Direct Instruction Lesson Plan Template

General Information
Lesson Title: Counting Change
Subject(s): Math
Grade/Level/Setting: 2nd Grade General Education Classroom
Prerequisite Skills/Prior Knowledge:
What do your students already know or what do they need to know about the selected topic to successfully
participate in the lesson?

Number recognition, addition, subtraction, and the knowledge of how much each coin is worth.
Standards and Objectives
State/National Academic Standard(s):

Learning Objective(s):
Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State
Standards and needs to be measurable (condition, behavior, and criterion).

Using a word problem worksheet about money, students will be able to correctly add and subtract change to be able
to get a total amount with at least 80% accuracy.
Materials Technology
What materials will the teacher and the students need in How will you use technology to enhance teaching and
order to complete the lesson? learning? (Optional: Use the SAMR model to explain the
-coins (plastic or real) technology integration strategies you plan to use.)
-PowerPoint presentation
-anchor chart paper We will use a PowerPoint presentation on coins
-markers and go through it together as a class to learn how
-projector to add and subtract which coins to get a certain
-summative assessment(students) and answer outcome.
key(teacher)
Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
Language Function(s):
The content and language focus of the learning task represented by the active verbs within the learning outcomes.
Common language functions include identifying main ideas and details; analyzing and interpreting characters or
events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language
functions in math include predicting from models and data, recording multiple ways to solve problems, justifying
conclusions, evaluating data and explaining how or why certain strategies work.

Students will evaluate addition and subtractions word problems using coins to find a total amount.

Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific
meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across
disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.

-addition
-subtraction
-coins
-money
-nickel, quarter, dime, penny
Discourse and/or Syntax:
Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write,
and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and
phrases together into structures (e.g., sentences, graphs, tables).

As a class, students will discuss and identify the value of various groups of coins and how we can add or
subtract the value of coins together using word problems to get a total.
Planned Language Supports:
The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand
and use the concepts of language they need to learn within disciplines.

A word wall with relevant vocabulary will be around the room and available to students throughout the
lesson with a picture beside the word to demonstrate what it means. This will give the students a visual
representation and refresher of the vocabulary needed for the lesson.

Instructional Strategies and Learning Tasks

Anticipatory Set:
Activity Description/Teacher Student Actions
Begin whole class discussion on Listen attentively to the teacher when
counting coins. Begin by asking discussing vocabulary and when the
questions such as: “What are the teacher is asking questions. Students
four coins we have learned will answer questions that the teacher
about?”, “What are the values the is asking about prior knowledge.
four coins we learned about?”, “If
we add four quarters together
what do we get?”. Show the
students old and new vocabulary
that we will be using for this
lesson.

Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher Student Actions
The teacher will begin by passing Students will take notes, add coins,
out baggies of coins (fake or real) and ask questions for clarification.
to each student. Then the teacher
will ask how many pennies make a
nickel, how many nickels make a
dime, how many dimes and nickels
make a quarter to get the students
introduced to adding coins
together to get a targeted total.
The teacher will also go over the
correct signs when dealing with
change or coins as opposed to
dollars.

Guided Practice:
Activity Description/Teacher Student Actions
The teacher will then pull up a The students will work the problems
PowerPoint presentation on using their coins manipulatives and
counting change. The teacher will paper. Students will also ask questions
go through each slide which will as needed.
have a word problem that will
require addition or subtraction to
complete and the teacher will work
the problems together with the
class. The teacher will then provide
the answer showing a visual of the
coins with the amount total using
the correct sign when working with
change. An example of this is, “if I
have 3 quarters and 2 dimes and
then I give 1 quarter to a friend,
how much change do I have left?”.
Independent Student Practice:
Activity Description/Teacher Student Actions
The teacher will hand out a money Cut and paste the change amounts to
word problems worksheet for the the correct word problem. The
students to complete individually students will be allowed to use the
to show conceptual understanding coins as manipulatives while
of the material. The worksheet will completing the worksheet.
be cut and paste of matching the
amount that can be cut out to the
word problem. The worksheet will
have 10 problems to complete.

Culminating or Closing Procedure/Activity:

Activity Description/Teacher Student Actions
After everyone is done, I will have a closing Students will have better knowledge
discussion on change. I will ask the students if
they have any feedback that they would like
of counting coins.
to share about the activity. I will ask what Students will be able to relate this
they liked about the activity, what they didn’t lesson to real-world experiences.
like about the activity, and if they felt the
activity helped them to get a good
understanding of how to add or subtract
change using word problems. Based on the
answers and feedback that I receive, I will
 adjust the next lesson plan accordingly.

Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.
Gifted and Talented:
These students will be given questions using whole dollar with change amounts rather than just
change amounts like on grade-level students.
EL:
These students will be given their own vocabulary sheet with definitions provided to refer to
throughout the lesson. They will have problems read out loud to them if needed. These students will
also be provided with frequent check-ins.
Students with Other Special Needs:
Students with other special needs will work through the worksheet at a small group with the teacher
for additional support.
Assessment
Formative
Describe how you will monitor, support, and extend student thinking.
I will provided guided questioning during the PowerPoint presentation on coins to make sure students are understanding the
concept. I will also walk around the room every couple of minutes in between my small group time to answer any questions that
students may have.

Summative
(Quizzes, Tests, products)

B. Explain how the hands-on or virtual mathematical tool from Part A will
enhance student learning during the lesson.
The use of coins (fake or real) during the lesson provides the students with
manipulatives for kinesthetic learners allowing the students to not only see
the coins but to feel them as they would in real life. The coins also serve as
an engaging visual representation for visual learners . The coins allow
students to move them around easily to show without having to draw
pictures or try to visualize.
C. Explain how your lesson plan incorporates each of the following
components:
1. conceptual understanding- the coins allow students to get a conceptual
understanding of counting change by showing the students that they can
 generate different amounts of coins by adding or subtracting a certain
type of coin.
2. problem solving- the lesson incorporates problem solving by requiring
the students to use word problems and coins to add or subtract to get a
total amount.
3. procedural fluency- procedural fluency is being applied because the
students will already know how to add and subtract and the value of the
four different types of coins. The lesson allows the students the
opportunity to work through real life word problems using coins to show
that we can add and subtract coins to get a total amount.

D. Explain how one instructional strategy in your lesson plan (e.g.,

collaborative learning, modeling, discovery learning) supports learning
outcomes.
One instructions strategy used in my lesson plan is collaborative learning. This strategy supports learning
outcomes by working through problems as a class which allows the steps taken to be talked aloud with
the class, the class to ask questions as questions arise while getting a quick response, and to provide
students to demonstrate how they might use coins to add and subtract using a different strategy than
the one that the teacher is demonstrating.