Mastery Lesson Design Plan

Lesson Plan Template – “Backward Design” and “Gradual Release of Responsibility”

 

Essential Questions: 

 

Why is it important to know how much coins are worth?

How can counting by 1s, 5s, and 10s help us find the total value of coins?

How can we show that different coins have the same value?

 

  1. Pre-planning: Objectives and Purpose “TARGET”

Nebraska Standards/CCSS  AND Instructional Objectives (May add or delete as needed)

 

       Standard: 1.G.3.a Understand the value of dimes and pennies (e.g., a dime is equal to ten pennies) relating to tens and ones and solve problems involving dimes and pennies using the ¢ symbol appropriately.

   

             IO: The learner will explain that a dime is worth the same as ten pennies by using objects or drawings to show the relationship between tens and ones.

     

       Standard:  1.G.3.b Count collections of like coins (penny, nickel, and dime) relating to patterns of counting by 1s, 5s, and 10s.

 

            IO: The learner will count groups of like coins (pennies, nickels, or dimes) by 1s, 5s, or 10s to find the total value.

 

 

“Teacher Cues” included here following targets: 

Flexible Grouping- Plan your groups (i.e., Proximity Grouping)

What materials do they need

Make sure the YouTube video link is working

Going over activity beforehand

 

Explanation of the Lesson (lesson summary from start to finish):

Warm Up (5 Minuets)

-Show a dime and ten pennies, students will discuss if they have the same value and why or why not? Turn and talk with partner.

Formative Assessment #1 (Think-Pair-Share):

  • Listen to student responses and check for prior knowledge on coin value.

Direct Instruction/Modeling of lesson (8 minutes)

-Model counting 10 pennies, 10 pennies=1 dime

-Dime 10s

-Model skip counting pennies-1, nickles-5, and dime-10

-connect to essential questions

Guided Practice (7 Minuets)

  • Providing students with small groups of coins
  • Students use counting strategies
  • Teacher walks around and supports students and answers questions

Formative Assessment #2:

  • Check students are counting correctly
  • Finding total value

Hands on Activity (7 minutes)

  • Build 10 cents in two ways (ex. 10 pennies, 2 nickels, 1 dime)
  • Record their combinations

Formative Assessment #3:

  • Online Lesson on coin value

Closure and Exit Ticket ( 3 minutes)

  • Review coin value

Exit Ticket

  • Count the value of coins and write the total value
  • Draw another way to make the same value

Formative Assessment #4:

  • Coin value and Counting strategies

Rationale for the Lesson, including Connection to Curriculum and Standards (Focuses on what the “students will DO,” in terms of connection to Bloom’s/Webb’s Taxonomy.)

 

Lesson actively engages students in hands on activities with money. They are counting money and finding equal values of coins. They have to be able to count, and compare values of coins through drawing or modeling with the materials. They are using patterns of 1, 5, and 10. These skills are connected to Blooms at levels of Understand, Apply, and Analyze, by explaining values, using skip counting, and comparing different groups of coins. At DoK level 1, 2, and 3.

 

 

 

  1. Assessment Plan – “Method”

 

Checklist on skill

Worksheet

 

                  AND/OR

 

Summative Assessments –

Think pair Share

Exit ticket

Worksheet

Model

  1. Materials/Equipment/Resources Needed:

- Coins

- White board

-exit ticket slips

-worksheets

-pencils and dry erase markers

  1. Lesson – “Match”
  1. Procedures

Attention Getters Teacher Student:

  • Teachers will use a verbal call and response technique.
  • Students will then respond, stop what they are doing, be quiet, and listen to the teacher.

Student Teacher:

  • Students will use the following hand signals to get teachers attention.
  • Students are expected to wait for a response before they can get up.
  • Teachers will either respond with a yes, no, or wait both either verbally or non-verbally.

Rug Procedures:

  • Students will quietly sit on their square on the carpet, in one of the approved ways they can sit.
  • Students will keep hands, feet, and objects to themselves.
  • If student needs materials on the carpet, student will place them in front of them until they are asked to grab them.
  • Students will use appropriate voice levels for the carpet.

Transition Procedures:

  • Teacher will signal a transition using one of the transition signals.
  • Students will then respond and clean up their materials.
  • Students will then wait for the next instruction from the teacher.

Turning in Papers:

Turn in basket:

  • All homework or in class assignments get turned into this basket.
  • All assignments must have the students name and number on them.

Materials Procedures:

Markers/Colored Pencils

  • Class set is available for use.
  • Students are only allowed to use them when given permission.
  • Materials are to be treated with respect.

Voice Levels:

  • Students are expected to follow the correct voice level depending on where they are at.
  • Teacher will utilize voice level lights to signal to students where their voice level is supposed to be at.

 

 

Students interacting with new knowledge- 35%

 

 

  1. Anticipatory Set

Turn and Talk with partner on coin value 10 pennies and 1 dime, discuss if they have the same value 

 

  1. Objective and Purpose (articulated to the student)
  • “ Today we are going to learn the coins and understand how much they are worth. You will be able to use different coins to make the same value.”

 

 

 

  1. ME --- Instructional Input

- Direct instruction here

“Skills Cues” included here: 

  • Coin values (Penny, Nickel, dime) and their values
  • Show that a dime equals 10 pennies using coins
  • Model skip counting: Pennies by 1s, nickels by 5s, and dimes by 10s
  • Use visuals and lands on examples

 

Skill Cues

  • A penny is worth 1c
  • Dime 10c
  • Nickel 5c
  • Faster counting by skip counting

 

 

Students practicing and deepening their understanding-60%

 

          Lesson Transition Procedure

 

  1. WE --- Modeling

- Teacher and students count coins together using white board

- Practice counting groups of pennies, nickels, and dimes aloud using skip counting

- Draw-Pair-Share

Formative Assessment:

  • Students will have a money amount they will then draw a way they can make the amount on the paper.
  • They will then pair up with their shoulder partner and share what they drew.
  • After students will turn in the sticky note

 

  1. Monitoring
  • - Walk around and ask students questions
  • - “How did you count that?” and “What coins are you using”
  • - Provide support when students are confused
  • - ensure students are using appropriate counting strategies.
  • Lesson Transition Procedure

 

  • See procedures

 

  1. TWO --- Guided Practice

 

  • Students will be working in small groups with coins, table groups
  • Practice counting and finding total values
  • Build coin combination (2 nickels, 10 pennies)
  • Record on sheet

Students generating and testing hypotheses

 

            Lesson Transition Procedure

 

  1. YOU --- Independent Practice- 60%

 

Lesson Transition Procedure

  • See procedures

 

  1. Closure 5%

exit ticket formative assessment

  • Draw me 2 ways to make 20 cents.

 

Supplemental Requirements

 

 

Differentiation Strategies

  • Provide visual aids on coin values and names
  • Use real coins for hands on learners
  • Pair struggling with supportive peers
  • Offer more challenging values for advanced students

 

 

Big Nine Strategies

  • Identifying similarities and differences (comparing coin values)
  • Summarizing and note taking
  • Generating and testing hypotheses (Different ways to make values)

 

Multiple Intelligences Appealed To

  • Logical Mathematical: counting/problem solving
  • Kinetic: hands on learning
  • Interpersonal: group work

 

Accommodations Made for SPED Students

 

  • Markers on group of where to sit or stand
  • Sentence starters
  • Step-by-step guides
  • Give student warning of what they are going to be doing and that they are going to be moving around.

 

Technology Tools Utilized

  • Document camera for modeling
  • Online money worksheet

 

 

Varied and Multiple Assessments Provided

  • Think pair share
  • Draw pair share
  • Exit ticket
  • Worksheet
  • Hands on modeling