This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Rachel Szamatowicz Grade-Level: 1st grade Lesson Date: 11/3/23

Title of Lesson: Counting on with money Cooperating Teacher: Mrs. Cross

Core Components
Subject, Content Area, or Topic
- Math
Student Population
Student population: 19 students
- # of females: 11
- # of males: 8
Learning Objectives
Students will know:
- Understand how to count by 5s and 10s
- Understand how to continue counting on with coins
Students will do:
- Count by 1s, 5s, and 10s with coins
- Count on (adding) coins
- Find the total amount with a set of coins
Biblical Integration:
- God gives us money in the world, but we have to learn how to use it. It is important for us to
learn how to count money so we can use it properly.
Virginia Standard(s) of Learning (SOL)
1.8 The student will determine the value of a collection of coins (pennies, nickels, or dimes) whose
total value is 100 cents or less.

Materials/Resources
- Money slideshow
- Whiteboards & markers
- Scoops worksheet
- Cups with coins
- Spoons
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

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
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
Demonstration 30%
X Audio Visual 20%
Reading 10%
Lecture 05%

Safety Considerations
- Students should be using the spoons only for the coins, not putting them in mouths or
throwing them.

Time
Process Components
(min.)
3 min *Anticipatory Set
- TTW say Today we are going to continue our lesson on money.
- We’re going to talk about counting on with coins.
- TTW review about asking:
- How do we count pennies? (by 1’s)
- How do we count nickels? (by 5’s)
- How do we count dimes? (by 10’s)
- TTW have the students sing the money sing x2
*State the Objectives (grade-level terms)
- I can count on with money
- I can count by 1s, 5s, and 10s
7 min *Instructional Input, Modeling, or Procedures
- TTW present the counting on slides. TTW say:
- We have 3 dimes and 1 penny. When we count on we have remember
the value of each coin
- So since dimes are worth 10 cents, we count by 10’s, let’s count
together. We have 30 cents. TTW write 30 cents under the 3 dimes.
- Since pennies are worth 1 cent, we will count by 1’s, so this would be 1
cent. TTW write 1 cent under the penny
- TTW write a + sign between each number. TTW say If we can’t do the
math in our heads, we add the addition sign and add the two numbers.
So are total would be 31 cents.

- TTW go to the next slide. TTW say:

- This picture shows 2 dimes and 2 pennies.
- If we count by 10’s for the dimes, what is the total amount of dimes we
have? (20 cents)
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

-
If we count by 1’s for the pennies, what is the total amount of dimes we
have? (2 cents)
- TTW draw the + sign between the two numbers and ask What is the total
amount we have? (22 cents)
1 min *Check for Understanding
- What can we do instead of manually adding up the coins? (mental math)
- What symbol needs to be at the end of your total?
- TTW ask for a thumbs up or down to check in where they are with the skill
10 *Guided Practice
min - TTW say Alright now we are going to practice together, please get out your
sock and dry erase marker.
- While students are getting out their materials, TTW pass out a whiteboard to each
student
- TTW say I’m going to show you another picture and I want you to write the
total amount on your board. TTW use the strategy Showdown for this activity.
- TTW change the slide and it would show 2 dimes and 6 pennies. The picture will
show the amount for the coins
- Okay so we have 2 dimes and 6 pennies. This picture gives us the
amount for the coins. So on your board write the total amount. (26
cents)
- TTW tell the students they will show her all at once. TTW count Ready
1,2,3, show me!
- TTW look at the boards and call on students for why they put their answer

- TTW go to the next slide and say Alright this picture doesn’t give you the value,
you have to silently count the coins to get the total. Remember if you can’t do
the counting in your head, count 1 set at a time and then put the addition sign.
- TTW remind students to start counting with the bigger number
- TTW give the students a few moments and then say: Ready 1,2,3, show
me! TTW call on student to explain their answer.
- TTW call on a student to count the first set of coins (1 dime = 10 cents)
- TTW call on another to count the second set of coins (3 pennies = 3 cents)
- TTW go over the total amount (13 cents)

-
TTW go to the next slide and say Alright this picture doesn’t give you the value,
you have to silently count the coins to get the total. Remember if you can’t do
the counting in your head, count 1 set at a time and then put the addition sign.
- TTW give the students a few moments and then say: Ready 1,2,3, show
me! TTW call on student to explain their answer.
- TTW call on a student to count the first set of coins (4 dimes = 40 cents.)
- TTW call on another to count the second set of coins (5 pennies = 5 cents)
- TTW go over the total amount (45 cents)
15 *Independent Practice
min - TTW now say Now that we’ve practiced together, you're going to practice in
groups. I’m going to pass out this sheet TTW display it under the camera.
- Everyone will get their own sheet, cup of coins and spoon. Even though you’re
sitting in groups you are working on this independently.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

-
TTW explain the directions on the sheet. It says:
- Look at the set of coins in each row. You are to count those coins, and
write the total on the side.
- Then using your spoon, scoop up coins from your cup. Whatever fits in
your spoon, lay on your desk and count and draw those coins.
- After drawing, count all the coins together and write the total in the
box. Don’t forget the cent sign!
- After explaining the directions, TTW tell students to stand up and bring a pencil.
- TTW call students into groups based on their math level.
- TTW pass out materials and assist students.
- TTW do a call and response after a period of time and say: When you are finished,
turn in your paper into the math bin, place your cup and spoon on the back
blue table and get a book from the shelf and read
1 min Assessment
- Students will turn in the worksheet and it will be graded.
- TTW evaluate the students scores
1 min *Closure
- TTW thank the students for their hard work this week and remind them why it is
important we learn how to count money (Because God wants us to use His money
wisely and properly)
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,
multi-cultural).
- Challenge: Students who need a challenge will have nickels in their cups. They will be asked
to count by 10s and 5s to get the total amount.
- Accommodations: Teacher will sit with lower students to re-explain the directions and guide
them through the sets
Classroom Management Strategies (To ensure a positive learning environment).
- Wait time: Teacher will provide enough wait time for students to collect their thoughts
- Positive reinforcement: Teacher will encourage students and praise those following
directions
- Call and responses
Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Lesson Reflection
When I designed this lesson plan, I used “instructional strategies to encourage learners to

develop deep understanding” (InTASC Standard 8) by understanding how to use the strategy of

counting on with sets of coins and finding the total amount.

During this lesson, I used the instructional strategy Showdown with the students. The

students were shown pictures of coins and were to practice counting to get the total amount of

change. I practiced the strategy showdown by telling the students to look at the coins count in their

heads, and when I was ready, they were to all show me their whiteboards simultaneously. I did this

for the purpose of the students being able to collect their thoughts and not feeling rushed, but also

allowing me the time to scan the room all at once quickly. I then evaluated what the students

understood and if we needed to break it down by counting the coins by sets instead of individually.

This was a new skill for the students to practice; therefore, I checked in with them in

between the lesson to see how they were feeling. To do this, I simply asked for a thumbs up or

down.

Along with the instructional strategies, I was also able to “use multiple methods of

assessment to engage learners in their own growth, to monitor learner progress, and to guide

teacher’s decision making” (InTASC Standard 6) by looking at the data and creating differentiated

instruction based on readiness. When looking at the exit tickets from the prior lessons on coins, I

assessed that some students had already comprehended counting pennies, nickels, and dimes, while

others were still stuck on pennies and nickels. The class understood how to count by 5s and 10s, but

adding coins to the mix confused some students. According to Holli M. Levy, “Students will need

different levels of support that can be determined through formative assessment” (2008). Therefore,

after looking at the data from the previous lesson I taught the students, I could form groups based on

their level.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

After looking at the data, I made four groups total. “giving each group a problem that is at

an appropriate level for their readiness” (Levy, 2008). Two groups had cups of coins with only

pennies and nickels. These students showed that they were still working on the recognition of

counting pennies and nickels by 1s and 5s. While the other two groups had cups of coins with

pennies, nickels, and dimes. These students proved on their formative assessments that they were

confident and understood counting on with coins. Therefore, I wanted to challenge these students by

giving them extra coins, which were dimes. During the independent practice, I circled the room and

spoke with the two groups that had the dimes. I informed them that they had three different coins

and would have to start counting with the larger number. Thus, each student could complete the

assignment because it was set to their level of understanding. “Find out where our students are when

they come into the process and build on their prior knowledge to advance their learning” (Levy,

2008). I made it a point to scaffold my instruction so that the students started where they were and I

could build their understanding further.

Reflecting on this lesson plan, I realize how important it is for teachers to guide their

students into learning. This reminds me of how God is guiding me into the field of education, and I

am still learning, just as my students are. While making this lesson, at times, I did not feel equipped

enough to teach the skill, yet God has placed this passion into my heart and will provide me with

the right tools to succeed as a teacher. “For I am the Lord your God who takes hold of your right

hand and says to you, Do not fear; I will help you” (Isaiah 41:13 NIV). I trust that God guides me

through this experience and all my teaching days.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

References

Levy, H. M. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping

Every Child Reach and Exceed Standards. The Clearing House: A Journal of Educational

Strategies, Issues and Ideas, 81(4), 161–164. https://doi.org/10.3200/tchs.81.4.161-164

Zondervan NIV Study Bible (K. L. Barker, Ed.; Full rev. ed.). (2002). Zondervan

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021