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UNIT PLAN: Assessment
Unit Plan Template
Topic to be taught: Money

Grade level: Second Grade

Sunshine State Standards ad...
5. Ask the students how much money they would have if they had one penny, one nickel,
one dime and one quarter.

       Th...
2. For a review the class will check their work and answers on the homework from the
previous night.

3. Using the white b...
Materials:

Magnetic coins and mats for students

Magnetic coins for the board

Handouts 1-5, 8, 9 (6 and 7 will be unnece...
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Lesson Plan

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Transcript of "Lesson Plan"

  1. 1. UNIT PLAN: Assessment Unit Plan Template Topic to be taught: Money Grade level: Second Grade Sunshine State Standards addressed (as applicable): MA.2.G.5.3 Identify, combine, and compare values of money in cents up to $1 and in dollars up to $100, working with a single unit of currency. Learning outcomes/instructional objectives: As a result of this unit, students will be able to: a. After direct instruction and independent practice students will correctly identify each coin by name and its assigned monetary value. b. After direct instruction and guided practice students will be able to generate a given amount using various combinations of coins. c. After direct instruction and guided practice the students will associate coins with making a purchase by determining if there is enough money to pay for an item. Procedures/teaching strategies to use for each outcome: A. Day 1 Introduction to Money (specific coins & value) 1. Distribute magnetic coins and mats to students. Allow the children to examine the magnetic replicas of pennies, nickels, dimes, and quarters. Teacher will have four sheets of poster paper on wall. Each one will be titled with a different coin and then left blank – to be used as graphic organizers. Ask the students to hold up their penny. Teacher then projects the penny on the board. Then ask the students to describe the penny in their own words. It will be explained that only students that raise their hand and wait patiently will be called on. Teacher will write the students’ description of the penny in bullet point form on the “Penny Poster.” The teacher will repeat this activity for each coin. 2. Ask the students how much each coin is worth. Add to posters. 3. Ask the students what coin has the greatest value. Add to posters. 4. Ask the students what coin has the least value. Add to posters.
  2. 2. 5. Ask the students how much money they would have if they had one penny, one nickel, one dime and one quarter. The teacher directs the students to the white board and using the magnetic money says “let’s see how much we have.” The teacher places certain coins on board while students replicate the coins on their mats. They practice identifying each coin and their value several times. The students will be given handout number one to follow along with the teacher. For example when we count pennies, we count by ones, when we count nickels; we count by fives and etc. 6. The students will then complete handout number two for independent practice. The teacher will circulate, monitor and assess. In addition the teacher will also be documenting each student’s progress on assessment checklist. Homework 3: Handout number 3 B. Day 2 Counting Groups of Money 1. Math homework is collected at the beginning of the day. Teacher documents student’s progress on assessment checklist to check for understanding. 2. For a review the class will check their work and answers on the homework from the previous night. 3. Pass out manipulatives. Using the magnetic money & white board the teacher will place various combinations of coins on the board and show students how to formulate the correct amount. 4. The teacher will place different sets of coins on the white board while students replicate the sets on their mats. Students will be called on to determine the correct amount of each set. This is done several times. 5. For independent practice students will work on handout number 4 by counting the money in each purse. The teacher will circulate, monitor and assess. In addition the teacher will also be documenting each student’s progress on assessment checklist. Homework: Handout number 5 Day 3 Coin Combinations 1. Math homework is collected at the beginning of the day. Teacher documents student’s progress on assessment checklist to check for understanding.
  3. 3. 2. For a review the class will check their work and answers on the homework from the previous night. 3. Using the white board the teacher will write an amount of a certain item on the board, for example a box of crayons is 53 cents. The teacher will demonstrate three different coin combinations that equal 53 cents. The teacher puts up another item and amount. The students create a combination that equals that amount on their mats. A student will come to the board and demonstrate their combination. A student with another combination comes to the board. The students will take turns coming up to the board and rotating through this activity. This happens several times. 4. The teacher will provide feedback and check for understanding 5. For independent practice the students will work on handout number 8. The teacher will circulate, monitor and assess. In addition the teacher will also be documenting each student’s progress on assessment checklist. Homework: Handout number 9 Day 4 Assessment 1. Math homework is collected at the beginning of the day. Teacher documents student’s progress on assessment checklist to check for understanding. 2. For a review the class will check their work and answers on the homework from the previous night. 3. A brief review of all concepts will be given. 4. The students will be given two types of summative assessments. The students will be given the attached paper tests that cover identifying and counting coins. In a small group setting, the teacher will administer the attached performance assessment using the student’s magnetic coins and mats. The remainder of the class will work on completing the pencil and paper test. The students will rotate in groups until the performance assessment is complete. The teacher will grade students using the attached performance rubric along with the pencil/paper tests. Day 5 Closure Fun Friday There will be play money for the students to make purchases at a fake store. The teacher will be the store keeper and will be documenting each student’s progress on assessment check list.
  4. 4. Materials: Magnetic coins and mats for students Magnetic coins for the board Handouts 1-5, 8, 9 (6 and 7 will be unnecessary for this unit) Poster Paper Assessments for each outcome: Throughout the lesson the teacher will monitor student’s progress and check for understanding through observation and documentation on the checklist. Using the observation and checklist rubrics, students needing assistance will be selected to work in a small group/ and or one on one setting. The students will be given two types of summative assessments. The students will be given the attached paper tests that cover identifying and counting coins. In a small group setting, the teacher will administer the attached performance assessment using the student’s magnetic coins and mats. The remainder of the class will work on completing the pencil and paper test. The students will rotate in groups until the performance assessment is complete. The teacher will grade students using the attached performance rubric along with the pencil/paper tests. Adaptations for students with learning disabilities: For students with learning disabilities: provide more time if needed, provide students with tools and materials that make the text more accessible (large-print, electronic files, books on tape, Braille…) Adaptations for culturally and linguistically diverse students: For Level 2: Emerging, or Level 3: Developing students provide direct vocabulary instruction, along with the use of visuals, allow more time to complete worksheets, and provide direct instruction. Extensions for gifted students: Students will work on the handout Money Riddles. They will assist the ELL and ESE students. There will be additional graphic organizers throughout the lesson.

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