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Counting Coins

Counting Coins. Chelsea Ventura April 19, 2012. Focus Question. What other hands on activities could be included in this learning experience which could serve as an assessment?. PG. 1. Location. This lesson was taught at Maplemere Elementary school.

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Counting Coins

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  1. Counting Coins Chelsea Ventura April 19, 2012

  2. Focus Question What other hands on activities could be included in this learning experience which could serve as an assessment? PG. 1

  3. Location This lesson was taught at Maplemere Elementary school. Maplemere Elementary is one of four elementary schools in the Sweet Home School District. PG. 1

  4. Overview of Classroom • This LE was taught in an 1st grade inclusion classroom. • There are a total of 19 students in this classroom. PG. 6

  5. Ability of Students • Huge variety of student abilities • Four students have IEPs • Three additional students are displaying various delays, and being evaluated. PG. 6

  6. Time Frame Total: 1 class (1 hour, 15 minutes) • Pre-assessment – 5 minutes • Anticipatory set – 10 minutes • Direct instruction – 15 minutes • Guided practice – 45 minutes (each center is 15 minutes, and there are three centers the students have to rotate through). • Closure – 5 minutes PG. 17

  7. Objective • The students will be able to count different combinations of quarters, dimes, nickels and pennies. Blooms Taxonomy Level: Remembering PG. 13

  8. Essential Question Guiding Questions • Why is money able to buy things? • How much is a penny, nickel and dime worth? • When adding a quarter to an amount, such as 5 cents, how many spaces do we “hop” on a number grid? PG. 3

  9. Enduring Understanding • Understanding how to count money is an important life skill. In order to find out how much money the new toy bear or video game costs, you need to know how to count how much money you have. PG. 3

  10. Student’s Tasks • Show combinations of pennies, nickels and dimes which add up to 25¢. • Use magnifying glasses to look at a quarter • Compile a class list of quarter characteristics. • The class counts by 25s as a whole group. PGS. 13-15

  11. Student’s Tasks • Students hold up large paper coins, the teacher counts and writes the total for the class • Students participate in centers where they participate in the following activities: • Play coin top-it • Complete math boxes 6-9 and “counting coins” journal page. • Play quarter-penny-nickel-dime exchange PGS. 13-15

  12. Distinguished Student Work APPENDIX 3, PAGE 2 & APPENDIX 3, PAGE 3

  13. Proficient Student Work APPENDIX 3, PAGE 4 & APPENDIX 3, PAGE 5

  14. Developing Student Work APPENDIX 6, PAGE 2 & APPENDIX 3, PAGE 7

  15. NYS Core Curriculum • Domain: Measurement and Data • Standard: 1.MD.3 • Cluster: Tell and write time and money. Recognize and identify coins, their names, and their value (pg. 15 from the NYS Common Core Mathematics). • Level: Elementary PG. 1

  16. Assessments • Pre-assessments • “Quarters Pre-assessment” chart • The teacher marks which students correctly identified a quarter, how much it is worth, and which students kept up with the choral count. PGS. 7-8

  17. APPENDIX 2, PAGE 4 Assessments

  18. Assessments • Ongoing-assessments • Small group work, exchanging coins • Post-assessments • “Counting Coins” journal page PGS. 7-8

  19. PG. 9 Assessments

  20. Data Pre-assessment Data Post-assessment Data PG. 10

  21. Data PG. 11

  22. Modification Table PG. 16

  23. Reflection • Thank you to everyone who gave me warm and cool comments. All of the comments helped me significantly improve this LE!  PG. 18-19

  24. Reflection • Lessons learned: • Technology is not limited to computers and smart boards! • As a teacher you must always be prepared to modify lessons unexpectedly, and immediately. • Peer reviews help generate and cultivate more ideas than you could’ve originally planned independently! PG. 18-19

  25. Contact Information • E-mail – • Cventura@daemen.edu • Cell Phone – • 716-812-9032

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