UMU Lesson Plan Template for Technology

Name: Chelsea Jarvis and Taylor Hall Date: 4/6/2019

Grade Level: 2nd Class Period:

Subject: Math Lesson # & Title: #1

Function of the Lesson (check all that apply):

o Introduce New Skill or Content
o Practice
o Review
o Remediation/Re-teaching

Context for Learning and Planning 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 SMART Board. 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:
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols
appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

ISTE Standards:
1c
Students use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.

Learning Objectives:
Students will be able to solve word problems involving money with 80% accuracy.
Students will be able to count change with 80% accuracy.
Academic Language:

Assessment Plan, Formative Assessment:

Throughout the lesson to make sure students are on track with what they are learning give finger checks.
Thumbs up of they are ready to move on and thumbs down if they are not. Also, give quick whiteboard
checks. Ask the students a question and then have them write their answers on their whiteboards. This will
give you a look at whether it is appropriate to move on or not.

Assessment Plan, Summative Assessment:

At the beginning of the lesson, have the students log onto their chromebooks to take a Google form pretest.
This will help gage at certain areas you will need to focus on during the lesson. At the end of the lesson, have
the students log onto their chromebooks again to take a post-test. This will let you know for the next day
whether you can move along or need to review.
https://docs.google.com/forms/d/1JFNN3eZvB82RmI5_DvQGrLP1OFdVIVnxR2mtPYmFGuM/edit

Procedures, Lesson Introduction:

1) Have students remain sitting at their tables.
2) Ask the students to raise their hands if they have ever counted change before.
3) Ask the question “Can any of you name a situation that you would have to count change in?”. Call on
about 3 students.
4) Explain to the class that they will be learning about counting change in the lesson today.
Procedures, Lesson Body:
(I DO)
1) Students are to be sitting at their tables.
2) Call each table up one at a time to grab their chromebooks.
3) Once students have their chromebooks, tell them to log on and open up the Google form to take the
pretest.
4) Tell students that once they are done with their pretest that they can put their chromebook away.
5) Once all students have completed their pretest, it is time to begin the lesson.
6) Start off with putting the large paper money pieces on the whiteboard.
7) Explain to the students what coin each one is and the amount that they are worth.
8) Next, put a set of coins together and count out loud to see what the total is. Do this with multiple sets of
coins.
9) Once you are done explaining the big picture of the lesson, show them this video to help them
understand more.
10) Throughout the video, questions will pop up so answer them as a class.
11) https://www.playposit.com/design/1282139/994283
12)
(WE DO)
1) Once the video is over, it is time to get the students up and moving.
2) The students are going to do a group activity that is to act like a store.
3) Explain to the class that at different tables there will be different items that they can “buy”. The purpose
of this activity is to put this lesson into a real- life situation. It will make them use their ability to count
money.
4) Each table will be set up as a different station.
5) The students will be paired up based on ability. The lower students are to be mixed in with the higher
students so they can help them if they get stuck and cannot figure it out.
6) They are to travel from table to table to see what they can buy.
7) Once the students run out of money and cannot buy any more the activity is over.
8) Once they are all back and seated in their own seats, explain to them why that activity was important
and how it is useful in the real world.
(YOU DO)
1) Students are to be seated at their tables.
2) It is time for them to take their post- test.
3) Call each table up one at a time to get their chromebooks.
4) The students will now take their post- test on Google forms.
5) Their post test is the same as the pre-test to get a sense of how much they learned in the lesson.
6) Once all of the students have completed their test, call them over to the meeting area to close the lesson
for the day.

Procedures, Lesson Closure:

1) Once all of the students are seated in the meeting area it is time to wrap it all up.
2) Ask them how they will use this in the real world.
3) Then explain to them how you use money every day and that being able to count money is an important
life skill.
4) Connecting the lesson to everyday life will give the students a sense of use for it and will make them more
engaged in the learning.

Differentiation, Individualized Instruction, and Assessment:

In order to help my lower students, I will pair them with higher students during the group activity so that
way they can get the help they need while also building the friendship of peers.
Instructional Materials and Support:
White board, SMART board, small white boards for students, expo markers, chromebooks, large money
pieces, fake coins, items for the “stores”
Research and Theory Commentary:
This lesson is very representative of Dewey. Dewey believed in hands-on learning rather than paper and
pencil learning. The group activity was a very good example of hand-on learning. They are putting their skills
to the test.
Cultural Responsiveness, Equity, and Inclusion Commentary:
In order to help my lower students, I will pair them with higher students during the group activity so that
way they can get the help they need while also building the friendship of peers.
Use of Technology Commentary:
1. How is the Tool Being Integrated? Team, individual, pairs, or other?
1. 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!
○ Can the technology allow students to focus on the assignment/learning with less distraction (Time
on Task)? No=0, Somewhat=1, Yes=2
○ Can the technology motivate students to begin the learning process? No=0, Somewhat=1, Yes=2
○ Can the technology cause a shift in behavior, from more passive to active social learners (co-use)?
No=0, Somewhat=1, Yes=2
○ Score=___/6
○ Response and Rationale:

1. 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!

o 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
o 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
o 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
o Score=__/6
○ Response and Rationale:

1. 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!

o Does technology create opportunities for the students to learn outside the typical school day? No=0,
Somewhat=1, Yes=2
o Can the technology create a bridge between school learning and everyday life (authentic experiences)?
No=0, Somewhat=1, Yes=2
o Can the technology allow students to build authentic life skills, which they can use in their everyday life
(soft skills)? No=0, Somewhat=1, Yes=2
o Score=__/6
○ Response and Rationale: