Piggy Bank

Teacher Candidates:

Kaitlin Schultheiss

Date:

October 19, 2014

PLAN

1. Activity Title & Source, &

description of activity:

Piggy Bank
http://teacheristatales.blogspot.com/search?updatedmax=2011-03-20T18:12:00-04:00&max-results=7
Piggy Bank will teach students how to read a word problem
asking for a certain amount of money and then figuring out
the coins to make the total amount. Students are focusing
on money value.

2. Class description &

Differentiation: Describe the
important characteristics of the
students that need to be
considered in planning &
teaching to facilitate learning
for all students.

Students' prior content

knowledge, language
development, social &
emotional developments,
special needs

Include how you

differentiate your instruction
based on this information

3. Common Core ELA

Standards: Identify strand,
grade, number (e.g. RL4.3) &
include entire standard.

Class description includes 25 students. Some students speak another

language in their household and need additional support outside of the
classroom.
o

Students are learning money value and adding money together.

Students have social and emotional development as they interact.

Differentiating instruction is based on the levels of the students. The main

objective is to figure out money value for an ultimate cost. For the
independent level, students will be able to add money amounts. The
students instructional level will be six or more coin values. And the
students frustration level will be any amount beyond that.

CCSS.MATH.CONTENT.2.MD.C.7: Solve word problems

involving dollar bills, quarters, dimes, nickels, and pennies,
using $ and cents symbols appropriately.

4. Student Learning Objective

(central focus): ABCD

Students will solve word problems involving dollar bills, quarters, dimes,
nickels, and pennies, while using money manipulatives to match a total in
small groups with the guidance of the teacher.

Audience: Who (the student)

Behavior: What (standard)
Condition: How (strategy/text)
Degree: Measureable outcome

5. Instructional Materials,
Equipment & Technology:
List all of the texts, materials
& technology the teacher &
students will use during the
lesson, including titles &
sources (Cite creator of
materials. Where appropriate,
use "Lesson plan or activity
adapted from _____)

6. Academic Language: What

literacy terms will you use to
help the students understand
the reading strategy? Use
terms from the strategy & the
standard (e.g., predicting,
connections, decoding, etc.)

7. Key Vocabulary: List the

vocabulary from the
text/strategy that is at the
students instructional &
frustration level.

Money poem

Money worksheet

Dry erase marker

Crayons

Cookie sheet

Money manipulatives

Money word cards

Solve

Quarters

Dimes

Nickels

Pennies

Amount

Word Problems

ENGAGE & INSTRUCT

Learning Activities: Give detailed, step-by-step instructions on how you will implement the instructional plan in
the procedures below. Describe exactly what you & the students will do during the lesson & how you will scaffold
their learning. Please use a numbered or bulleted list.
In planning your lesson, think about:

The complete step-by-step directions & scaffolding you will provide

What kinds of questions you plan to ask

T: (Read money poem) Have students read poem with the teacher.
Goes over each money amount as a refresher from the previous
lessons.

T: Today boys and girls, we will be learning about money values and
adding money together to get our piggy bank amount!

Teacher Modeling: This

should describe how you alone
will demonstrate the entire
strategy to the students (no
participation from students)

T: Watch me as a see what my amount will be for the piggy bank!

(Pulls a card from the stack) Lets see, this card says one quarter,
one dime, three nickels, and one penny. (Pulls down the money on
the cookie sheet as I say it). Let me count what my money value is!
(Points to each money and says the value.) My total is 51 cents!
(writes total on the piggy bank).

Guided Practice: During this

part of the lesson, the teacher
and the students practice
together. You will assist the
students, takes turns &
participate along with the
class.

T: Now boys and girls, let us try one together! (Pull card from stack
and reads card)

T: Okay boys and girls, this card says I need two quarters, one dime,
no nickels, and three pennies. Which coins will I need? (S
responds).

T: Yes! So lets pull down these coins. Lets count how much money
we have (Points to each coin pulled down and S responds to the
money amount).

T: Okay, now let us add up each amount (S responds to the money

amount.)

Very Nice! Now let us finish by putting our piggy bank amount
(writes total money amount on piggy bank).

T: Now, I will have you all practice pulling a card, figuring out what

8. Opening: Elicit students prior

knowledge about concept &
strategy in multiple ways (not
just questions).

Independent Practice:

Release the students to

demonstrate their ability to
complete the activity alone.
Include complete directions
that explain what students must
do to complete the activity.

9. Closure: How will the

students demonstrate their
ability to meet the objective,
including how you will
measure & document this
ability?

coins you will need, and adding up the coin amount. And remember,
when you are finished, put the piggy bank amount with a dry erase
marker!

Students complete activity multiple times with teacher observations

and monitorying.

T: I love how all you boys and girls figured out how much money
needs to be in our piggy bank! This skill will help you when you
start getting and collecting money to figure out how much you may
have in your own piggy bank!

T: (Pass out money worksheet) Now I would like all of you to look
at the coins on the worksheet. We will color all the quarters on
color, color all the dimes one color, color all the nickels one color,
and all the pennies one color. This will help me see that you know
the names of all our coins. And then when you are finished
coloring, you will add up all the coins to find the total!

ASSESS

10. Assessment Strategies

How you will document the
students ability to meet the
objective. (Degree) List
quizzes, rubrics, handouts, or
any additional documentation
related to your assessment.
Formative: Measures
process/progress toward
mastery of target(s)
Summative: Measures
outcomes/achievement of
target(s)

Target-Assessment Alignment Table

Objective

What must the

student know & be
able to
demonstrate?
Students will solve
word problems
involving dollar
bills, quarters,
dimes, nickels, and
pennies, while
using money
manipulatives to
match a total in
small groups with
the guidance of the
teacher.

Degree

In this space, describe how you will assess (F&S)

whether students have met this objective.

Formative: Through observation during

the lesson and review of money value and
then transferring to the worksheet. The
teacher will identify student mastery of
objective using the following criteria:

3: Students were able to add money values

to find total.

2: Students were able to add money values

to find total with guidance of teacher.

1: Students were unable to add money

values to find total with guidance of
teacher.

Summative: Student progress will be

measured at the end of the semester while
engaging in money buying activity.