UMU Lesson Plan Template

2017-2018

Name: Lindsey Fugett and Isaiah Watson-Kirksey Date: 4/9/2018

Grade Level: 2nd Class Period:
Subject: Math Lesson # & Title: Counting Money
Function of the Lesson (check all that apply):
 Introduce New Skill or Content
 Practice
 Review
 Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes:
The class is composed of an even ratio of boys versus girls (10 boys and 10 girls). The class consists of a wide variety of
racial backgrounds including 9 Caucasians, 6 African Americans, and 5 Latino children.
 One student with a 504 plan has poor eyesight and needs to be at the front of the room. She also receives special
accommodations for her learning.
 The two female students have been identified as students having ADD/ADHD. They are on grade level equivalency
for history and math but often times struggles with reading and writing. They often struggle with multistep
directions and comprehending while they are reading, making them a grade level below their peers.
 A few of the students of Latino descent are considered ELL since the main language spoken in their homes is
Spanish. They are right below grade level standards in reading and math due to their inability to communicate their
knowledge on testing.

Environment:
 The classroom is set up with five tables, each table seating four students. The table setting will encourage good
social skills, group work, and collaboration. The ELL students will be able to receive help from the English-
speaking children at their tables.
 The classroom consists of two whiteboards and one Smartboard. These features allow technology to be a part of the
curriculum as well as allow for easy visual abilities for the students who struggle to see the boards and
read small print.
 The classroom will consist of fidget toys to accommodate for the students with ADD/ADHD, such as fidget
spinners, fidget cubes, and stress balls. Playing with these objects will allow the students to sit still in their seats and
pay more attention in class.
 The students with ADD/ADHD will be sat close to the teacher in order to have a good eye on them and to help with
their focus.
 The classroom is equipped with a laptop cart with some educational Apps installed.

Content Standards & Learning Objectives:

Standards Learning Objectives (How will they meet the standards?)

(Content
and ISTE)
Content 2.MD.8 1.The teacher will start by playing a YouTube video of a song about counting
Specific Goals Solve word money to refresh the students’ memory. (https://youtu.be/pnXJGNo08v0 ). This
problems will help them review the values of each coin. The teacher will also write the $
involving and ¢ symbols on the board and explain that they represent dollars and cents.

1
 dollar bills, 2.Students will then use laptops and go to
quarters, http://www.abcya.com/counting_money.htm and complete the money counting
dimes, activity. This will allow them to practice counting money and help them review
nickels, and the value of each coin and bill.
pennies,
using $ and ¢ 3.For the next activity, students will take turns going up to the smartboard and
symbols solving the word problems involving money. They can ask classmates for help
appropriately if they do not know the answer. This will allow them to practice solving word
. problems involving money.

4.Finally, students will take an online quiz on the laptops from

http://www.softschools.com/quizzes/math/money_word_problems/quiz1952.ht
ml. This will allow them to be tested on solving word problems involving
counting money.
Technology- 5b. Students Students will identify the values of each coin and bill on the websites provided. They
based Goals collect data will use this data to solve the word problems involving money on the smartboard and
(ISTE-S) or identify on the online assessment.
relevant data
☐
Empowered sets, use
Learner digital tools
to analyze
☐ Digital them, and
Citizen represent
data in
☐ Knowledge
various ways
Constructor
to facilitate
☐ Innovative problem-
Designer solving and
decision-
☒ making.
Computationa
l Thinker

☐ Creative
Communicato
r

☐ Global
Collaborator

Other Goals

Rationale: Share how the activities in the lesson will help to meet the learning goals. How will technology play a role in
meeting the learning goals?
By introducing the lesson with a music video about counting money, the students will be able to remember the value of each
coin by recalling the catchy song. This will also grab their attention. Students will be able to review the information that they
learned by going to the website on the laptops to practice counting money in an interactive and rewarding way. (When a
student completes a level on the website, they are rewarded with a game to play.) The students will build on this learning by
participating in the fun smartboard activities that provide word problems involving counting money. This will give them
extra practice before they are tested. The online test that assesses student’s ability to solve word problems involving counting
money will allow the teacher to see if the student reached the learning objective.

Academic Language: dollar bills, quarters, dimes, nickels, pennies, $ and ¢

2
Assessment Plan:
How will you assess the activities happening through the tool?
 Monitoring/observations
 Formative assessment
 Informal assessments
 Summative assessment

Tool #1 Tool #2 Tool #3 Tool #4

YouTube Video Money Counting Activity Money Counting Word Online Assessment on
on Laptops Problems on Smartboard Laptops

The students will be
assessed through monitoring
and observation by the
teacher. The teacher will
watch and see if the students
are engaged in the music
video and if they seem to be
retaining the information
being provided through the
song.
The students will be
assessed through a
formative assessment while
on the laptops. The teacher
will go around the room and
watch the students as they
complete the money
counting activity. The
teacher will be able to see if
the students are counting
money correctly, or if they
will need extra help.
The students will be
assessed through an
informal assessment as they
solve the money counting
word problems on the
smartboard. The smartboard
activities will serve as
practice questions for the
test, and the teacher can see
if the students will be ready
for the summative
assessment.
The online assessment will
serve as the summative
assessment for this lesson.
Students will complete the
word problems on the test,
and the teacher will have
access to the amount of
questions that were correct
and incorrect.

Procedures:
What is the minute-to-minute activity that will be happening in the lesson. Describe what the teacher is going to do and say,
as well as what the students are going to do.
Time stamp and What are the students going to do? What is the teacher going to say?
what is the teacher
going to do
0-5 The teacher will Students will be at their seats and watch the “Today we are going to practice counting money.
introduce the lesson music video on the smartboard. They may We will go over terms such as dollar bills,
and play the music sing along if they want. quarters, dimes, nickels, and pennies. This
video to refresh the symbol stands for dollars, and this symbol stands
students’ memories for cents. Now let’s watch this fun music video
about how to count about counting money! You can sing along if
money. The teacher you’d like!”
will also write the
symbols for dollars
and cents on the
board.
“Now it’s time to do an online activity that will
5-25 The teacher Students will go get a laptop and bring it back allow you to practice counting money. You may
will allow the to their seats. They will go to the website that line up and get a laptop to bring back to your
students to get a the teacher provides. They will complete the seat. Type in the link that I wrote on the board to
laptop. The teacher online activity that allows them to practice get to the website. Click on the first level and
will write the link to counting money. begin the activity. I will be walking around the
the website that will room, so raise your hand if you need help.”
be used on the board
and have the
students go to it.
3
The teacher will
walk around the
room and observe
the class as they
complete the
activity to make
sure they are on task
and know how to
count money.
25-40 The teacher “Please close your laptops until we are ready to
will select a student The students will come up to the board to
use them again. We will now do a smartboard
to go up to the complete an activity one by one. The class activity to practice word problems involving
smartboard and will watch as they wait for their turn. counting money. We will take turns coming up to
complete the first the board and participating in the activity. If you
activity. After the need help, you may call on a friend to come to
first student is done, the board and help you. We will start with (first
the next student will student). Please come up to the smartboard and
go up. This will complete the first activity. Your classmates are
continue until each here to help you. Great job! (Second student),
student has gotten a you’re next! Come on up!"
chance to be at the
board.
40-60 The teacher
will write the link
The students will type in the link from the “Now it is time to complete the online
on the board to the
board and complete the assessment on the assessment. Please spread your desks apart and
website the students
laptops. They will raise their hands when open your laptops. Type in this link and go to the
will go to and
website. You may begin when you are ready. I
complete their they are done so that the teacher can see will be walking around the classroom if you need
assessment. The their score and give them a grade. help. Please raise your hand when you are done.”
teacher will walk
around the room and
make sure the
students are on the
website, using it
correctly, and are
not cheating. The
teacher will make a
note of each
student’s score and
provide them with a
grade.

4
Differentiation, Individualized Instruction, and Assessment:
How will I prepare for this piece of technology in this lesson? What do I need to do to get the technology ready?
 Selecting the just right tool or part of the resource
 Setting up Accounts
 Differentiating
 Personalizing
 Creating models or mentor

Tool #1 Tool #2 Tool #3 Tool #4

YouTube Video Money Counting Activity Money Counting Word Online Assessment on
on Laptops Problems on Smartboard Laptops

The YouTube video will be
played on the smartboard on
full screen so that the
students can see it easily.
The teacher will be walking
around the room during this
activity to make sure
students are on task and to
see if they need help. The
teacher will pay close
attention to the students
with ADD/ADHD to make
sure they are on task, and to
the ELL students to see if
they need help
understanding the questions.
The teacher may read the
questions to those students
if they are having difficulty
reading it themselves.
Students are able to call on
classmates for help if they
do not know how to solve
the word problem or
complete the activity. This
will be helpful for the ELL
students if they do not
understand the question,
because their peers can help
them.
The teacher will be walking
around the room during this
assessment to make sure
students are on task and to
see if they need help. The
teacher will pay close
attention to the students
with ADD/ADHD to make
sure they are on task, and to
the ELL students to see if
they need help
understanding the questions.
The teacher may read the
questions to those students
if they are having difficulty
reading it themselves.

Instructional Materials and Support:

List of websites and tools:

YouTube Music Video:

https://youtu.be/pnXJGNo08v0

Laptop Money Counting Activity Website:

http://www.abcya.com/counting_money.htm

Smartboard Money activity from:

http://exchange.smarttech.com/search.html?q=#sort=most%20downloads&timerange=all%20time&page=2

Laptop Money Counting Assessment:

http://www.softschools.com/quizzes/math/money_word_problems/quiz1952.html

5
Technology Commentary:

1. How is the Tool Being Integrated? Team, individual, pairs, or other?

Tool #1 Tool #2 Tool #3 Tool #4

YouTube Video Money Counting Activity Money Counting Word Online Assessment on
on Laptops Problems on Smartboard Laptops

Whole Class Mostly Individual, student- Whole Class and Individual Individual
teacher pairs if needed

2. What features of the technology tool have elements of engagement?

Answer the Triple E Engagement questions concerning how technology can bring about co-use, time-on-task
learning and focus on the learning goals. Anywhere there is a lower score (less than 4), consider adding in
instructional moves in the notes to help push the score up!

Tool #1 Tool #2 Tool #3 Tool #4

YouTube Video Money Counting Activity Money Counting Word Online Assessment on
on Laptops Problems on Smartboard Laptops

Can the technology allow
students to focus on the
assignment/learning with
less distraction (Time on
Task)?
Can the technology allow
students to focus on the
assignment/learning with
less distraction (Time on
Task)?
Can the technology allow
students to focus on the
assignment/learning with
less distraction (Time on
Task)?
Can the technology allow
students to focus on the
assignment/learning with
less distraction (Time on
Task)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology Can the technology Can the technology Can the technology
motivate students to begin motivate students to begin motivate students to begin motivate students to begin
the learning process? the learning process? the learning process? the learning process?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology cause a Can the technology cause a Can the technology cause a Can the technology cause a
shift in behavior, from more shift in behavior, from more shift in behavior, from more shift in behavior, from more
passive to active social passive to active social passive to active social passive to active social
learners (co-use)? learners (co-use)? learners (co-use)? learners (co-use)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Score=_6_/6 Score=_6__/6 Score=__5_/6 Score=__4_/6

Notes and Teaching Notes and Teaching Notes and Teaching

Moves: The activities are Moves: To allow for Moves: To allow for fewer

6
Notes and Teaching
Moves: The video is fun
and engaging, so motivation
and distractions should not
be a big concern. This will
cause a shift from passive to
active learning because the
students can sing along with
the video.
3. What features of the technology tool include elements to enhance student learning?
Answer the Triple E Enhancement questions concerning how technology can bring about learning supports/scaffolds,
higher-order thinking, and value-added over traditional tools. Anywhere there is a lower score (less than 4), consider
adding in instructional moves in the notes to help push the score up!
Tool #1
YouTube Video
Can the technology allow
students to develop or
demonstrate a more
sophisticated understanding
of the learning goals
(possibly use higher-order
thinking skills)?
No=0, Somewhat=1, Yes=2
Can the technology create or
provide supports (scaffolds)
to make it easier to
understand concepts or ideas
(possibly differentiate or
personalize)?
No=0, Somewhat=1, Yes=2
Can the technology create
paths for students to
demonstrate their
understanding of the learning
goals in ways they could not
do with traditional tools?
interactive and fun, so
motivation and distractions
should not be a problem.
This will cause a shift from
active to passive learning,
because students will be
working quietly at their
seats instead of singing with
the music video.
Tool #2
Money Counting Activity
on Laptops
Can the technology allow
students to develop or
demonstrate a more
sophisticated
understanding of the
learning goals (possibly
use higher-order thinking
skills)?
No=0, Somewhat=1,
Yes=2
Can the technology create
or provide supports
(scaffolds) to make it
easier to understand
concepts or ideas
(possibly differentiate or
personalize)?
No=0, Somewhat=1,
Yes=2
Can the technology create
paths for students to
demonstrate their
students to be more on task,
incentives can be provided
to encourage students to
stay engaged while others
are at the board.
Tool #3
Money Counting Word
Problems on Smartboard
Can the technology allow
students to develop or
demonstrate a more
sophisticated understanding of
the learning goals (possibly use
higher-order thinking skills)?
No=0, Somewhat=1, Yes=2
Can the technology create or
provide supports (scaffolds) to
make it easier to understand
concepts or ideas (possibly
differentiate or personalize)?
No=0, Somewhat=1, Yes=2
Can the technology create
paths for students to
demonstrate their
understanding of the learning
goals in ways they could not do
with traditional tools?
No=0, Somewhat=1, Yes=2
7
distractions, students desks
can be separated while
completing the assessment.
To help motivate students
more, students will be
allowed to participate in a
free time activity of their
choice when they are done.
Tool #4
Online Assessment on
Laptops
Can the technology allow
students to develop or
demonstrate a more
sophisticated
understanding of the
learning goals (possibly
use higher-order thinking
skills)?
No=0, Somewhat=1,
Yes=2
Can the technology create
or provide supports
(scaffolds) to make it
easier to understand
concepts or ideas
(possibly differentiate or
personalize)?
No=0, Somewhat=1,
Yes=2
Can the technology create
paths for students to
demonstrate their
No=0, Somewhat=1, Yes=2
Score=5/6
Notes and Teaching Moves:
To provide more scaffolding
in the activity, students who
did not retain information the
first time watching the video
may watch it again before
going on to the next activity.
4. How does the technology extend the learning goals?
Answer the Triple E Extend questions concerning how technology can bring about learning that connects to
everyday life, allows learners to continue to learn 24/7 and helps them develop soft skills. Anywhere there is a
lower score (less than 4), consider adding in instructional moves in the notes to help push the score up!
Tool #1
YouTube Video
Can the technology create
opportunities for the students
to learn outside the typical
school day?
No=0, Somewhat=1, Yes=2
Can the technology create a
bridge between school
learning and everyday life
(authentic experiences)?
No=0, Somewhat=1, Yes=2
Can the technology allow
students to build authentic life
skills, which they can use in
understanding of the understanding of the
learning goals in ways learning goals in ways
they could not do with Score=__5/6 they could not do with
traditional tools? traditional tools?
No=0, Somewhat=1, No=0, Somewhat=1,
Notes and Teaching Moves:
Yes=2 Yes=2
To allow students to
demonstrate a more
sophisticated understanding of
Score=_6_/6 how to work with money, real Score=__5/6
coins and bills can be used to
practice more counting after
the smartboard activity is done.
Notes and Teaching Notes and Teaching
Moves: This activity is Moves: To provide more
great for scaffolding scaffolding for the
because students can assessment, students may
choose different levels to have the option of
complete that they are retaking the test or taking
comfortable with. it with help from the
teacher.
Tool #2 Tool #3 Tool #4
Money Counting Activity on Money Counting Word Online Assessment on
Laptops Problems on Smartboard Laptops
Can the technology create Can the technology Can the technology
opportunities for the students to create opportunities for create opportunities for
learn outside the typical school the students to learn the students to learn
day? outside the typical outside the typical
school day? school day?
No=0, Somewhat=1, Yes=2
No=0, Somewhat=1, No=0, Somewhat=1,
Yes=2 Yes=2
Can the technology create a
bridge between school learning
and everyday life (authentic Can the technology Can the technology
experiences)? create a bridge between create a bridge between
school learning and school learning and
No=0, Somewhat=1, Yes=2 everyday life (authentic everyday life (authentic
experiences)? experiences)?
Can the technology allow No=0, Somewhat=1, No=0, Somewhat=1,
students to build authentic life Yes=2 Yes=2
skills, which they can use in their
everyday life (soft skills)?
8
 their everyday life (soft
skills)?
No=0, Somewhat=1, Yes=2
Score=_6_/6
Notes and Teaching Moves:
Students can watch this video
at home to learn outside a
typical school day. It also
connects to everyday life
because counting money is an
important skill for life outside
of school.
No=0, Somewhat=1, Yes=2
Score=6___/6
Notes and Teaching Moves:
Students can go to this website to
complete activities and play
games at home to learn outside a
typical school day. It also
connects to everyday life because
counting money is an important
skill for life outside of school.
Can the technology Can the technology
allow students to build allow students to build
authentic life skills, authentic life skills,
which they can use in which they can use in
their everyday life (soft their everyday life (soft
skills)? skills)?
No=0, Somewhat=1, No=0, Somewhat=1,
Yes=2 Yes=2
Score=_6__/6 Score=_6_/6
Notes and Teaching Notes and Teaching
Moves: This activity Moves: This activity
connects to everyday connects to everyday
life because counting life because counting
money is an important money is an important
skill for life outside of skill for life outside of
school. school.

Research and Theory Commentary:

The use of interactive whiteboards in a classroom allows the lesson to become more fun and engaging for both the teacher
and the students. Educational technology can benefit this lesson by providing fun games, visual, auditory and kinesthetic
learning, and it helps students connect the lessons to the real world.

Important note: this sample lesson plan template is adopted from The Triple E Framework research team
at University of Michigan. For details, please refer to https://www.tripleeframework.com/.