ToolKit (Please read directions)

Your Name:

CSU-Global Course:

Subject / Course:

      F Mathematics

Topic:

      Introduction to US Currency

Lesson Title:

      U Making “sense” with cents.

Level:

1St Grade

Lesson Duration:

      60 minutes

Common Core or State Standard(s): 4(a)

      Communication and reading

The student applies mathematical process standards to identify coins, their values, and the relationships among them in order to recognize the need for monetary transactions

Standard 1: Listening

1. (A) identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them.

Standard 2: Reading for All Purposes

2. (B) write a number with the cent symbol to describe the value of a coin.

Description of Lesson as currently taught:

      The instructor will begin the lesson by jingling coins in a box and asking the class if they know what the sound is. Then, the class will be asked random questions about money and what it is used for as well as how do you earn money. The instructor will then pose the question as to how do you know how much money you have? The class will then receive a small box containing quarters, nickles, dimes and pennies as well as matching worksheets that have the value of each coin. The students will be asked to match the coin with each value on the worksheet correctly with little assistance after the instructor has presented the lesson stating the value of each coin using a video.

Students will watch a short video about the value of each coin. After the video, the student will then be presented with their box and worksheets. The instructor will then go over each coin while identifying its' value. During this time, the student will be able to write in each coins value as well as pick out the individual coin from the box that is being described by the instructor.

After this exercise there is a moment where the students will have a brief discussion, they will be discussing why money is important and why do people have and want money as well as their native currency.

Pr-Assessment

Pr-Assessment

      Pr-assessment for the lesson is class discussions for the teacher to have a feel of how well the students know about the US currency. The teacher will allow for students to ask questions about things they have always wondered about the currencies global and local. If there are no questions the teacher will ask students at random to tell the class a few details about the U.S currency.

Learning Target (Objectives, Student Set Goals, and/or Essential Questions):

      Students will:

• know how do the units of money (penny, nickel, dime, quarter, and dollar) relate to each other?

• Identify the principles of the U.S. currency and denomination face value.

Learning Task (Remember to consider relevance and career/workforce readiness skills around what is being taught AND Approach (Communicative or Cognitive) Ideas):

The Cognitive Approach will be used during this lesson. Students will try to find acronyms to help them know about the value of each coin. They will understand that money is expressed with symbols for cents and dollars and also get a chance to see different currencies in the world particularly their native currency.

Students are learning about currency to better understand how money works. This task will help students be prepared to be financial independent and self sufficient by developing an understanding of US currency.

Number of Days: half a day

Learning Task.

Student Differences

You have learned that differentiation consists of planning lessons in response to student differences in one or more of the following areas: Readiness, Interest, and/or Learning Profile/Style. Choose which area you will use to differentiate your lesson.

• Readiness: The level of a student’s skills or understanding of a topic, do some need scaffolding and others challenged?

• Interest: Finding ways for students to pursue individual areas of interest about the topic; will choices be given?

• Learning Profile/Style: What is the intellectual preference of the student? Individual vs. group work; multiple- intelligences, etc.

      For this lesson I will differentiate in the area of interest because each student has different interests in the topic and it goes without saying that if the student is interested in something he or she will do it better than something he or she is not interested in.

Varying Tasks

You have learned that in order to differentiate instruction the educator can vary the task in one or more of the following areas: Content, Process, and/or Product. Choose which area you will differentiate. Then describe in detail exactly how you will differentiate your lesson based on the area you selected.

• Content: What students are to learn

• Process: How students are to learn. Includes instructional strategies, adjustable assignments, and curriculum approaches.

• Product: How students show what they have learned. Includes performance tasks and assessment tools.

      I will differentiate my lesson based on the process of learning, where I would approach the curriculum from the areas that will garner more interest then walk my way to the not so interesting things.

Approach (Communicative or Cognitive) – Example: Communicative

      Cognitive approach

Method (Practical or Applied Instructional Method Based on Approach) – Example: Sheltered Instructional Method

      Sheltered Instructional Method

Strategy (Consistent with the Chosen Method) – Example: Hands-On Activities

      Hands on Activities making of acronyms

Technique (Specific Actions Based on Strategy) – Example: Think-Pair-Share Technique

      Think- pair share technique

Summative Assessment (Collect student data):

      Using quizzes made by the teacher to gauge how much was understood.

SOURCES: Add a References Page for the research/sources you used to determine your strategies above (begin on a new page and follow the APA guidelines in the CSU-Global Guide to Writing and APA Style).

Self-Reflection for Continuous Improvement:

Explain what went well in the implementation of your lesson. What changes would you make to improve based on student achievement data and/or evidence? A visual display of the student achievement data must be included (i.e., table, graph, chart, etc.). What are the next steps for the students in your class, a group of students, and/or an individual student to ensure EVERY student is proficient? What are the next steps for you in becoming better at differentiating your instructional approaches for all learners in your classes? Use research (Module readings from the course text and 1-2 articles from the CSU-Global Library) to support your choices and ideas.

The lesson started off smoothly but the students kept on losing interest. Having the students make acronyms and discuss their native currency was surprisingly very effective even with the students with short attention spans. Working in groups allowed for the teacher to clear up any misconceptions the students had on the topic.

So as to improve visual learning, I got an idea from Hattie, I found a couple of websites where currency was analyzed and even exhibited, which aligned with my lesson while allowing to reinforce the content being learned. A website such as www.brainpopjr.com would really help the students understand the material better as well as provide another chance for visual learning while incorporating the use of technology.

To become better at differentiating or making my lessons unique I have to gather more material from my colleagues and try to find better, hands on activities that do not diverge too much from the students norms.

Goal: Ivan will be able to identify and match pennies, nickles, dimes and quarters with the correct matching values without any prompts when given 4 chances.

02/14/2017= Matched Pennies-100% -Yes

02/15/2017-Matched Nickles-80%-No

02/16/2017-Matched Dimes- 80%-No

02/17/2017-Matches Quarters-100%-Yes

Ivan performed the task correctly for the most part. I think there was a little confusion between the value of the Nickles and Dimes. I went back over these with him.

Evidence of Implementation:

Attach student work, photos of the lesson in progress demonstrating student motivation/engagement and/or any other evidence as proof of implementation. Remember to maintain student confidentiality (e.g., names removed, etc.) and follow school policies around student photos, etc.

Ivan is a non-verbal student who cannot write. Instead of having him write the answers, I let him point to the correct answer using the worksheet above. When I asked him to point to the Nickle, he pointed to the dime. I then showed him an actual Nickle and Dime and identified their differences with him and then asked him again to identify the Nickle and Dime, which he did correctly.

SOURCES: Add any additional sources or research you used in this second part of the template to the Reference list you began earlier. (Remember to follow the CSU-Global Guide to Writing and APA Style).