Lesson Plan : Going Shopping!

Teacher Name:
 Stacy Lloyd
Grade:
 Grade 2
Subject:
 Math

Topic:
 Identify and count coins
Content:
 Vocabulary: penny, nickel, dime, quarter, half-dollar
Goals:
 Determine the value of a penny, nickel, dime, quarter and half-dollar Identify and count coins to $1.00 Determine different sets of coins for a given value
Objectives:
 TLW identify and count coins to $1.00 using individual bags of pretend money. TLW create different sets of coins for a given value by using the money stamps.
Materials:
 Individual bags of coins with different amounts, money stamps, cards with various amounts written on them, overhead projector & overhead coins
Introduction:
 Students will come to the carpet and review the value of a penny, nickel, dime, quarter, and half-dollar. The teacher will then have a student draw an item from a bag and read the price tag to the class.
Development:
 The teacher will lead a group discussion as to how to create that amount, modeling on the overhead projector. Teacher will prompt discussion as to the different ways to represent a given total. (i.e. - $ .37 could be shown with 37 pennies, 1 quarter, 1 dime, 2 pennies, etc...)
Practice:
 Students will then return to seats to work in math teams of 4. They will take turns drawing an object from the grocery bag and reading the price tag to the class. At that point, students will work cooperatively using their bag of money to model the amount using the fewest coins. After given time to collaborate, teacher will model using overhead coins.
Accommodations:
 Students will be placed in math teams created for cooperative activity. During independent activity, teacher and teacher-assistant will closely monitor and provide assistance to the three LD math students.
Checking For Understanding:
 Students will be assessed during both group and invidual assignments. Papers will be checked and additional assistance provided to those experiencing difficulties.
Closure:
 To close the lesson, each team will be given a different number of coins and asked to count them. Although they will all have different numbers of coins, they will all equal the same total. One person from each group will place their coins on the overhead, while we count them together as a group. They will quickly make the connection that different amounts can be made using various denominations
Evaluation:
 Students will be evaluated by group discussion and the assigned individual task. Further instruction will be created/altered according to student performance.

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