LESSON PLAN TEMPLATE TITLE: “Making Sense out of Cents” (Wiener, 2004)CONTENT AREAS/ Key Concepts (What areas of mathematics does this lesson cover?): Subtraction, Coin (money) values, Gathering information GRADE LEVEL: 2nd GradeMATERIALS NEEDED: coins, worksheets (2), Alexander, Who Used to be Rich Last Sunday (book), KEY CONCEPTS/Goals: Day 1: Subtraction, Coin Value, Listening, Manipulative Subtraction / Day 2: Subtraction, Coin Value, Book Creation, WritingEALR'S and GLE'S (Make the connections clear and specific)EALR 1: The student understands and applies the concepts and procedures of mathematics.Component 1.1: Understand and apply concepts and procedures from number sense.1.1.5 Understand the meaning of addition and subtraction and how theyrelate to one another.1.1.6 Understand and apply procedures for addition and subtraction of whole numbers with fluency. (Make combinations and name total value of coins.)1.1.7 Understand and apply strategies and appropriate tools for adding and subtracting with whole numbers. (Use calculator, manipulatives, or paper and pencil to solve addition or subtraction problems.) Component 1.5: Understand and apply concepts and procedures from algebraic sense.1.5.6 Understand and apply strategies to solve for the unknown using addition and subtraction. (Solve equations with an “unknown” (e.g., 6 + ⁄ = 11; 11=⁄+6).EALR 2: The student uses mathematics to define and solve problems.Component 2.2: Apply strategies to construct solutions2.2.1 Understand how to create a plan to solve a problem. (Gather and organize relevant information) 2.2.2 Apply mathematical tools to solve the problem. (Use appropriate tools from among mental math, paper and pencil, manipulative, or calculator)Learning Goals/Objectives: (What do you expect students to learn and be able to do from this lesson?) • Recognizing the relevance of mathematics in daily life & literature.• Mathematical Reasoning• Problem solving• Mathematical operations• Communication with students (groupwork)• See different ways to approach a problem• Coin Value and Identification• Making Change • Subtraction algorithms • Make connection between math and real world problemsPROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization) - Introduction/Pre-assessment (Do some activity to see what your students know.) o Money/coin values (penny, nickel, dime) Reminder, we went over coin values yesterday, but for review: What coin combinations could you use to get $.50/.17/.08?o Subtraction methods (using objects, using worksheet, or using just anumber sentence)- Activity (Imagine that you were writing this for a substitute to teach. Be detailed and specific.) - Day 1o Have students form pairs. Assign roles: recorder (left), reporter (right).o Pass out worksheets & Introduce story. Instructions: Students should listen for details about what Alexander gets and spends.o Read story, pause each time money is mentioned, “Did he receive or spend?How much?” (Ask for group response) Students should fill in worksheet as the story is read.o Pass out coins ($1 per pair).o Now students should work out how much Alexander has after each purchase (three modes available—with coins, with the worksheet, without aids; just a number sentence)o Review together the answers. Ask for a method from one pair, illustrate on the board. Then, ask if anyone came up with a different answer or method?- Day 2o Ask Students: What made the book about Alexander so amusing?o Challenge students to think of how they might earn money.o How they might spend their moneyo Tell students that they will become both authors and illustrators by creating books about themselves (similar to Alexander)o Explain that - Titles need to incorporate the students’ nameso Student’s can earn up to $2o Unlike Alexander, student books will indicate how much money they have left to spend on each page where something money is spent (i.e. indicate how muchmoney they have left)o Each student is given a worksheet to plan each page of his or her book.o Teacher circulates room and assist students with subtraction strategies o After completing the worksheet (outlines the disbarment of funds) – Students go to computer lab to type up narrative for their stories.o Narrative and illustrations for each page o Have students create -- Title page, dedication page, and autobiographyo When books are completed, students visit first grade class to share stories.Have students write in their reflections notebook - what they learned, how they might use this information in the future, and how they have used it in the past. Accommodation Plan: Note how the following are accommodated in lesson (race/ethnicity, language, gender, class) Each must include reference to Trentacosta text (Trentacosta, 1997). 1. Race/Ethnicity: Something about the history of coins. Crude metal coins were firstused in China, between 1000-600 BC. They failed because there was no intrinsic valuein the metal. The first use of precious metal coins in the West was in Lydia, present-day Turkey, in 700 BC. Their coins were made of gold and silver. http://www.pbs.org/newshour/on2/money/history.htmlhttp://en.wikipedia.org/wiki/History_of_Coins2. Language: If there are English language learners (ELL) we will arrange a plan to provide tutors that understand the lesson in order to translate for them.3. Gender: We will try to equally call on students of both genders; use examples that contribute to both genders; be sensitive to overly dominating boys and passive girls if that occurs.4. Class: Class issues have to do with code switching, time and place for homework, relevance. I don’t know for sure what to do with this lesson.POST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs) Students final book project will be used as the Post Assessment for this lesson, along with their coin sheets from Day 1TEACHER REFLECTION (What went well, what you would do differently?) ReferencesTrentacosta, J. (1997). Multicultural and gender equity in the mathematics classroom: The gift of diversity 1997 yearbook. Reston: National Council of Teachers of Mathematics, Inc.Wiener, C., & Smith, C. (2004). Making sense out of cents. Teaching Children Mathematics, 11(4),
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