Counting Coins Chelsea Ventura April 19, 2012

Focus Question What other hands on activities could be included in this learning experience which could serve as an assessment? PG. 1

Location This lesson was taught at Maplemere Elementary school. Maplemere Elementary is one of four elementary schools in the Sweet Home School District. PG. 1

Overview of Classroom This LE was taught in an 1 st grade inclusion classroom. There are a total of 19 students in this classroom. PG. 6

Ability of Students Huge variety of student abilities  Four students have IEPs  Three additional students are displaying various delays, and being evaluated. PG. 6

Time Frame Total: 1 class (1 hour, 15 minutes) Pre-assessment – 5 minutes Anticipatory set – 10 minutes Direct instruction – 15 minutes Guided practice – 45 minutes (each center is 15 minutes, and there are three centers the students have to rotate through). Closure – 5 minutes PG. 17

Objective 1.The students will be able to count different combinations of quarters, dimes, nickels and pennies. Blooms Taxonomy Level: Remembering PG. 13

Essential Question Why is money able to buy things? 1.How much is a penny, nickel and dime worth? 2.When adding a quarter to an amount, such as 5 cents, how many spaces do we “hop” on a number grid? Guiding Questions PG. 3

Enduring Understanding Understanding how to count money is an important life skill. In order to find out how much money the new toy bear or video game costs, you need to know how to count how much money you have. PG. 3

Student’s Tasks 1.Show combinations of pennies, nickels and dimes which add up to 25¢. 2.Use magnifying glasses to look at a quarter  Compile a class list of quarter characteristics. 3.The class counts by 25s as a whole group. PGS

Student’s Tasks 1.Students hold up large paper coins, the teacher counts and writes the total for the class 2.Students participate in centers where they participate in the following activities:  Play coin top-it  Complete math boxes 6-9 and “counting coins” journal page.  Play quarter-penny-nickel-dime exchange PGS

Distinguished Student Work APPENDIX 3, PAGE 2 & APPENDIX 3, PAGE 3

Proficient Student Work APPENDIX 3, PAGE 4 & APPENDIX 3, PAGE 5

Developing Student Work APPENDIX 6, PAGE 2 & APPENDIX 3, PAGE 7

NYS Core Curriculum Domain: Measurement and Data Standard: 1.MD.3 Cluster: Tell and write time and money. Recognize and identify coins, their names, and their value (pg. 15 from the NYS Common Core Mathematics). Level: Elementary PG. 1

Assessments Pre-assessments  “Quarters Pre-assessment” chart The teacher marks which students correctly identified a quarter, how much it is worth, and which students kept up with the choral count. PGS. 7-8

StudentWhat is This?How much is it Worth? Choral Count ABCDEFGHIJKLMNOABCDEFGHIJKLMNO XXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXX XXXXXXXX Total9 (developing) 2 (proficient) 4 (distinguished) Assessments APPENDIX 2, PAGE 4

Assessments Ongoing-assessments  Small group work, exchanging coins Post-assessments  “Counting Coins” journal page PGS. 7-8

CATEGORY4321 Accuracy (Weight: 1pt) Score: /4 The amounts of the coins displayed on the Counting Coins journal page are accurately written for 5 questions. The amounts of the coins displayed on the Counting Coins journal page are accurately written for 4 questions. The amounts of the coins displayed on the Counting Coins journal page are accurately written for 2 to 3 questions The amounts of the coins displayed on the Counting Coins journal page are accurately written for 1 question, or not accurately written for any of the questions. Number Formation & Number Reversal (Weight:.5pt) Score: /2 The numbers written are correctly formed and there aren't any number reversals. Almost all of the numbers written are correctly formed and there are 1 to 2 number reversals. Half of the numbers are correctly formed and there are 3 to 4 number reversals. None of the numbers are correctly formed and there are 5 or more number reversals. Neatness (Weight:.5pt) Score: /2 The entire journal page is neat and easy to read. Eraser marks do not interfere with determining which answer the student wrote. The answer is on the line. Almost the entire journal page is neat; a couple stray writing marks make it difficult to read the answer for 1 to 2 questions. The answer is not on, but near the line. Half of the journal page contains writing which make it difficult to read the answer for 3 to 4 questions. The answer is not on, but near the line. The entire journal page is filled with eraser marks which make it difficult to read the answer for all 5 of the questions. The answer is nowhere near the answer line. Name & Date (Weight:.25pt) Score: /1 The student's name and date is written on the top of the journal page. The date is missing from the top of the journal page, but the student wrote his name on the page. The student's name is missing from the top of the journal page, but the student wrote the date on the page. The student didn't write his name or date on top of the journal page. Total Score: /9 Comments: Assessments PG. 9

Data Pre-assessment Data LevelNumber of Students % of Students Distinguished 426.6% Proficient 213.3% Developing 960% Post-assessment Data LevelNumber of Students % of Students Distinguished 746.6% Proficient 640% Developing 213.3% PG. 10

PG. 11 Data

Modification Table MODIFICATIONRATIONALEBENEFIT Instructional – Instruction occurs in a whole group and then changes to small group. Not all students will grasp concepts when its first presented in a whole group. The teacher is able to revisit the content, and even quickly re-teach when students are in a small group. PG. 16

Reflection Thank you to everyone who gave me warm and cool comments. All of the comments helped me significantly improve this LE! PG

Reflection Lessons learned:  Technology is not limited to computers and smart boards!  As a teacher you must always be prepared to modify lessons unexpectedly, and immediately.  Peer reviews help generate and cultivate more ideas than you could’ve originally planned independently! PG

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