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Counting Coins
Chelsea VenturaApril 19, 2012
Focus Question
What other hands on activities could be included in this learning
experience which could serve as an assessment?
PG. 1
LocationThis 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 1st 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 minutesAnticipatory set – 10 minutesDirect instruction – 15 minutesGuided 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. 13-15
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. 13-15
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.3Cluster: 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
Student What is This? How much is it Worth?
Choral Count
ABCDEFGHIJKLMNO
XXXXXXXXXXXXXXX
X XXXXX
XXXX
Total 9(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
CATEGORY 4 3 2 1
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
DataPre-assessment DataLevel Number
of Students
% of Students
Distinguished
4 26.6%
Proficient 2 13.3%
Developing 9 60%
Post-assessment DataLevel Number
of Students
% of Students
Distinguished
7 46.6%
Proficient 6 40%
Developing 2 13.3%
PG. 10
Distinguished Proficient Developing0
1
2
3
4
5
6
7
8
9
10
4
2
9
7
6
2
Quarters Pre Assessment
Pre AssessmentPost Assessment
Level of Student Achievement
Num
ber
of
Stu
dents
PG. 11
Data
Modification TableMODIFICATION RATIONALE BENEFIT
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. 18-19
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. 18-19
