Tarkington School of Excellence Daily Double Plan

Name: Sarah OConnor Subject/Time: Math 1:45-2:25 Overview CCS/NAME: 7.A.1c Identify and describe the relative values and relationships among coins and solve addition and subtraction problems using currency. Objective/SWBAT: SWBAT figure out the value of a group of pennies and nickels by counting coins by 1s and 5s. Vocabulary Words/Key Concepts for Word Wall: pennies are worth 1c, nickels are worth 5c Materials & Technology: ELMO, Nickels and Pennies Exchange Game, 20 pennies, 10 nickels for group work. Key Lesson Elements What is the Teacher Doing? Mental Math (3-5 minutes): Tell students we will be counting coins today, using nickels and pennies. Review a penny is worth 1c (students echo). A nickel is worth 5c (echo). Tell students that first we are going to count by ones using pennies. Count up to 20c (20 pennies). Next count up to 50c (10 nickels). Line up nickels/pennies as we count them. Sequential Gradual Release Model: Explain to students that today we are going to be practicing with pennies and nickels. Besides just knowing what pennies and nickels are, we are going to count up how much our coins are worth. Sometimes, pennies and nickels can get confusing, because you might want to count them all by ones. Is that how we count all coins first grade? (choral no). No, we have to make sure we sort out the nickels and pennies first so we know how to count them. The way that helps me is to put all of the nickels first and the pennies second. Then I count by fives. Why do I do that? (CFU cold call) Because nickels are worth five cents. When I get to the end of the nickels, I stop and I clap. This helps me remember that I need to switch from counting by 5s. When I stop and clap, what does that mean? (CFU). Now I need to start counting by 1s, starting at the number I said last. When I get to the end of the pennies, I am all done. I write that number from my head down so I wont forget it. What do I do when Im all done? (CFU). I Do /We Do /You Do We Do (guided practice) What Are the Students Doing? Students are sitting criss cross on the carpet, choral counting by 1s and 5s. Modifications/Accommodations Narrate students coming to the carpet/following expectations Date: 11.8.12

I Do

Students are seated on the carpet facing the easel, at a Level 0. Students participate in checks for understanding as necessary.

Preferential seating as necessary. Checks for understanding embedded within I Do portion. Can have other children repeat/whole class repeat to ensure understanding.

Model counting coins from the tin jar (17c-3 nickels, 2 pennies, clap in middle). (CFU) Now we are going to try it together. Place all magnetic coins (20 pennies, 10 nickels) into the tin jar. Shake up the tin jar, popsicle stick students to come take out three coins and put them on the easel. Count the coins using our new counting strategy: nickels lined up first, then pennies, clap in the middle to remind us to switch from counting by 5s to counting by 1s.

We Do (guided practice)

Students participate in identifying coins, clapping and chanting their added value aloud in a whole group setting.

Begin popsicle sticking students that struggle with penny/nickel identification initially (maybe just cold call). As coin count builds, skill level of students builds as well.

Tarkington School of Excellence Daily Double Plan

Repeat process with up to 6 coins (change to more or less based on general understanding of the whole group). If there is extra time, have students that are sitting like ready monsters play this math game for 5 minutes with their buddies before moving to independent work. (cups prepped with coins in them already). Do you think there will be time for this? I thought it would be a more cooperative/interactive way to get them involved if there is time before they go back to their desks. Dismiss students back to their desk. Walking at a Level 0, take sheet out of tray on desk, write name and date at the top and sit like a ready monster. Assist students to complete the first three coin counting problems on the worksheet together. Circulate, assist students as necessary. Students work with their buddies to order and count the coins using a Level 2 voice.

We Do (guided practice)

Students return to desks following expectations. Students look at the ELMO and follow along in the completion of the independent practice sheet. Students complete independent work alone, complete additional coin sheet if finished before 2:20. How much are these coins worth? (clip art of coins) 2 nickels, 1 pennies 1 nickel, 4 pennies Students work in a small group with me to count pennies and nickels and identify their value.

Narrate students following expectations.

Exit Ticket:

You Do (independent practice) You Do

Narrate students following expectations, nice work box (2 students?)

Work with a small group of students to reinforce the value of pennies and nickels. Begin with just pennies. Count by ones to 15. Move to just nickels (counting by 5s) to 20. Prompt by asking if _______ had 4 pennies, and I gave him one more, how many pennies would he have? (count using pennies). Can he trade them for a nickel? Play nickel/penny exchange in the small group if there is time. Monitor buddy game play as necessary.

We Do (guided practice)

Group is created based on students that have consistently struggled with nickel and penny identification.

We Do (collaborative learning)

Closing/Preview for Next Lesson/Homework: When we counted our coins to determine their value, we counted by 1s and 5s. Review problem with nickels and pennies on the whiteboard. Before asking for the answer, ask children to tell their reading buddy how they counted the coins to get the answer they did. Tell them I will ask for their thinking or their buddys thinking (accountability). Assessment:

Students work with their math buddies to play the pennies/nickels exchange game. First student to 3 nickels wins (15c). Students complete a math problem as closing, explain their thinking to their buddy.

Math buddies are grouped by varying degrees of ability. Students unable to voice their thinking are able to work with their buddy to explain their answer. Scaffold groups on the carpet if necessary (Josie/Neichar)

Students continue to do individualized counting by 2s, 5s and 10s assessment with Tina during independent practice.