Tiered Lesson (Differentiated by Readiness)

Transcription

1 Tiered Lesson (Differentiated by Readiness) Name & Student Number: Lisa O Connor Lesson Topic: Money Curriculum Area: Maths Year Level: 2 Brief description In this unit students will explore the use of money in the real world through counting and ordering small collections of Australian coins and notes. Students will engage in activities of identifying equivalent values in collections of coins or notes, and apply this knowledge to count collections of Australian currency to make up a particular value. The first lesson will focus on the concept of money through class discussion and a pre-assessment activity will be conducted to find out what the students do know about money, identify some areas of improvement and provide a basis to tier the class in order to differentiate by readiness. Sequential lessons will provide students with the opportunity to further explore the values of coins through conducting simple additions to calculate a total value, finding equivalent values using a range of coins, and applying this knowledge to a real-life situation. Learning Objectives*. As a result of engaging with the lesson, students will: Understand that: Money is earned and exchanged for goods and services. Know (e.g. facts, vocabulary, dates, information) - Money is a real-life concept that is used to buy goods and services. - The value of Australian coins (ACMNA034) - There are common symbols used to describe values of money (i.e. $ - dollar and c cents) - Money values can be expressed in a range of different ways using collections of coins to represent equivalent values (ACMNA034) Be able to (do) (Skills, processes) - Identify equivalent values in collections of notes or coins (ACMNA034) - Count collections of coins and notes to make up a particular value (ACMNA034) - Identify the value of Australian coins - Describe what money is used for Essential Questions What is money? What is money used for? What does money look like? Where do you use money? Where is money kept? What is the Australian currency?

2 Lesson Title: Shopping at the Canteen Pre-assessment of Students Readiness During the previous lesson, pre-assessment will occur in a class discussion where students will brainstorm all the things they know about money. The teacher will ask questions to help guide their discussion, including: - What is money? - What do we use money for? - What does it look like? - Where do you use it? - Where do you keep it? From this brainstorming task, the teacher can gauge the students level of understanding about money as an everyday concept and its role in society. Students will then participate in a pre-assessment activity where they will be required to select various Australian coins (from a collection of play coins in the classroom) and identify their values. Each child will come up the front and select one coin that they know the value of, take it back to their desks, shade it onto their worksheet, and write next to it what the value is. Students can then select another coin from the front and repeat this process. They then add these two coins together and calculate the total. This process will be modelled as a class first on the board so that students understand the task. Students will repeat this process two more times. See Appendix A for the worksheet: Pre-Assessment. From this activity the teacher will be able to identify the students who have knowledge of coin values, those who are able to make simple additions with coins, and the students who may need some assistance or guidance to enhance their learning. This will help to determine the tiered groups for this lesson, as follows: Tier A: Students were unable to identify the value of coins or conduct simple addition independently. Tier B: Students were able to identify the value of coins independently, but required assistance to complete the simple addition of coins. Tier C: Students were able to identify the value of coins, and conduct simple addition independently.

3 Lesson Sequence Introduction: Introduce the lesson with the whole class sitting together as a group on the floor: - Revise the concept of money; what is money? What do we use money for? - Identify and discuss the equivalent values in collections of coins (i.e. two 10-cent coins have the same value as a twenty-cent coin). - Show students a picture of an item you could buy at the shops with a price tag (Appendix B). Ask students how much it costs, and what coins could you use to buy it. Tiered Activity: A copy of a school canteen list will be displayed on the board. A copy will also be provided to each student (Appendix D). Students will work independently at their desk working on their tiered worksheet (Appendix C). Group A: - Students choose 3 items from the canteen list that they would like to purchase. Students draw a picture of their item and label it. - Students collect a range of plastic coins from the class set, and use them to show what coins they would use to pay for each item, using the coin rubbing technique. Lesson Plan Explanatory notes Begin the lesson with students sitting as a class on the floor. Revisit the concept of money to activate prior knowledge; what is money? When do you need to use money? Encourage students to discuss their experiences with money. Ask the students what mathematical skill we need to have when using money to make a purchase, to calculate the total or change. Using the interactive whiteboard, display an item you could buy at the shops with a price tag (see Appendix B). Ask students how much it costs to buy, and ask one student to show with coins how they could pay for this item. Show another two examples to model to the class how they can use a combination of coins to make a purchase. Display a copy of a school canteen list on the board. Ask students to think about some of their favourite items on the school canteen list, and how much money they cost. Students return to their tables and will find a coloured post-it note on their desk; yellow, blue or green. One colour at a time, students will come up the front to collect the same coloured worksheet to their post-it note. Each tiered group has a different coloured worksheet with variation in the activity (based on their responses in the pre-assessment displayed in Appendix A). The tiered activities are aimed to provide students with an appropriate level of challenge, whilst aiming to achieve the same outcome (Jarvis, 2014). The activities among each tier differ slightly, however the tasks remain similar in structure; each student will identify collections of coins to make up a particular value (see Appendix C for tiered worksheets). Students are using the same manipulative (plastic coins from the class set) and process to illustrate their working out to promote equality in the engagement of tasks among each tier. This consistency is important so that students do not feel like their activity is more or less interesting than others, and their end product is similar so that levels of tiered groups is not easily identified. Each student is provided with a copy of a canteen list (see Appendix D) and selects various items they

4 Group B: - Students choose 3 items from the canteen list that they would like to purchase. Students draw a picture and label their item. - On the worksheet provided, students use the coin rubbing technique to show two different combinations of coins that could be used to pay for each item. Group C: - Students are given a budget of $5.00 to spend at the canteen. Students choose four items that total below, or equal to, their budget. - Students draw and label each item, and illustrate two different combinations of coins that could be used to pay for them using the coin rubbing technique. - Early finishers can calculate the change from $5.00. would like to purchase, drawing and labelling their price tag on their worksheet. The students in Group A, the lower readiness group, select three items from the list. Their task is to show how they would pay for these three items using the coin rubbing technique. I.e. a student may select to buy a party pie for 60c, and use a crayon to rub a 10c and a 50c coin onto their worksheet to show how they would pay for this item. The students in Group B, the middle readiness group, choose 3 items from the list and show two combinations of coins to pay for each item. I.e. a party pie for 60c could be paid for using a 50c coin plus a 10c coin, or three 20c coins. Students will use the coin rubbing technique to display their results. Students in Group C, the highest level of readiness, have a budget of $5.00 to spend at the canteen. Their task is to select four items that come under their budget, and illustrate two combinations of coins that could be used to pay for each item. Early finishers can calculate the change from their budget. Resources - Interactive whiteboard slide for introduction (Appendix B) - Tiered worksheets (Appendix C) - Canteen List (Appendix D) Equipment for Students - Crayons and pencils for coin rubbing - Class set of plastic coins - Led pencils Lesson Closure/ Check for Understanding Students gather as a group on the floor for a class discussion to conclude the lesson. Invite some of the students up the front (from each tier group) to show one of the items they chose to purchase from the canteen list and what collection of coins they used to make that purchase. Prompt discussion around the following points: - How are these skills valuable in real-life situations? - How is the price of items displayed? (I.e. using dollar and cents signs) - How can identifying equivalent values in collections of coins help when making purchases? Collect students work completed during the lesson to use as formative assessment, to find out if the students have grasped the understanding of key ideas. This will help to display student strengths, as well as identify areas of improvement that could be use as a focus in further lessons.

5 Checklist of assignment components: Complete, step-by-step lesson description, with notes explaining how the lesson represents an example of a tiered lesson to address various readiness levels Supplementary materials (e.g., copies of directions, handouts, etc. provided to students) Copy and/or description of preassessment task used to assign individual students to appropriate tiers Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of student work) References Jarvis, J. (2014) Differentiating in response to student readiness [online lecture], EDUC4721, Flinders University, Available:

6 Appendix A: Pre-Assessment Australian Coins In each row of the table, select two Australian coins. Shade the coins into columns 1 and 2 (using the rubbing technique ) and label their value. In the third column, calculate the total of the two coins by adding their value. The first row has been done for you as an example. Column 1: Coin A Column 2: Coin B Column 3: Total 20c + 5c = 25c 20 cents 5 cents

7 Appendix B: Interactive Whiteboard Slide Below is a screen shot of one of the interactive whiteboard slides used at the beginning of the lesson. The slide includes a picture of an item that could be bought the shops and a price tag. Below the picture is a box where students can click, drag and drop coins into to show how they could pay for the item. Each coin on the right hand side is infinite, meaning that as the students drag from the right into the box, the coin still remains on the right hand side so that students can use each coin more than once. This slide was created using the Easiteach program for interactive whiteboards.

8 Appendix C: Tiered Worksheet for Tier Group A Shopping at the Canteen Name: Select 3 items from the canteen list. Draw each item in the first column, labelling what the item is and how much it costs. In the second column, shade the coins you would use to purchase this item. Item What coins could you use to pay for this item?

9 Appendix C: Tiered Worksheet for Tier Group B Shopping at the Canteen Name: Select 3 items from the canteen list. Draw each item in the first column, labelling what the item is and how much it costs. In the second column, shade the coins you would use to purchase this item. In the third column, shade a different combination of coins you could use to pay for the same item. Item What coins could you use to pay for this item?

10 Appendix C: Tiered Worksheet for Tier Group C Shopping at the Canteen Name: You have $5.00 to spend at the canteen. Select 4 items from the canteen list that you could purchase with this money. Draw each item in the first column, labelling what it is & how much it costs. In the second column, shade the coins you could use to purchase this item. In the third column, shade a different combination of coins you could use to pay for the same item. Item What coins could you use to pay for this item?

11 Appendix D: Canteen List Canteen List Hot Food Sandwiches Pie $2.00 Vegemite $1.20 Part pie 60c Cheese $1.40 Pastie $2.00 Tomato and cheese $1.60 Sausage roll $1.20 Salad $2.00 Hot dog $1.80 Ham $1.80 Lasagne $2.50 Ham & salad $2.30 Pizza $1.80 Chicken $1.80 Dim Sim 50c Chicken & salad $2.30 Snacks Drinks Piece of fruit 50c Flavoured milk $1.00 Yoghurt 70c Apple juice 80c Fruit jelly 80c Orange juice 80c Saltanas 60c Water 90c