McNeese State University

Department of Education Professions

Lesson Plan Template
Course: Semester:
Name McClain Frey Email: msu-mfrey5@student.mcneese.edu
Primary Subject Area: Grade Level: Second
Math
Title Of Lesson: Counting: Approximate Duration: 30 minutes
Pennies, Nickels, and
Dimes
Overview of Lesson (Danielson, 1c)

1. The student will correctly count by pennies (ones) to solve word problems involving money
100% of the time.
2. The student will correctly count by nickels (fives) to solve word problems involving money 75%
of the time.
3. The student will correctly count by dimes (tens) to solve word problems involving money 75% of
the time.
4. The student will accurately draw representations of the word problems given to them 75% of
the time.
Prior Knowledge Expected of Students
Students will be given a worksheet at the end of the lesson to assess whether they completely grasp
the concept. (Copy of worksheet and answer key have been attached.)

** Because pennies may be easier to count than nickels and dimes, the percentage of problems that
the students must complete to meet the objective has been adjusted.
Louisiana Student Standards (LSS)
Measurement and Data 2.MD A. Measure and estimate lengths in standard units. 1. Measure the length of an object by
selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2. Measure the length
of an object twice, using length units of different lengths for the two measurements; describe how the two
measurements relate to the size of the unit chosen. 3. Estimate lengths using units of inches, feet, centimeters, and
meters. 4. Measure to determine how much longer one object is than another, expressing the length difference in terms
of a standard length unit. B. Relate addition and subtraction to length. 5. Use addition and subtraction within 100 to solve
word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and
equations with a symbol for the unknown number to represent the problem. 6. Represent whole numbers as lengths
from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent
whole-number sums and differences within 100 on a number line diagram. 3 Explanations may be supported by drawings
or objects. Student Content Standards for Mathematics: Grade 2 17 C. Work with time and money. 7. Tell and write time
from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 8. Solve word problems involving dollar
bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3
pennies, how many cents do you have? D. Represent and interpret data. 9. Generate measurement data by measuring
lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the
measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 10. Draw a picture
graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-
together, take-apart, and compare problems4 using information presented in a bar graph.
Educational Technology Standard

Additional Standards
 Interdisciplinary Connections + Standards

Student Outcomes (Danielson, 1c)

Lesson Procedures
Ti Step By Step Lesson Procedures Pre-planned
me Seed
Questions
Pass out coins to students and ask them the following questions:
(Gardner: Verbal/Linguistic)
- Which coin is worth one cent? (Penny)
-Which coin is worth five cents? (Nickel)
- Which coin is worth ten cents? (Dime)
2. Start practicing word problems using the manipulatives and drawing
pictures on the board for visual aids. (Gardner: Verbal/Linguistic,
Visual/Spatial, Logical/Mathematical)
- If I have five nickels, how much money do I have? (twenty-five cents)
-If I have twelve pennies, how much money do I have? (twelve cents)
-If I have six dimes, how much money do I have? (six dimes)
-If I have two pennies, three nickels, and four dimes, how much money do
I have? (fifty-seven cents)
3. Attempt to push students to answer more challenging word problems,
still guiding through the problems on the board. (Gardner:
Verbal/Linguistic, Visual/Spatial, Logical/Mathematical)
- If I have nine pennies and my sister has three nickels and five dimes,
how much money do we have together? (seventy-four cents)
- If I have three dimes and then find two nickels and six pennies in the
couch, how much money will I have? (forty-six cents)
- If I have two dimes and three pennies, and my brother has five nickels
and three dimes, how much money will we have all together? (seventy
eight cents)
4. Ask students if they have any questions regarding what we have just
learned.

Teacher Student Technology Resources References

Materials Materials
1. Copies 1. 2 None users.manch
of the pencils
assess ester.edu/Stu
ment
2. Paper dent/alschwe
worksh ndeman/Prof
eet
(one Web/Lesson
per %20Plan%202
student .pdf
2. Coin
manipu
latives
(paper/
plastic
 or
actual,
depend
ing on
availabi
lity)
Relevance / Rationale

Exploration / Extension / Supplemental

Assessment Criteria For Success

Differentiation (Danielson, 1c, 3e )

Post Lesson Reflection