner with another student to help them visually
see them complete the tasks. Plicker cards will be used to help promote student
participation in questions without the fear of incorrect answers as this will all be kept in
the Plicker data and not shared whole class. Manipulatives, videos, and hands on
activity will be used to help include all learners and learning styles.
VIII. Interdisciplinary Connections

The Plicker Cards will be used to help those who struggle with sharing their answers
because of their lack of comprehension due to limited reading skills applying to
Standard CC.1.2.2.E.
 IX. Self-Evaluation

Following the lesson and some reflection on what occurred, these are my thoughts as to:

What went well: The students enjoyed the first video as it was up beat and as they stated, “it
was a rap that was easy to remember.” The video also made such an impact they even
remembered the historic content which was reviewed later in the day for their Social Studies
course, making this video a valuable resource. Students were able to remember the values of
the coins throughout the rest of the lesson. The classroom store was also well received and I
was actually able to pair a few struggling students with stronger students during this time.
They did social distance, but we were able to move them into a group of 2’s to help each other
with manipulatives and values to create different sums of coins. The students loved being able
to receive the items being purchase and worked harder instead of complaining and messing
around. The other side of this was the items had to be prepared prior to the lesson so one bag
could be handed out instead of allowing them to pick the items out of a group. I used stampers
to stamp their correct items as they were working and this also became a positive point as they
waited for their stamp in their seats quietly. The normal routine of the classroom does not use
much technology and this change enhanced their learning and attention.

What did not go well and could be improved: The Plicker’s Card, although this could change,
was very disruptive to the lesson. The introduction to what they were, how they are used, and
the technology aspect deflected the needed attention to learn from the lesson. I feel if the
cards and how they were used was introduced in a fun activity prior to using for lessons, this
would be a valuable tool as some students who do not participate in group discussions were
engaged and providing information. The downside to doing this all at once was the students
where more interested in my computer and phone as well as not remaining in their seats when
I was scanning to get their codes recorded. They were fascinated with how information was
recorded and changed over to show the number of responses for each question, but they
became so unfocused we had to stop midway through the activity because they would not
refocus enough to learn. I discussed the use of the Plicker cards with Co-op and we are going to
try the Plicker Cards again with another lesson to see if the known from previous use and
boundaries of now knowing the use will stop if they do not listen will help enable them to keep
boundaries set prior to use. I also need to develop a way to bring their focus back to learning
when they become disengaged. This will help keep things on track and provide more time for
valuable information sharing. The Co-op’s ways work for her, but did not work for me so I need
to find what works and build from there.

All in all, I feel the lesson went well and with this being the first one actually taught in a
classroom, there are many aspects that I can use to build on.

For Cooperating Teacher

I saw this plan before the lesson was taught (initial here) __________________
This lesson was taught on ____________________Signature of co-op_____________________________________