Teacher Education Lesson Plan Template

Teacher: Ashley Baker Date: 3/6/2020

Title of Lesson: Money Cooperating Teacher: Samantha Wiggins

Core Components
Subject, Content Area, or Topic
Math
Money
Student Population
20 Students
Learning Objectives
The students will count and compare a collection of pennies, nickels, dimes, and quarters.
The students will use the cent symbol, dollar symbol, and decimal point to write the value of
money.
Virginia Essential Knowledge and Skills (SOL)
2.7 The student will
a) count and compare a collection of pennies, nickels, dimes, and quarters whose total
value is $2.00 or less; and
b) use the cent symbol, dollar symbol, and decimal point to write a value of money.
Materials/Resources
Dry erase marker
Money Task Cards
Rounding Task Cards
Place Value Task Cards
Toy coins and dollar bills
Laptop
Document Camera
Smartboard
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
The students will use safety when transitioning from each guided math group.
The students will be respectful, safe, and responsible while working in guided math groups.

Time
Process Components
(min.)
*Anticipatory Set
5 min The teacher and students will complete the calendar routine. TTW ask questions about the
months, days of the week, and dates.
*State the Objectives (grade-level terms)
I can count and compare a collection of pennies, nickels, dimes, and quarters.
I can use the cent symbol, dollar symbol, and decimal point to write the value of money.

*Instructional Input or Procedure

Today we will review counting mixed coins. TTW place a mixture of coins under the
5 min document camera. TTW have students help decide where to begin counting and how much
to count. TTW have students try on their own with individual baggies of coins and dry
erase marker, once the teacher has discussed the plan for counting. Then review the correct
way together.
*Modeling
5-7 TTW practice with students. TTW display a different mixture of coins under the document
min camera. “Which coin should I begin with? How will I count when I see this coin? How will
it change when I get to the next type of coin? Let’s count together. Now your turn. When
you get to the end of the first type of coin stop and repeat the number you are on. Break it
down as much as possible. Remember to use your strategies (the coin poems, anchor
charts, and hairs).”
*Check for Understanding
2 min TTW give the students a different mixture of coins under the document camera. The
teacher will give time for the students to complete the counting on their own. TSW write
the answer on their desk with dry erase marker. The teacher will observe students by
walking around, taking notes on students who may be struggling.
*Guided Practice
45 Students will work in guided math groups for the remainder of the lesson. Each group will
min work in the center for 15-20 minutes each. (You may only get to 2 or 3 groups today.)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Independent Practice
Students will work on IXL during the guided math rotations. The IXL assignments will
give them practice with recognizing, counting, and comparing money.
Students will work with partners with the rounding and place value task cards.
Students will work in small groups with the scoop and count rotation.
Students will work with teacher either one-on-one or in a small group for more
differentiated instruction in areas of weakness.
Assessment
TTW observe and take note of struggling students.
Exit ticket in closure.

*Closure
3 min TTW display a group of coins on one side of the document camera and another group on
the other side. TSW count each set of coins, write their answers on an index card and draw
a greater than, less than, or equal to symbol comparing the values. TSW turn in the index
card as an exit ticket.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
The lesson is started as a whole group review of calendar and coins. The teacher will allow for
whole group practice with coin manipulatives.
The guided math rotations allow for differentiation since students are practicing with a variety of
learning strategies: technology (IXL), scoop and count (manipulatives), task cards that review
rounding and place value, and the teacher time allows for differentiated academic levels as the
teacher will review concepts in which students may be struggling. (Recognizing coins, counting
coins, comparing coins).
Classroom Management Issues (optional)
The teacher will continue to use the voice level chart and non-verbal cue chart to avoid disruptions
during guided math rotations. Students will follow the classroom expectations with group work.
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?
The students did an excellent job with this lesson. The students enjoyed the variety in instructional
strategies. The guided math rotations allowed for review and practice of rounding, place value, and
money concepts, while the teacher table allowed me to work closely with students who needed
additional support.
*Denotes Madeline Hunter lesson plan elements.

Guided Math Lesson Week: March 2-6 th

Standards: 2.7 The student will:
a) count and compare a collection of pennies, nickels, dimes, and quarters whose total
value is $2.00 or less; and
b) use the cent symbol, dollar symbol, and decimal point to write a value of money.
Whole Group
Math At work Teacher Hands-On
With on my own Time:
someone
Monday: IXL Money
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
  Calendar March P.1, P.2, Money Scoop &
 HW Fractions P.3, Count
Review P.4, P.14
Tuesday: March IXL Money
 Calendar Place Value P.1, P.2, Money Scoop &
 HW and P.3, Count
Review Rounding P.4, P.14
Wednesday: IXL Money
 Calendar March P.1, P.2, Money Scoop &
 HW Fractions P.3, Count
Review P.4, P.14
Thursday: March IXL Money
 Calendar Place Value P.1, P.2, Money Scoop &
 HW and P.3, Count
Review Rounding P.4, P.14
Friday:
 Calendar Assessment Assessment Assessment Assessment
 HW Day Day Day Day
Review

Groups: Group 1: Group 2: Group 3: Group 4:

(groups based Nasir, Caden, Raleigh, Harriet,
on checkpoint Marcus, Isabella, Jurnee, Jason,
scores) Alaina, Kolbie, Nakaria, Viviana,
Tywan, Emma, Tori, Cole Armani,
Brecklynn Noah Zoe
*Math Rotations are changed daily, so everyone has the opportunity to complete all centers.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015