Direct Instruction Lesson Plan

Teachers:
Subject:
Ana Luisa Parra
2nd Grade Math
Standard:
SS02-S5C5-01 Discuss costs and benefits of personal savings.
ET02-S1C1-01 Evaluate information to generate ideas.
2.MD.C.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
symbols
II-LS-2: HI-5 Asking and responding to academic questions using complete sentences. (e.g., expressing
probabilities, and hypothetical questions, etc.).
Objective (Explicit):
Students will be able to recognize that coins (pennies, nickels, dimes, and quarters) can be added to make
different values in order to purchase items or to set aside for personal savings by using manipulatives.
Evidence of Mastery (Measurable):
Students will demonstrate understanding by solving word problems in which they must be able to add up
the value of different coins and determine if they have enough money to make the purchase or if they
should continue saving.

Sub-objectives:
SWBAT recall the name of a penny, nickel, dime, and quarter
SWBAT recall the value of a penny, nickel, dime, and a quarter

Key vocabulary:
Savings
Purchase
Coins
Cents

Materials:
A Chair for My Mother by Vera B Williams
Coin Manipulatives
Worksheets
Document Camera
Projector

Opening:
Show the following video: https://www.youtube.com/watch?v=HmvgOz86M_s
Have you ever wanted something that cost so much money your parents said they couldnt buy it? When I
was in 2nd grade my family and I went to Wal-Mart. I saw a beautiful pink bike and I really needed a bike. My
parents had bikes, but I still had my old bike with training wheels. My parents didnt have enough money to
buy it for me that day. So I had to wait. Today were going to be talking about counting money and waiting to
buy something big. Im going to read a book about a family that waited a long time for a big purchase

(25 minutes)Instructional Input

Teacher Will:
Set behavior expectations.
Call table groups to the carpet.
Again explain expected behavior while
teacher is talking, reading or asking
questions
Read the book aloud to the class. Be sure
to allow the entire class time to see each
picture.
Briefly discuss the book with the class.
o Who is telling the story in this
book?
o What was the big thing the family
wanted to buy?
o What happened to their old chairs
and their other furniture?
o How did they get the money for
the chair?
o What did they do when the jar was
full?
Discuss special vocabulary with the class:
There is a special word we use for
putting money away like the family in the
story did. When you put money aside
instead of spending it right away, you are
saving the money.
o Why do you think people would
want to save money instead of
spend it?
Discuss where the family in the story got
the money they put in their savings jar.
o Did they put all their money in the
jar? Why do you think they only
saved some of their money?
o Did they save dollar bills, coins, or
both?
Take out the anchor chart that displays the
coins, their names, and their values
o Can someone tell me the value of
a penny? Nickel? Dime? Quarter?
Remind students: Coins can be added
together to be worth so much more. Just
look at how they were able to buy the
chair by only saving coins!

Student Will:
Listen attentively as teacher sets behavior
expectations.
Quickly move to the carpet and sit in their
assigned areas. Then they will move one row
back to allow teacher to move around freely in
the first row.
Follow expected behaviors when sitting on carpet
Quietly listen to the teacher read the book and
look at all the vivid illustrations
Answer any questions posted by the teacher by
raising their hands.

Continue following the expected behaviors

Continue actively participating by answering the
questions posted by the teacher.
Raise hand if any other relevant questions arise
Use sentence frames to pose or answer questions
when prompted by instructor

Co-Teaching Strategy- One Teach, One Assist- The assisting teacher will monitor behavior of
students to make sure they are paying attention

(15 minutes)Guided Practice

Differentiation- Anchor charts will have visuals along with words for students who are not strong
readers
Teacher Will:
Instruct students to move back to their
assigned seats
Inform students that they will now be
practicing how to add coins together.
Adding coins up is easy! Do you know
how to skip count by 5s? 10s? We can
skip count with coins. The only difference
is that we add the word cents because
we are talking about money
Do you know how many cents make a
dollar?
Practice skip counting the nickels stop at
100 Cents.
o How many nickels make a dollar?
Have a student help count
the number of nickels
Repeat the skip counting activity with
dimes (count by tens) and quarters (count
by twenty-fives).
Pass out the Skip-Counting with Money
worksheet and have students work on
completing the sheet with their table
partners.
Inform students that they will only have a
set time to work on sheet.

Student Will:
Quickly move back to their assigned seats
Listen attentively as teacher gives further
instructions as to the next activity
Answer any questions posted by the teacher and
make connections to previous learned knowledge
about skip counting

Actively participate and skip count with the

teacher

Exceptional answers:
I think there are 100 cents in a dollar.
I think there are 100 pennies in a dollar.
I think there are 20 nickels in a dollar.
I think there are 10 dimes in a dollar
I think there are 4 quarters in a dollar

Write their name, lunch number, and date on

worksheet
Complete worksheet within allotted time
Help classmates who need help if students are
finished early

Co-Teaching Strategy- One Teach, One Assist- While the main teacher instructs, the assistant
teacher will walk around and help students that seem to be having difficulty keeping up with the
procedure
Differentiation- Students with behavior problems will be asked to come help the teacher count the
coins and will also be assigned jobs (i.e. time keeper, paper passer, etc)

PracticeIndependent
(20 minutes)

Teacher Will:
Student Will:
Teacher will pass out 1 plastic bag with a
Leave materials untouched unless otherwise
predetermined number of coins to each
instructed by the teacher
student along with My Savings Jar
Continue to listen attentively and follow expected
worksheet.
behaviors
You will be adding the number of coins
Write their name on their worksheet
in your plastic bag. You all have a
Locate the number on their bag and write that
different amount of coins. Make sure you
number on the worksheet under the designated
add them carefully.
area
I want you to write your name on your
Continue listening attentively and keep hands off
worksheet and also write your bag
of the plastic bags
number
o Demonstrate on document camera
where the number can be located
on the bag and where to write it on
the worksheet.
You will quickly sketch the number of
Count the number of coins inside their plastic
coins from your bag on to the jar on the
bags and write the total on the designated line
worksheet and write their value in the
Make a quick sketch of the coins inside the jar on
middle. Then you will add up the total
their worksheet
value of cents you have in your jar
Finishing filling out the sentence frame by
o Demonstrate steps on document
writing the name of an item that they would like
camera as oral instructions are
to save money for
given to the students
Complete worksheet within allotted time
Finally you will write your total on this
Create more sentences about how they can save
line, completing this sentence frame. I
to purchase their item (if finished early)
have _______ cents in my savings jar. Im
o I can save money by ______________.
saving money to purchase a _________.
Inform students that they will have a set
time to work on activity
Co-Teaching Strategy- One Teach, One Assist- Assisting teacher will walk around making sure all
students are on task. Assisting teacher will also provide extra assistance to students who are preemergent

Differentiation- Students who have struggled with previous standard (NBT8) will receive sets of
coins (i.e. 10s with 5s) in which they can skip count repeatedly with the same number.
Closing/Student Reflection/Real-life connections (~ 15 minutes):
Draw name sticks and ask students to share their sentence frames with the class. Students, do any of us
have enough money in our jars to buy what we want? What should we do in order to buy what we want?
Why is it important to save money?
Remind students that they can save their own real coins at home. Tell them to save all their spare change
and soon enough it will all add up!
Complete exit ticket

Name: _____________________

Date: ______________

Skip Counting With Money

1.

Nickels

__ __ __ __ __ 35 __ __ __

__ __ 65 __ __ 80 __ __ __ $1.00

2. Dimes

10 __ __ __ __ __ 70 __ __ $1.00
3. Quarters

__

__

__

$1.00

Name: _____________________

Date: ______________

My Savings Jar
Im saving money to purchase a ______________.

I have _______ in my savings jar.

I have ______ pennies
I have ______ dimes

I have ______ nickels

I have ______ quarters