Lesson Day Wednesday, October 6th

Math
How will this lesson support the learning goal? The learning goal for this lesson is for
(1c: Setting Instructional Outcomes) students to get more comfortable working
with and identifying coins and their values.
This lesson supports this goal because
students get the chance to work directly with
fake coins and have practice writing their
worth.

PA Standards and Other Appropriate Standard - CC.2.1.1.B.1

Professional Standards Extend the counting sequence to read and
(1c: Setting Instructional Outcomes) write numerals to represent objects.
http://www.pdesas.org/Standard/view or
https://www.pdesas.org/Page?pageId=11
List the Pennsylvania Standard(s) relevant for
this lesson

ISTE (Technology) Standards (IF N/A

APPROPRIATE)
(1c: Setting Instructional Outcomes)
www.iste.org / ISTE Standards for Educators
When addressing this section, you should include
the standard number and the sub-component
(e.g., 3a, 4a-c, etc.). Also, explain how the unit or
lesson explicitly incorporates at least one
standard (standard 3-7 only). Describe where in
the learning plan there will be evidence that the
standard selected will be integrated into the
learning experience.

Objective(s) 1. Students will be able to identify

(1c: Setting Instructional Outcomes) pennies and nickels by name and
worth 14/14 times.
Taking into consideration the learning goal, what
is the objective(s)
of this lesson that will support the progress
toward the learning goal?
The statement should be directly observable (use
verbs that can be measured).

Academic Language Nickel – A silver coin worth five cents

(1a: Demonstrating Knowledge of Content and
Pedagogy)
Penny – A brown copper coin worth one cent
What language will students be expected to
utilize by the end of the lesson? Consider
Language function and language demands (see
Lesson Plan User Guide).
What key terms are essential?
What key terms are essential to develop and
extend students’ academic language?
What opportunities will you provide for students
to practice the new language and develop
fluency, both written and oral?
 Fake nickels
Materials/Resources  Fake pennies
(1d: Demonstrating Knowledge of Resources)  “Which coin will win? Record Sheet”
What texts, digital resources, & materials will be  Pencils
used in this lesson? How do the materials align  Student workbook
with the learning objective/outcomes? If
appropriate, what educational technology will be
used to support the learning outcomes of this
lesson? How do the resources support the
learning objectives?
Cite publications and any web resources.

The teacher will invite students up to the

Anticipatory Set carpet for a warmup. The teacher will ask
(1a: Demonstrating Knowledge of Content and students how much a nickel is worth and then
Pedagogy) how much a penny is worth while holding up
_5_ minutes the fake coin. The teacher will show a slide
How will you set the purpose and help students from the PowerPoint that has 10 nickels
learn why today’s lesson is important to them as displayed and ask students how many nickels
learners? they see on the board. The teacher will then
How will you pique the interest or curiosity ask students to skip count by 5’s to see how
regarding the lesson topic? much money there is on the screen.
How will you build on students’ prior
knowledge?
How will you introduce and explain the
strategy/concept or skill?
Provide detailed steps

1. The teacher will send students back to

Instructional Activities their seats to work on their home
(1a: Demonstrating Knowledge of Content and connections page 5 that was not
Pedagogy; completed for the last lesson. The
1e: Designing Coherent Instruction) teacher will explain the directions and
Exploration (Model): How will students explore walk around the room to make sure
the new concepts? How will you model or students are understanding.
provide explicit instruction?
Guided Practice: How will you provide support 2. The teacher will then hand out the
to students as they apply the new concept? How “Which Coin Will Win?” record sheet
will you allow them to practice (with teacher to students. The teacher will explain
support)? that this game will be one of our new
workplaces eventually, so it’s
Independent practice: How will students review
important to learn how to play. The
and solidify these concepts to be able to use this
new knowledge? How will you monitor and teacher will explain that one person
provide feedback? will spin the spinner to see which coin
they get. Next, the person will find
Provide detailed steps. which column their coin is and write
the value in that column. The teacher
will model the first game to give
students the gist of how to play.

3. If time permits, the teacher will pair up

students to play the game together and
walk around the room to observe
students playing to ensure that they are
understanding how to play the game
and writing the correct value of the
coins that they spin.

Before students go to play the game with a

Closure partner, the teacher will ask the class if they
(1e: Designing Coherent Instruction) think the game will always end same or
different and why. The teacher will then
_5_ minutes
explain why having two different spinners
How will students share or show what they have
learned in this lesson? gives you different chances of different
How will you restate the teaching point and outcomes.
clarify key concepts?
How will you provide opportunities to extend
ideas and check for understanding?
How will this lesson lead to the next lesson?

For students who are above level, the teacher

Differentiation will have them add up the total amount of
(1e: Designing Coherent Instruction) each coin and add all the coins together.
What differentiated support will you provide for
For English Language Learners, the teacher
students whose academic development is below
or above the current grade level? will label each coin on the spinner, so students
What specific differentiation of content, process, automatically know what coin they spun.
products, and/or learning environment do you
plan to employ to meet the needs of all of your
students?
How does your lesson support student differences
 with regard to linguistic, academic, and cultural
diversity?
How will your lesson actively build upon the
resources that linguistically and culturally
diverse students bring to the experience? 
How will your lesson will be supportive for all
students, including English Language Learners,
and build upon the linguistic, cultural, and
experiential resources that they bring to their
learning? 
How will your lesson is designed to promote
creative and critical thinking and inventiveness?

For students with ADHD, the teacher will

Accommodations keep encouraging them to stay on task and
(1e: Designing Coherent Instruction) they have move around for a wiggle break if
needed.
What classroom accommodations do you plan to
employ to increase curriculum access for
students identified with special education needs
or 504?
Describe how these accommodations align with
the current Individualized Education Plan (IEP)
for each student as applicable (avoid using
actual names of students).

For students with ADHD, they will not be

Modifications required to complete their game board, they
(1e: Designing Coherent Instruction) will only be required to complete at least half
of the board and stay on task with reminders.
What curricular modifications and/or changes in
performance standards, if any, do you plan to
employ to facilitate the participation of students
identified with special education needs?

For the first objective, the teacher will walk

Assessment (Formal or Informal). around and observe students writing down the
(1f: Assessing Student Learning) value for each coin to see if they are correct. If
students are writing down the incorrect value
How will you and the students assess where the
learning objectives, listed above, were met? for a coin, the teacher will correct them.
Each formal or informal assessment should
describe how it is aligned to the above
objective(s).

Wednesday, October 6th

 Reflection on Instruction

Today I taught my second math lesson. It was introducing a new game which will
eventually be a part of the workplaces that students do during math time. The warmup activity in
the home connections book went very smoothly and quickly, students really understood the
concept! They also really enjoyed the game and most of them remembered to keep up with
writing which coin was spun. If I had to teach this lesson again, I think I might go at a faster pace
so students would have the chance to play with a partner while the teachers could watch and help
facilitate the game. I also noticed how difficult it can be to make sure that every student is on
task and understanding the game and listening to directions, so it’s important to circulate the
room to keep an eye in each student, which I would like to do more of for my next lesson.