Grade Level: KG Lesson plan adapted from St. Louis Public Schools Lesson Plan Template and Cochran's Collegiate Academy 2011.
Subject(s): Mathematics Cross Curricular Pre-assessment and introduction teach topic and assessment. Review as needed.
Common Core State Standards:
K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (relation to size and attributes of coins)
K.MD.2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. (relation to size of coins)
K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1
Essential Question(s):
1. How can you find the value of a group of pennies?
2. How can you find the value of a nickel and some pennies?
3. How can you find the value of a group of coins?
4. How is a quarter different from other coins? How is a dollar different from coins?
5. How can you determine which of two items costs more and which costs less?
6. How can you show the same amount of money with different sets of coins?
7. How can I prove and show what I know about money?
Lesson Objective(s):
Students will connect topic information to real world application through act it out, talk it out, or draw it out pre-assessment.
Students can:
• Find the value of a group of pennies?
• Find the value of a nickel and some pennies?
• Find the value of a group of coins?
• Explain how a quarter is different from other coins? How is a dollar different from coins?
• Determine which of two items costs more and which costs less?
• Show the same amount of money with different sets of coins?
• Prove and show what I know about money?
Students will connect topic information to real world application through act it out, talk it out, or draw it out assessment.
Higher Order Thinking Questions (minimum of 3):
When would you need to know the value of a penny? When would you need to use a penny? Why do you need to know about pennies?
When would you need to know the value of a nickel? When would you need to use a nickel? Why do you need to know about nickels?
Why do you need to know the value of a group of coins? How can you find the value of other coins? Why is it important to know the value of a group of coins?
How are quarters similar to other coins? How is a dollar similar to coins? Why do you need to know why coins are similar and different? Why is it important to know about coins and dollars?
Why do you need to know which items cost more? Why do you need to know which items cost less? Why is it important to know how much an item costs?
How many ways can you show the same amount of money with different coins? Why do you need to know how to make different groups of coins that have the same value? Why is it important to know about money?
How can you find the value of a group of coins?
How can you prove the answer to a question about money? How can you prove the answer to a written question about money? How can you prove what you learned about money?
Vocabulary: (What is essential to understanding the concept? What strategy will be used to teach vocabulary?)
Penny, cent, nickel, dime, quarter, dollar, dollar sign, and cent sign
Open ended questions, create a graphic organizer for examples and non-examples, and connect words to real-world aspects.
Lesson Steps
Do Now: (1-3 minutes – prepares students for the lesson and sets the schema, directly correlates with the activating strategy)
Draw and label a penny and write about a penny.
Draw and label a nickel and write about a nickel.
Draw and label a group of coins and write about the group of coins.
Draw and label a quarter and write about a quarter and a dollar.
Draw and label a picture of coins and write about items which cost more or less.
Draw and label a picture of different ways to show the same amount of money (coins) with different coins.
Draw and label a picture about ways to prove what you know about money.
Activating Strategies: (Bridge with Do Now --video, startling statistics, anecdotes etc.
Learners are mentally active; strategies draw the learner into the lesson)
Books: Money Counts, All About Money, One Cent, Two Cents, Old Cents, New Cents, and Once Upon a Dime
Internet resource-
http://www.internet4classrooms.com/skills-k-mathbuilders.htm
http://techcoachcorner2.org/Math%20Resources/kindergarten.htm#Topic%209
Discovery Ed- BrainPopJr.
http://www.brainpopjr.com/math/money/
http://app.discoveryeducation.com/search?Ntt=money&N=18340 Learning About Money
http://www.beaconlearningcenter.com/WebLessons/CoinsForCandy/money004a.htm
http://www.ixl.com/math/kindergarten/count-money-pennies-nickels-dimes
http://www.sheppardsoftware.com/mathgames/matching/memoryMath_coins_level1.htm
http://nlvm.usu.edu/en/nav/frames_asid_325_g_1_t_4.html?from=category_g_1_t_4.html
http://www.ixl.com/math/kindergarten/coin-values-penny-through-quarter
http://www.ixl.com/math/kindergarten/coin-names-penny-through-quarter
http://www.sheppardsoftware.com/mathgames/matching/memoryMath_coins_level1.htm
Interactive Math Story Mrs. Flamingo Spends.
Instruction: (Provide list of tasks to be performed by teacher and students)
Determine what to use to instruct and model - cooperative learning, peers, distributed guided practice, distributed summarizing, reciprocity, graphic organizers, role play, visual displays, formative assessment strategies… (Follow Instructional Cycle - I Do, We Do, You Do)
Instruction: I do- introduce and activate prior knowledge for EQ, objective, H.O.T. questions.
Informal assessment and formal assessment
Instruction: We do- discuss, guided practice, whole group activities.
Create whole group graphic organizers for objectives and EQ’s.
Think aloud to discuss the topic.
Role plays to ensure students understand the topic.
Discuss the topic connect info to real world use, where can you find geometry in the classroom. How can I solve problems about geometric shapes?
Have students justify answers continuously.
Students will apply the concept of ordinal numbers and half, halves, and whole in real world application
Create graphic organizer with examples and non-examples.
Instruction: You do- independent practice and small group activities.
Independent guided practice
Rotation stations, workshops
Act it out, talk it out, or draw it out.
Formal written assessment, Students will show skills and knowledge of topic through oral informal and formal written assessment.
Summarizing Strategies: (Concluding step to consolidate the learning and determine if the EQ is met)
When given the opportunity students can:
• Find the value of a group of pennies?
• Find the value of a nickel and some pennies?
• Find the value of a group of coins?
• Explain how a quarter is different from other coins? How is a dollar different from coins?
• Determine which of two items costs more and which costs less?
• Show the same amount of money with different sets of coins?
• Prove and show what I know about money?
Students can summarize and answer EQ’s. Students will complete activities and informal and formal assessments.
Homework:
Homework is posted online for home application. Work mats as available. Various home pages may be utilized. Intervention pages for some students.
Additional Lesson Notes:
Calendar time: months, seasons, days of the week, number pattern, date, temperature (hot, cold), and days in the month. Touch math inclusion. Number and numeration focus. Relate math to science as well as ELA as cross-curricular activities and discussions. Include math books to extend ELA cross-curricular inclusion.
Subject(s): Mathematics Cross Curricular Pre-assessment and introduction teach topic and assessment. Review as needed.
Common Core State Standards:
K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (relation to size and attributes of coins)
K.MD.2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. (relation to size of coins)
K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1
Essential Question(s):
1. How can you find the value of a group of pennies?
2. How can you find the value of a nickel and some pennies?
3. How can you find the value of a group of coins?
4. How is a quarter different from other coins? How is a dollar different from coins?
5. How can you determine which of two items costs more and which costs less?
6. How can you show the same amount of money with different sets of coins?
7. How can I prove and show what I know about money?
Lesson Objective(s):
Students will connect topic information to real world application through act it out, talk it out, or draw it out pre-assessment.
Students can:
• Find the value of a group of pennies?
• Find the value of a nickel and some pennies?
• Find the value of a group of coins?
• Explain how a quarter is different from other coins? How is a dollar different from coins?
• Determine which of two items costs more and which costs less?
• Show the same amount of money with different sets of coins?
• Prove and show what I know about money?
Students will connect topic information to real world application through act it out, talk it out, or draw it out assessment.
Higher Order Thinking Questions (minimum of 3):
When would you need to know the value of a penny? When would you need to use a penny? Why do you need to know about pennies?
When would you need to know the value of a nickel? When would you need to use a nickel? Why do you need to know about nickels?
Why do you need to know the value of a group of coins? How can you find the value of other coins? Why is it important to know the value of a group of coins?
How are quarters similar to other coins? How is a dollar similar to coins? Why do you need to know why coins are similar and different? Why is it important to know about coins and dollars?
Why do you need to know which items cost more? Why do you need to know which items cost less? Why is it important to know how much an item costs?
How many ways can you show the same amount of money with different coins? Why do you need to know how to make different groups of coins that have the same value? Why is it important to know about money?
How can you find the value of a group of coins?
How can you prove the answer to a question about money? How can you prove the answer to a written question about money? How can you prove what you learned about money?
Vocabulary: (What is essential to understanding the concept? What strategy will be used to teach vocabulary?)
Penny, cent, nickel, dime, quarter, dollar, dollar sign, and cent sign
Open ended questions, create a graphic organizer for examples and non-examples, and connect words to real-world aspects.
Lesson Steps
Do Now: (1-3 minutes – prepares students for the lesson and sets the schema, directly correlates with the activating strategy)
Draw and label a penny and write about a penny.
Draw and label a nickel and write about a nickel.
Draw and label a group of coins and write about the group of coins.
Draw and label a quarter and write about a quarter and a dollar.
Draw and label a picture of coins and write about items which cost more or less.
Draw and label a picture of different ways to show the same amount of money (coins) with different coins.
Draw and label a picture about ways to prove what you know about money.
Activating Strategies: (Bridge with Do Now --video, startling statistics, anecdotes etc.
Learners are mentally active; strategies draw the learner into the lesson)
Books: Money Counts, All About Money, One Cent, Two Cents, Old Cents, New Cents, and Once Upon a Dime
Internet resource-
http://www.internet4classrooms.com/skills-k-mathbuilders.htm
http://techcoachcorner2.org/Math%20Resources/kindergarten.htm#Topic%209
Discovery Ed- BrainPopJr.
http://www.brainpopjr.com/math/money/
http://app.discoveryeducation.com/search?Ntt=money&N=18340 Learning About Money
http://www.beaconlearningcenter.com/WebLessons/CoinsForCandy/money004a.htm
http://www.ixl.com/math/kindergarten/count-money-pennies-nickels-dimes
http://www.sheppardsoftware.com/mathgames/matching/memoryMath_coins_level1.htm
http://nlvm.usu.edu/en/nav/frames_asid_325_g_1_t_4.html?from=category_g_1_t_4.html
http://www.ixl.com/math/kindergarten/coin-values-penny-through-quarter
http://www.ixl.com/math/kindergarten/coin-names-penny-through-quarter
http://www.sheppardsoftware.com/mathgames/matching/memoryMath_coins_level1.htm
Interactive Math Story Mrs. Flamingo Spends.
Instruction: (Provide list of tasks to be performed by teacher and students)
Determine what to use to instruct and model - cooperative learning, peers, distributed guided practice, distributed summarizing, reciprocity, graphic organizers, role play, visual displays, formative assessment strategies… (Follow Instructional Cycle - I Do, We Do, You Do)
Instruction: I do- introduce and activate prior knowledge for EQ, objective, H.O.T. questions.
Informal assessment and formal assessment
Instruction: We do- discuss, guided practice, whole group activities.
Create whole group graphic organizers for objectives and EQ’s.
Think aloud to discuss the topic.
Role plays to ensure students understand the topic.
Discuss the topic connect info to real world use, where can you find geometry in the classroom. How can I solve problems about geometric shapes?
Have students justify answers continuously.
Students will apply the concept of ordinal numbers and half, halves, and whole in real world application
Create graphic organizer with examples and non-examples.
Instruction: You do- independent practice and small group activities.
Independent guided practice
Rotation stations, workshops
Act it out, talk it out, or draw it out.
Formal written assessment, Students will show skills and knowledge of topic through oral informal and formal written assessment.
Summarizing Strategies: (Concluding step to consolidate the learning and determine if the EQ is met)
When given the opportunity students can:
• Find the value of a group of pennies?
• Find the value of a nickel and some pennies?
• Find the value of a group of coins?
• Explain how a quarter is different from other coins? How is a dollar different from coins?
• Determine which of two items costs more and which costs less?
• Show the same amount of money with different sets of coins?
• Prove and show what I know about money?
Students can summarize and answer EQ’s. Students will complete activities and informal and formal assessments.
Homework:
Homework is posted online for home application. Work mats as available. Various home pages may be utilized. Intervention pages for some students.
Additional Lesson Notes:
Calendar time: months, seasons, days of the week, number pattern, date, temperature (hot, cold), and days in the month. Touch math inclusion. Number and numeration focus. Relate math to science as well as ELA as cross-curricular activities and discussions. Include math books to extend ELA cross-curricular inclusion.