Instructional Software Lesson Plan

Analyze Learners

This class consists of 22 students, 11 boys and 11 girls. Within the class are 4 students that work above grade level and 2 students that are below grade level. 3 students are ELL learners. The students are ethnically diverse and a couple qualify for free/reduced lunch. The community is inner-city.

Learning Objectives and Goals

Upon completion of this lesson,

• I can Identify the value of dollar bills, quarters, dimes, nickels, and pennies.

• I can Use $ (dollar) and ¢ (cents) symbols appropriately.

• I can Represent values with any possible combination of coins.

• I can Represent and solve a word problem with dollar bills, quarters, dimes, nickels, and pennies and complete all with at least 90% accuracy each.

Prerequisite Skills

Students should know how to skip-count by 5's, 10's, 25's. Students should know how to add double digit numbers together. Students should know how to sort items by size and amount. Students should know the name and value of each coin and bill.

Pedagogical Strategy

Inquiry-based instruction and incorporating technology. Also being used is effective questioning and active participation in small group and whole group discussions.

Manipulatives Available

• coins - pennies, nickels, dimes, quarters, silver dollars, Susan B. Anthony dollar coin

• bills - $1.00, $5.00, $10.00, $20.00

• laptop computers for each student

• whiteboard for teacher's display

Assessment Types

• Informal Assessment as teacher questions the class during lesson overview

• Demonstration teaching as students move for station to station to identify coin amounts

• Formal assessment on drill and practice software materials as listed below. Data will be tracked from the program.

• Exit ticket at the end of class

Common Core Standards

CCSS.Math.Content.2.MD.C.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?

AECT Standards

#1 - Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.

#2- Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.

1. Students will be asked to move about the room in small groups to demonstration stations. At each station, the students will need to work together to identify the amount of coins and bills for each question. Coin and bill manipulatives will be used for this activity. The five stations will include:

   • Different coins being used to make equal amounts. Students will need to show 3 different ways to make $0.75

   • Counting coins to find amounts. Students will count coins in 3 different sets and identify the amount of each set. Students will write the amount on paper.

   • Counting bills to find amounts. Students will count bills in 3 different sets and identify the amount of each set. Students will write the amount on paper.

   • Using $ and ¢ symbols. Students will show on paper two ways to write an amount of coin/bills- once using $ and once using ¢ symbols.

   • Solving word problems. Students will read and solve 3 word problems involving money and write the answers on paper.

   • Students papers will be handed into the teacher upon completion of all stations.

2. Students will use their individual electronic devices for drill and practice. Students will open the program Math Games and work on the program for 20 minutes. Students will alert the teacher each time they complete a level so the teacher can record the score they received.

3. Students will use their individual electronic devices for instructional games once they have completed all other stations and tasks. Students will be able to log onto Freefall money and work on money problems until the end of the class.

1. Teacher will begin the class with whole group discussion as they all review the names and amounts of each coin and bill. Teacher will hold up (or present on Smartboad) each coin and ask the class to identify the name and then identify the amount.

2. Teacher will then display 2-3 coins and ask the students to add them together using skip-counting if possible, or adding techniques if needed. Students will write the answers on individual white board paddles and hold them up so the teacher can see if each student answered correctly. Teacher will do this several times with different sets of coins. If all students did not answer correctly, the teacher will work out the problem on the board with the help of the class.

3. Teacher ask students to use their whiteboards to show two different ways to make 45¢. For example, the students will write

   • 25¢+10¢+10¢ = 45¢

   • 10¢+10¢+10¢+10¢+5¢ = 45¢

4. Teacher will then ask the students to work with their "elbow buddy" to solve this word problem: If Tommy bought two pencils and each pencil cost 25¢, how much money would Tommy need?

5. The above practice demonstrations reflect what the students will be doing next at each of the stations. The teacher will explain what each group of students will be doing at each station (she will walk around the room and explain each one at the correct station). The teacher will also explain the direction that the students will rotate between stations. The teacher explains that each group of students can work together as a team to solve the problems at each station, but that each student must write their own answers on their paper.

6. The teacher will divide the students up into 5 groups by drawing Popsicle sticks with the students name's on them. Once all students are assigned, the teacher releases them to their stations. Students will have 5 minutes at each station.

7. Once the students have rotated between all 5 stations, they will turn in their papers to the teacher and collect their electronic devices.

8. The teacher will guide all students to the program called Math Games and click on the Money section. Students will be given instruction on how to use the program and instructed to alert the teacher each time they complete a level in the game so the teacher can record their score. If the student did not record at least a 90%, then student will be asked to try that level again. Students will be given 20 minutes to work on this program. The activities in this program include drill and practice questions similar to the questions that were asked at each of the stations earlier in class. Teacher will circulate around the room and assist students as needed.

9. After 18 minutes, students will be asked to start finishing the levels they are on. Once they finish their levels, the scores will be recorded and student will follow the instructions on the Smartboard to go to the next software program. Students will open the game Freefall Money.

10. Students will be allowed to work on this instructional game software until the end of class. In this game, students will be asked to engage critical thinking skills to answer questions by dropping the correct number of coins into a piggybank.

11. The last 5 minutes of class students will return their electronic devices to the proper place. Once this is complete, each student will complete an exit ticket and return it to the teacher.

During the lesson:

• The teacher should be noticing if the students are engaged.

• Are all the students able to complete the lesson, including the technology; or were some students not able to master the lesson?

• Did the technology assist the learning needs and accommodations of all students and all learning levels?

After the lesson:

• The teacher should identify if the students achieved mastery of the lesson.

• Were they able to successfully complete each task and which level in the programs did each student reach.

• The teacher should also distribute an exit ticket to inquire if the students enjoyed the games and/or found them challenging.

• What difficulties did the students experience?

• Did the technology simply substitute for in-person teaching/learning or did the technology augment or modify the lesson (SAMR model)?

• What improvements on the lesson can be made for future classes?