Student Teacher:Ashley Vinas

Lesson Date: 9-24-15

CCSU Lesson Plan

Template
Grade Level: 2
Name of Lesson: Word-Problems with money

Common Core State Standard(s)

Grade 2 Measurement & Data Work with time and money. 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?

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes
clear criteria.
Consider if there are students who will require an accommodation or modification to meet this
lessons objective.
Students can become familiar with how much each type of coin and dollar bill are they worth, and
learn how to use strategies such as addition to solve a word problem.
Rationale for Objective: How does this lesson support previous and subsequent learning?
This lesson supports previous and subsequent student learning by relating it to their understanding
of adding and subtracting numbers.

Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e.,
essays, projects, quizzes, exit slip, worksheet, etc.). Are there students who will require
an accommodation or modification to this lessons assessment?
The specific strategy and tool used to collect data of how these students are doing is by giving out
worksheets that are on the lesson about money with word problems. Students with modification
can receive a visual of the coins and dollars to start solving the problem.

Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions,
instructional arrangement, etc.). Explain specific needs.
Once the teacher has done a few examples of how to solve these word problems with money,
students will transition into quietly staying in their seats in their groups and each student
completing his/her own worksheet.

Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning,
inquiry, discussion model). Explain how you will best facilitate student learning through a
specific model of instruction. Be sure to include a rationale for the chosen model(s). You
may use more than one:
The Instructional Models/Strategies are as followed:
Direct Instruction- The teacher will instruct students on how to solve a word problem with money
involved, explain how/why word problems with money involved are important.
Cooperative Learning- Students will solve the first two word problems together in their groups
after being taught how to solve a word problem. Teachers and students will go over these examples
together as a class.
Inquiry- Students will use their understanding of adding and subtracting to solve the word
problems on money with both coins and dollars being used in the examples. Once worksheet is
completed, the teacher will grade the worksheets to evaluate their understanding of how are they
are doing with this concept.

Materials/Resources needed for this lesson

Resources:
Common Core State Standards- Grade 2 Mathematics
Youtube- Explains how to start solving the amount of coins, such as starting to count with the
biggest amount https://www.youtube.com/watch?v=dhAVtj7ChkU
Screen-Cast: used to for teacher to record what he/she is doing that helps the students become
familiar with the lesson.
Prezi Presentation

Materials:
-

Computer
Markers
Pencils
Worksheet
Whiteboard

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?
Knowing how much a coin is worth, having students use strategies on solving a word problem by
doing a worksheet that the students will complete. This will allow the teacher to see if they
understood how to solve the problems.

Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess). Explain:
When learners are learning how to solve word problems with money, teacher will use:
-Communication: Discussing/explaining ways to solve the word problems with money and
relating it to daily life.
-Video: Visual/Auditory learners can better understand the skills needed to solve a word problem
with money
-Visual: Students will be able to see what a quarter, dime, nickel, and penny are.
-Manipulatives: Students who may want the coins hands-on to touch and use can do so to solve
their word problems
-Instructional Assessment: Worksheets completed by each student used to see if students know
how to solve these word problems with money correctly

Initiation
Cite how you will engage and motivate learners, activate prior learning and present the lessons
objective. Explain: A) What they will be doing and learning in the lesson; B) How they will
demonstrate learning; C) Why it is important to their everyday lives.
A)
Teacher will say how many of us remember these coins and dollar bills. They are everywhere! We
are going to practice, watch, and discuss coins and dollars that are in our money system. By
solving word problems we will better understand how to use money with adding and subtracting
them.

B)
Now I am going to see if all of you know how much these coins are worth. No calling them
out please. Write them down with your marker, and whiteboards. How much are each of
these coins? Here I have them for all of you to see?
(Holds up dime) (Holds up nickel) (Holds up quarter) (Holds up penny)
-As teacher holds up each coin students write them down.
- Next teacher goes over the correct answer, and asks students if they know the greatest-least
order for dollars and coins.
C) Teacher will ask students why do we have money? Lets discuss what money is used for 5
minutes. I will write down on our white board with our markers what we discuss to
remember this important discussion.
A few examples:
-To go shopping and by items.
- To pay bills.
- To get a paycheck after working.

Lesson Development
-

Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and
collect formative data. Differentiate for students who will require an accommodation or
modification in order to be active participants in this lesson and state these strategies in the
differentiation section above.
To construct meaning:
Students will be asked if they know how much a dollar bill/coin is by the manipulative/real
coins and dollars that the teacher has to show to her students.
To check for understanding:
-write down amounts of coins and dollars on a white board or piece of paper on their own.
-how they respond to discussion questions
-complete a worksheet solving more word problems that teacher will correct to assess

1. Using Prezi, students will be asked if they know how much a dollar bill/coin is worth. There
will be visuals and manipulatives of coins for students to see what they look like and how
much they are worth.
DevelopmentStepamounts
Process of coins and dollars on a white board or piece of
2. Lesson
Students
will have toStep
writebydown
paper on their own.

3. Teacher will write down how we use money in our daily lives and why? These ideas are
written down on a board from the discussion of how we use money are written on the board
for all students to see.
4. Using Prezi, as a resource will be a method of instruction used to present the lesson to the
students. The Prezi guides the students to become familiarized with money, how much coins
are worth, phrases in a word problems, and strategies to solve a word problem with money.
Here is the link:
http://prezi.com/tfj5ttfqzvog/?utm_campaign=share&utm_medium=copy&rc=ex0share
5. The Prezi guides the students to become familiarized with money, how much coins are worth,
phrases in a word problems, a YouTube video (Found in Resources and used in the Prezi
Presentation) to allow students to become familiar with money again.
6. Then, the teacher will discuss the strategies of place value, and how to solve a word problem
appropriately by solving one word problem in the Prezi Presentation.
7. Students will complete other word problems with money on their own with a worksheet for
the teacher to make sure that students are understanding the strategies used to solve these
word problems
Accommodations: Students who need a hands-on/visual tool can be given coins and dollar bills to
add/subtract to solve their word problems.

Closure
How will you question students in order to evaluate if the objective(s) was met? How will you
question students to connect this lesson to previous and subsequent lessons as well as connect to
their own lives? How will you question students to see the relevancy of the lesson by
understanding the purpose/importance of the learning?
*I will question students in order to evaluate if students are following the learning objective by
making sure that students understood this by:
-Viewing how they did on their worksheets
-Seeing what kinds of ideas students provided me with while discussing the use of money
-Making sure they understood how much dollars and coins are worth.
I would continue more with this feedback to make future lesson plans on this unit based on their
strengths and weaknesses from that day.
* The relevancy of this lesson plan to help students understand word problems would connect it to
the coins and dollars that we use, and ask the students if they remember how much each dollar is
worth and each coin is worth. I also would relate their strategies of knowing addition and
subtraction to make them realize that they can solve these word problems related to money.

*I will question students to connect with this lesson to their own lives about spending and saving,
and why/how we use money often for them to understand the reality of money that they can use
on a daily basis.
Reflection on Practice
Student Achievement Evaluate student learning based on collected data for each SLO for each
group of learners. Identify how each group met the stated criteria in the SLO, including specific
data for each SLO. Based on your analysis what would you continue or change about your
teaching for the next lesson?

Common Core of Teaching Connection Choose an attribute from an indicator from Domains
1-4. Choose an attribute that was effective in your lesson. What specific evidence from the
lesson supports this?
Choose an attribute that you would like to focus on. What specific evidence from the lesson
supports the need to focus on the specific attribute? Suggest a strategy that you will try for the
next lesson to address this need.
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