5E Lesson Plan. Teacher: Molly McMahon

Transcription

1 Teacher: Molly McMahon Date: July 7, 2017 Subject / grade level: Math Measurement (Money) / Kindergarten Duration: 45 Minutes Strategies/Activities: THINK/PAIR/SQUARE/SHARE John Strebe CHOICE BOARD Kristina Doubet POSTER REFLECTION/ EXHIBITION Julie Slykhuis Materials: 1. internet access (This is required for the engagement piece of the lesson.), whiteboard 2. internet access ( Coins for Candy Beacon Learning Center), computer, IPads - CHOICE BOARD # 5 3. coins - pennies, nickels, dimes, quarters 4. small plastic freezer-strength bags with 30 pennies inside each bag (1 bag per student) 5. paper plates (1 plate per student) 6. two-sided thumbs up/thumbs down cards (1 card per student) 7. T chart on poster board with the heading, Large Coins are Worth More Pennies Than Small Coins. 8. tape 9. large white construction paper (1 piece per student) 10. magic markers or crayons 11. Printable Coin Match Sheets created by totschooling.net found on the web page HERE. - CHOICE BOARD # 2 & circular adhesive labels - CHOICE BOARD # thin black permanent markers - CHOICE BOARD # play food - CHOICE BOARD # dramatic play items play food, cash register, wallets, purses, shopping carts/baskets/ bags - CHOICE BOARD # plastic party cups - one fluid ounce capacity - CHOICE BOARD # student name markers CHOICE BOARD # pencils 19. quiz recording sheets 20. OPTIONAL label machine such as DYMO Label Manager (This expedites preparation time.) - CHOICE BOARD # 6 * Advanced Preparation: 1. Party cups will be labeled with one of the three words: nickel, dime, or quarter. (About 15 cups per word.) NC SCOS Essential Standards and Clarifying Objectives (2016 VA Standards of Learning Math - Kindergarten 1.7) The student will recognize the attributes of a penny, nickel, dime, and quarter, and identify the number of pennies equivalent to a nickel, a dime, and a quarter. Lesson objective(s): Using pennies, nickels, dimes, and quarters, the student will be able to state the value of each in terms of the number of pennies when each coin is shown by the teacher or when shown in print form. Differentiation strategies to meet diverse learner needs: *Purposefully created pairs. Students will be paired according to coin identification proficiencies demonstrated earlier. A student that successfully identified coin attributes and coin names will be paired with a student that has not demonstrated mastery. 1

2 Differentiation strategies continued: THINK/PAIR/SHARE THINK/PAIR THINK/PAIR THINK/PAIR/SHARE * Refer to pp of CTA Elementary Math and Reading binder 06/26/17 to 06/30/17. ENGAGEMENT Describe how the teacher will capture students interest. What kind of questions should the students ask themselves after the engagement? Children will view the YouTube video called, Coin Value Song Pennies, Nickels, Dimes, Quarters! by Mr. R s Songs for Teaching: This video is about 2 minutes long. Students should ask themselves these questions after watching the video: What coins were shown? What values (in terms of pennies) were mentioned for a nickel, dime, and quarter? Where have I seen coins used? What are some other places where I might need to use coins? What kinds of machines accept coins for goods? (newspaper machine, laundromat, soda/snack, bubblegum machine, and game/ride/arcade machines) EXPLORATION Think Mode Describe what hands-on/minds-on activities students will be doing. List big idea conceptual questions the teacher will use to encourage and/or focus students exploration Students are given visual cues that they re entering Think Mode. The teacher gives each student one penny, one nickel, one dime, one quarter and a card with a thumbs up on one side and a thumbs down on the other side. Teacher says, Let s think about the four coins that were shown in the video. I ve given you the same coins that were in the video. Teacher waits about 30 seconds and then says, Let s think about whether or not this statement is true. Teacher says, Large Coins are Worth More Pennies Than Small Coins. Teacher directs children to flip the thumbs up/thumbs down card to the side which indicates whether or not they agree or disagree with the statement. Pair Mode Students high five their partners visually and physically to enter Pair Mode. Students discuss their responses with their partners. If they disagree with their partners responses they must explain their reasoning. (Example: I know that sometimes a large coin is worth more. When I compare a quarter and a penny the quarter is bigger than the penny and it s also worth more. But if I was looking at a dime and a nickel I would say that a dime is smaller than a nickel but it is worth more than a nickel. My dime is worth ten cents but my nickel is only worth 5 cents. That s why I disagree with the statement. ) During this time the teacher circulates around the classroom listening to student discussions. Share Mode The teacher posts a T chart with the heading, Large Coins are Worth More Pennies Than Small Coins. There is a thumbs up card on the left side of the chart and a thumbs down card on the right side. These two cards are printed on a different color paper than the students thumbs up/thumbs down cards in order to set them apart. Pairs select one of their thumbs up/thumbs down cards and tape the card on the chart below one of the chart s own thumbs up or thumbs down card indicating their opinion. (The other thumbs up/thumbs down card from the pairs is discarded.) Think Mode Let s just think about the nickel. Teacher waits another 30 seconds and then says, Let s think about the value of a nickel in terms of the number of pennies. Teacher gives each student a small plastic freezer bag with 30 pennies and a paper plate. Teacher asks students to fill their paper plates with the number of pennies that a nickel is equal to. 2

3 Pair Mode Students high five their partners visually and physically to enter Pair Mode. Students swap paper plates and view their partners response by counting the pennies or subitizing the number. Students can either agree or disagree with their partners number of pennies justifying their reasoning. Students can change their original number of pennies after listening to their partners explanations and their own rethinking. During this time the teacher circulates around the classroom listening to student discussions. REPEAT the Think and Pair Mode strategy for the dime and the quarter. Each time students will fill their paper plates with a number of pennies, swap paper plates, check their partners response and explain their answers or reasons for disagreeing. EXPLANATION Share Mode Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. 1. Any pair that wishes to change their thumbs up/thumbs down card from the T chart will have an opportunity to do so at this time. They will be required to explain why they ve decided to change their answer. 2. Each pair will create a poster about one (nickel, dime, or quarter) of the coins. Students will be given a large piece of construction paper. Using crayons, markers, and/or pencils, pairs will create a poster about the coin they ve decided to share. The teacher will convey to students that the posters must include a representation of the value for the coin. Pairs will share their posters with the class. Posters will be displayed in the hallway outside of the classroom. Students will visit the Gallery to see their classmates posters. ELABORATION Describe how students will develop a more sophisticated understanding of the concept. What vocabulary will be introduced and how will it connect to students observations? How is this knowledge applied in our daily lives? Choice Board Activities Students will select one activity from the Choice Board. The teacher will circulate the areas where the stations have been set out for the Choice Board activities. The teacher will assist students as needed with their activities. Students can select additional activities on the days following this lesson. See the Choice Board activities HERE. New vocabulary introduced: coins, pennies, nickels, dimes, quarters, money, cashier, buyer, cash register, paying, payment, amount, cost, pricing, price tag, cent symbol, and equal value. EVALUATION How will students demonstrate that they have achieved the lesson objective? This should be embedded throughout the lesson as well as at the end of the lesson Students will be given a quiz to match coins to the appropriate set of pennies. See quiz HERE. Students that are unable to write or draw lines to match will be accessed individually by the teacher. In this event, the teacher will show one coin and ask the child to name the value in terms of pennies. This will be repeated for all the coins studied in this lesson. Note: Student name markers are parking spots for students to place work inside of when the type of work is not paper and pencil. Paper plates with a student name on each plate can be used. Sheets of plain paper can also be used. This will be used in CHOICE BOARD # 6 to procure a student accountability piece. 3

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