1. Topic-
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2. Content-
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| Cooperative Learning Structure: Think-Pair-Share Rationale: Students
will be given coins to investigate on their own, and then be able
to discuss with a partner what they have observed. One person from
the group will share their observation with the class, to allow other
students to comment about what they might have missed. This Cooperative
Learning structure involves personal interaction and gives the student
a hands-on approach, and extra help with the math/money covered in
this unit. Vocabulary: penny, nickel, dime, and quarter |
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3. Goals: Aims/Outcomes-
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TEKS:
1. The student will 1.1 C: identify individual coins by name and value
and describe relationships among them; 1.12 A:
2. Explain and record observations using objects, words, pictures,
numbers, and technology; 1.12 B: relate informal language to mathematical
language and symbols;
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4. Objectives-
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The student will:
1. Investigate a penny, nickel, dime, and quarter; 2. Identify and
explain similarities and differences between the coins;
3. Identify coins by name |
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5. Materials and Aids-
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| 10 sets of real coins in a plastic cup (penny, nickel, dime, quarter),
white butcher paper, colored marker |
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6. Procedures/Methods-
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A. Introduction-
1. Teacher will put students in partners and give each group a cup
of real coins.
2. Teacher should explain that students need to share the coins with
their partner and should NOT throw, spin, or flip the coins.
3. Then let students look at the coins for 2-3 minutes.
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B. Development-
1. Teacher will demonstrate what students will be doing for the
remainder of the lesson
2. Such as students should look closely at both sides of the coins,
3. Share with other students, talk about coin attributes, and similarities
and differences between the coins. |
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C. Practice-
1.Students will share with their partners attributes of each coin
(penny, nickel, dime, and quarter) and how coins are alike and different.
2. Teacher will walk around to be sure students are on task and understand
the assignment.
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D. Independent Practice-
1. Call out the name of a coin and have one of the partners place
it in the cup. 2. Teacher will walk around and check for understanding.
3. Teacher will call out the name of another coin and have the other
partner place it in the cup, walking around to check for understanding.
Students will alternate until all have identified each coin.
5. Teacher should use a checklist to record students' understanding
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E. Accommodations (Differentiated Instruction)-
Pair ESL students with students who act as peer tutors.
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F. Checking for understanding-
1. Call out the name of a coin and have one of the partners place
it in the cup. 2. Teacher will walk around and check for understanding.
3. Teacher will call out the name of another coin and have the other
partner place it in the cup, walking around to check for understanding.
4.Students will alternate until all have identified each coin. Teacher
should use a checklist to record students' understanding
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G. Closure-
| Review chart that students came up with and explain that it will
be placed in the classroom for students to use if they need help remembering
the different coins' names and values. |
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7. Evaluation-
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| Checking for Understanding activity will be used for Evaluation. |
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8. Teacher Reflection-
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| The lesson went very well. Students, were able to identify coins
after the lesson. Students worked very well together - the peer tutors
were especially helpful to the ESL students. The peer tutors helped
the ESL students understand what they were looking for and how to
express it to the class. The chart that was created will stay up in
the classroom to be an aid to students in the future,in case they
forget the coin values, etc. later on. |
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