Pre-practicum 1 – Lesson Template

Name: ​Colleen Brereton​ Date: ​4/29/20

School: ​Mason-Rice Elementary School ​ Grade: ​2

Starting and Ending Time: ​1:00 pm ​to ​2:00pm

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards: ​With
regard to how this lesson fits into the “big picture” of the students’ long-term learning, which
MA framework does the lesson most clearly address?

CCSS.MATH.CONTENT.2.MD.C.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?

Instructional Objective: ​By the end of the lesson, (1) ​what​ concept, information, skill, or
strategy will the student(s) learn and (2) ​how​ will they demonstrate that knowledge?

Students will be able to understand the values of coins and how they compare to one another by
completing a problem set and comparing with a partner.

Assessment:​ What specific, tangible evidence will show that each student has met this
objective?

Problem set worksheet and exit ticket.

Academic Language Objective: ​By the end of the lesson, (1) ​what​ ​language​, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) ​how​ will they demonstrate
that knowledge? Refer to Read Aloud Training (Elementary) or Academic Language Training
(Secondary) and to ​WIDA​ and ​Three Tiers of Vocabulary​ Beck, Kucan, and McKeown (2002) as
cited by Thaashida L. Hutton in ​Three Tiers of Vocabulary and Education​.

Students will be able to understand and use the vocabulary words value, penny, nickel, dime,
quarter, when answering questions about these coins.

Assessment:​ What specific, tangible evidence will show that each student has met this
objective?

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Problem set and exit ticket.

Content: ​What are the specific details of the lesson’s content knowledge?
- Coins have value
- Value: how much something is worth
- Penny has a value of 1¢

- Nickel has a value of 5¢

- Dime has a value of 10¢

- Quarter has a value of 25¢

- Conversions/Equivalent Expressions
- 5 pennies = 1 nickel
- 10 pennies = 1 dime
- 25 pennies = 1 quarter
- 2 nickels = 1 dime
- 5 nickels = 1 quarter
- You can add coins together to create other values
- Ex: 1 dime + 2 nickels = 20¢

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to​ ​effectively teach the lesson and meet the lesson objectives.

Opening ​(15 minutes)​:​ How will you introduce the instructional objective to the students,
pre-teach/ preview vocabulary, and prepare them to engage with the lesson content?

I will begin by greeting the class.

“Hello boys and girls! Today in Math we are going to be learning all about these.”
Jingle coins in hand to make a noise.
“What are these? What’s in my hand?
Wait for a student to say “coins!”
“Yes, coins! Today we are going to be learning all about coins. So let’s assemble into some
groups. Butterflies will be in the library corner. Spiders will be on the rug. Ladybugs will be in
the science corner. Honeybees will be at the desks.”

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Groups will be chosen by teacher, they will be composed of students of varying math levels so
they can collaborate on the opening explorative questions.
Teacher will project groups onto board so students can find where they need to be.

A small white board and marker will be at each corner of the classroom for the groups to use.
“Two arms up and eyes on me when you are ready to listen!”
Wait for students’ attention.
“Now, each group has a white board and a marker that they can use. The student whose name is
blue on the group list will be the note-taker, so as you are working on these mystery questions
you can use the white boards to help you think about the problems.”
Point to two black pieces of paper that say “math mystery” on the board.

Underneath is the piece of paper stating the scenario they will have to decipher.
Take off the first black piece of paper.
“Listening ears on! Take 3 minutes with your group to think about the following situation. You
don’t have to come up with a final answer by the end, just a few ideas about the question:
You gave your big sister 5 nickels, and she gave you 1 quarter. Is this a fair trade? Do you
both end up with the same amount of money that you started with?”
Roam the classroom and look to see student thinking, answer questions but do not give too much
away.
After 3 minutes.
“Good job boys and girls, we have one more math mystery to think about:
You gave your little brother 10 pennies, and he gave you 3 nickels. Is this a fair trade? Do
you both end up with the same amount of money that you started with?
You have 3 minutes!”
Roam the classroom and look to see student thinking, answer questions but do not give too much
away.

“Time’s up! Thank you for your amazing math detective skills! Let’s all come to the rug to learn
a little bit more about coins.”
1 minute transition from groups to rug.

“Before we dive into solving our math mystery and talking about all the great work you did with
your groups, we have to review some of the knowledge we have about coins.”

On the white board are big laminated paper versions of a penny, nickel, dime, quarter.
“Does anyone know what the word value means?”
Allow a few students to share their thoughts.
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“A value is how much something is worth. So coins and other types of money, like dollars, have
values.”
Put a notecard on the white board that says value and its definition.

“Now​, e​ ven though it isn’t the same as measuring something with a ruler, money can be
measured i​ n dollars or cents.”
“What are coins measured in?
Wait for student to say “​ cents.”
“That’s right! We measure coins in cents. The cents symbol looks like this: ¢.”
Place notecard on white board with cents symbol.

“Let’s take a look at the 4 different types of coins we use in the United States. Who knows what
this is?”
Point to penny.
Wait for student to say “​ a penny.”
“And what is a penny’s value?”
Student may say ​“1.”
“1 what? What do we measure coins in?”
Point to cents symbol.
Wait for student to say “​ 1 cent.”
Write 1¢​ ​underneath the penny on the whiteboard.
Pass around pennies.
“Everyone can take one penny to hold on to for the rest of the lesson, so you can remember what
they look like and what they feel like.”

“Who knows what this is?”

Point to nickel.
Wait for student to say “​ a nickel.”
“And what is a nickel’s value?”
Student may say ​“5 cents”
Write 5¢​ ​underneath the nickel on the whiteboard.
Pass around nickels.
“Everyone can take one nickel to hold on to and think about how it is maybe different from the
penny you have.”

“Who knows what this is?”

Point to dime.
Wait for student to say “​ a dime.”
“And what is a dime’s value?”
Student may say ​“10 cents”
Write 10¢​ ​underneath the dime on the whiteboard.
Pass around dimes.
“Everyone can take one dime to hold on to and think about how it is maybe different from the
penny and nickel you have.
“But I have a question boys and girls, which coin is bigger in size, a dime or a nickel?”
Wait for a student to say nickel.
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“But which one is bigger in value? Which one is worth more cents?”
Wait for a student to say dime.
“That’s right. A dime is 10 cents, and a nickel is only 5 cents. So, it’s important to remember that
just because nickels are bigger in ​size ​than dimes are, does not mean they are ​worth m
​ ore.”

“And lastly, who knows what this is?”

Point to quarter.
Wait for student to say “​ a quarter.”
“And what is a quarter’s value?”
Student may say ​“25 cents”
Write 25¢​ ​underneath the nickel on the whiteboard.
Pass around quarter.
“Everyone can take one quarter to hold on to, and now everyone should have 4 coins in their
hand.”

“Now we are going to listen to and sing along with this fun song about coins!”
Play: h​ ttps://www.youtube.com/watch?v=Vb-w3rqRoJ8​ (up to 1 minute). Get students to sing
along and point to the coins in their hand as the song goes on.

Once video is done, do a quick comprehension check with students.

“Now, let’s do a quick quiz. When I ask, you can hold up the coin I ask for.”
“Hold up a penny!”
Students should hold up a penny.
“Hold up a coin that is 10 cents!”
Students should hold up a dime.
“Hold up a quarter!”
Students should hold up a quarter.
“Hold up a coin that is 5 cents!”
Students should hold up a nickel.

“Very good work students. Now, please turn to your elbow partner and place your coins in a line
from smallest value to biggest value. So you should have something like this in front of you.”
Draw 4 circles on board in a horizontal line.
Elbow partner is the other student closest to them on the rug.
Remove laminated paper coins from the board.
“Okay good work, can we have one person come up to the board and put these coins in order?”
Call on student and hand them the laminated paper coins.
Student should line them up (left to right: penny, nickel, dime, quarter).
“And can someone come up and write the values underneath each coin?”
Student will come up and write 1¢, 5¢, 10¢, 25¢.

During​ ​Lesson ​(35 minutes)​:​ How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?

During this time on the rug, students will be able to use white boards to do their work on and
will be advised to do so. Hand out small white boards and markers to students.
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Now students will be instructed on how to compare the values of coins.

“So we know that a penny is 1 cent, and a nickel is 5 cents. So how many pennies do we have to
put in this box to get it to equal 5 cents, or have the same value as one nickel?”

Get ideas from students and then model how you want the problem to be done:
“We know that 1 + 1 + 1 + 1 + 1 = 5.
So we know a penny + a penny + a penny + a penny + a penny = 5 pennies
And 5 pennies = 5 cents, or a nickel.”

“So we know that a penny is 1 cent, and a dime is 10 cents. So how many pennies do we have to
put in this box to get it to equal 10 cents, or have the same value as one dime?”
Allow time for students to brainstorm using their whiteboards, allow student to come and draw:

“Great work! Let’s do another. We know that one penny is 1 cent, and a quarter is 25 cents. So
how many pennies do we have to put in this box to get it to equal 25 cents, or have the same
value as one quarter?”
Allow time for students to brainstorm using their whiteboards, allow student to come and draw:

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“So now we know that 5 pennies is equal to 1 nickel, 10 pennies is equal to 1 dime, and 25
pennies is equal to 1 quarter. Let’s think about nickels now. How many nickels do you think
would go into a dime?”
Allow a moment for students to think.
“How many nickels, which are 5 cents each, do we have to put in this box to get it to equal 10
cents (dime)?”
Allow time for students to brainstorm using their whiteboards, allow student to come and draw:

“Great! Now who thinks they know how many nickels would go into a quarter? How many
nickels do we have to put in this box to get it to equal 25 cents (quarter)?”
Allow time for students to brainstorm using their whiteboards, allow student to come and draw:

“Amazing work boys and girls! Another interesting math mystery related to coins is that you can
add coins together to create other values.”
“For example, if I have 3 pennies and 2 nickels and I want to know how much money I have, I
can write:

“Now I want you to try on your white boards, how many cents would you have if you added 3
pennies and 2 dimes?”

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Allow students 1-2 minutes to model the way you solved the previous problem.
Have students hold up boards so you can see if they are starting to understand.
Allow time for students to share. Discuss answers.

“Let’s do one more, how many cents would you have if you added 1 quarter and 1 penny?”
Allow students 1-2 minutes to model the way you solved the previous problem.
Have students hold up boards so you can see if they are starting to understand.
Allow time for students to share. Discuss answers.

“Before we start our worksheet. Let’s go back to our math mystery from earlier. If I asked you
now, with all this knowledge we have gained since we tried this problem, to solve this question:
You gave your big sister 5 nickels, and she gave you 1 quarter. Is this a fair trade?
How would you do it?”
Allow a few students to share their thoughts, this will serve as a mid-way checkpoint for their
comprehension and application of material.

“Now please take 2 minutes to get back to your desks and get your pencils out so we can do a
worksheet. You will be able to collaborate and compare work with your classmates at your desk
clusters.”

Play coin song at a low volume as they transition.

https://www.youtube.com/watch?v=Vb-w3rqRoJ8
Hand out problem set worksheet.

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Closing ​(10 minutes)​: ​How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

“Two hands up when you are ready to listen, boys and girls! Great work, thank you for working
together so nicely. After walking around and listening to you magic mathematicians, I think we
are ready to solve our Math Mystery.”
Put two Math Mystery papers back up on the board.
“Our first scenario is: ​You gave your big sister 5 nickels, and she gave you 1 quarter. Is this a
fair trade? Do you both end up with the same amount of money that you started with?​ Our
second scenario is: ​You gave your little brother 10 pennies, and he gave you 3 nickels. Is this a
fair trade? Do you both end up with the same amount of money that you started with?”

“You have 5 minutes to come up with your final answers to these questions in your original
corner groups.”
Transition back into corner groups and allow time for students to decipher these problems.

After 5 minutes, bring the class back together and review the answers they have come to,
reaffirming the correct answers.
1. “If you give your big sister 5 nickels, and nickels are 5 cents each, that means you gave
her 5 + 5 + 5 + 5 + 5 cents. And 5 + 5 + 5 + 5 + 5 = 25. So you gave your big sister 25
cents. She gave you 1 quarter, and 1 quarter is also 25 cents. So this ​is ​a fair trade. You
both will end up with the same amount of money that you started with. ”
2. “If you give your little brother 10 pennies, and pennies are 1 cent each that means you
gave him 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 cents. That means you gave your little
brother 10 cents. He gave you 3 nickels, a nickel is 5 cents each, that means he gave you
5 + 5 + 5 cents, which is 15 cents. So you gave your brother 10 cents and he gave you 15
cents. This is ​not a​ fair trade. You both will ​not​ end up with the same amount of money
that you started with.”

“Before we transition into our next subject, please complete this exit ticket and hand in your
worksheet and exit ticket before going back to your desk. Amazing work today mathematicians!”

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 Materials
- pennies, nickels, dimes, quarters (1 for each student)
- big paper laminated “coins”
- whiteboards and markers for students
- worksheet (1 for each student)
- exit ticket (1 for each student)
- “math mystery” papers

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