STANDARD LESSON PLAN

I. Describe the Class

This is first grade. There are 16 students total in my class;9 girls and 8
boys. Of those, one is gifted and two have learning disabilities.

II. Subject/Skill:
Currency: Adding and subtracting coins only (pennies, nickels, dimes,
and quarters only)

III. Objective(s)
Students will be able to differentiate between pennies, nickels, dimes,
and quarters.
Students will determine the value of a penny, nickel, dime, and a
quarter.
Students will work in together groups of four to solve money equations.
Students will set up a fake stare, each taking turns buying/selling items,
and show mastery in using coins.
Students will show a 90% mastery in naming each coin.
Students will show an 80% mastery in adding coins
Students will show an 80% mastery in subtracting coins.

IV. Procedures
PowerPoint presentation
1.Present learning objective: (stated in part I.)
2. Recall previous knowledge of adding and subtracting single and double-
digit numbers.
3. Explain how we use money in our everyday life. Provide examples of
parents going shopping.
4.Divide into groups (Jigsaw II). Each student will be assigned a coin and
must become a “specialist” about that coin. They can use any available
resources for their research (books, computers, prior knowledge, and
pamphlets). After a couple minutes, they must share with each other and fill
out note worksheet provided to them based on what each member has to say
about their special coin.
5. Display each coin one by one and discuss it thoroughly. Pass around a real
coin for them to see and touch.
6. Explain “real-life” activity for them (Demonstrate how it will be done). Each
group will sell or buy provide erasers (adding/subtracting).

V. Materials
1. My PowerPoint reference on the board.
 2. Set of plastic pennies, nickels, dimes, and quarters for each group.
3. Set of patterned erasers for each group to sell amongst each other.
4. Work sheet with money problems for them to complete after lesson
5. Note worksheet for them to fill out as each member in group speaks.
VI. Grouping Structures
4 groups of 4 students each stationed evenly in the room.
VII. Modifications
Explain procedure with clear instructions for my verbal learners.
Demonstrate a quick example for my visual learners.
Make sure my PowerPoint notes have both pictures and words.
Assign my gifted and learning-disabled students evenly with students
that will help.
Assure there is enough space in the worksheet for them to write big or
small.

VIII. Assessment.
Walk around and interact with each group to make sure they are adding
and subtracting correctly.
Assist those who are struggling.
Do a small in class test where I ask each student randomly to identify
my coin.
Tell them how for tomorrow’s lesson we will move to dollar bills.

IX. Distributed Practice and Review

Give them a couple minutes to get a head start on worksheet. They can
work together and ask me questions. Any uncompleted work becomes
homework (e.g. assign homework to provide.