Scribd Logo
Upload

Welcome to Scribd!

  • 23 views

    Unit Lesson 3

    Uploaded by

    api-284581373
    The document outlines a lesson plan for a unit on counting money. It identifies the goals, standards, and benchmarks for the unit which include identifying coins and their values. It lists the enduring understandings students should have, such as knowing the appearance and value of coins like quarters, dimes, nickels, and pennies. Essential questions are provided to prompt higher-level thinking. The performance tasks and formative assessments are identified to evaluate student learning, including a unit test and daily worksheets. Finally, the learning activities are outlined step-by-step, with an emphasis on think-pair-share to leverage peer perspectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Unit Lesson 3

    Uploaded by

    api-284581373
    23 views2 pages
    The document outlines a lesson plan for a unit on counting money. It identifies the goals, standards, and benchmarks for the unit which include identifying coins and their values. It lists the enduring understandings students should have, such as knowing the appearance and value of coins like quarters, dimes, nickels, and pennies. Essential questions are provided to prompt higher-level thinking. The performance tasks and formative assessments are identified to evaluate student learning, including a unit test and daily worksheets. Finally, the learning activities are outlined step-by-step, with an emphasis on think-pair-share to leverage peer perspectives.

    Original Title

    unit lesson 3

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document outlines a lesson plan for a unit on counting money. It identifies the goals, standards, and benchmarks for the unit which include identifying coins and their values. It lists the enduring understandings students should have, such as knowing the appearance and value of coins like quarters, dimes, nickels, and pennies. Essential questions are provided to prompt higher-level thinking. The performance tasks and formative assessments are identified to evaluate student learning, including a unit test and daily worksheets. Finally, the learning activities are outlined step-by-step, with an emphasis on think-pair-share to leverage peer perspectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    23 views2 pages

    Unit Lesson 3

    Uploaded by

    api-284581373
    The document outlines a lesson plan for a unit on counting money. It identifies the goals, standards, and benchmarks for the unit which include identifying coins and their values. It lists the enduring understandings students should have, such as knowing the appearance and value of coins like quarters, dimes, nickels, and pennies. Essential questions are provided to prompt higher-level thinking. The performance tasks and formative assessments are identified to evaluate student learning, including a unit test and daily worksheets. Finally, the learning activities are outlined step-by-step, with an emphasis on think-pair-share to leverage peer perspectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 2

    Stage 1: Identify Desired Results

    Established Goals Unit 13: Counting Money: Lesson 3- 13.2


    MathStandard: Work with time and money.
    Benchmarks: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
    symbols appropriately.
    Principles used: 1, 3, 4, 5, 6, 7, and 8
    Enduring Understandings (Key
    Understandings)
    Students will understand that
    A dollar bill can be a coin or paper. Both
    worth $1.00 or 100.
    A quarter looks a certain way and is worth
    $0.25 or 25.
    A dime looks a certain way and is worth
    $0.10 or 10.
    A nickel looks a certain way and is worth
    $0.05 or 5.
    A penny looks a certain way and is worth
    $0.01 or 1.
    Put coins in greatest to least order.
    Counting on.

    Essential Questions (Focus on Higher Level


    Questions)
    What is the difference between the
    -dollar coin?
    -dollar bill?
    -quarter?
    -dime?
    -nickel?
    -penny?
    Why do they look the way they look?
    Why are they shaped the way they are shaped?
    Why do we have them?

    Students will be able to (In your own words)


    Know the difference between all of the coins and know what they are worth. They will know
    how to count coins.

    Stage 2: Determine Evidence for Assessing Learning


    Performance Tasks: Performance Indicators:
    Projects, Unit Tests, Academic Prompts etc..
    At the end of the unit they will be taking a test that
    tells me how much they know and if they understood
    money. It will also tell me whether we can move on
    or not.
    They will also have daily worksheets to show if they
    are performing to the Iowa Cores Standards.

    Other Evidence: Formative Assessment


    Asking what coins are what and how much each is
    worth.
    The worksheet is a formative assessment since they
    have to do well in order for me to know if they
    understand it or not and then we can move on to the
    next lesson.

    Stage 3: Build Learning Plan


    Learning Activities: (step by step from start to finish, detailed enough for another teacher to follow)
    1. Anticipatory Set:
    Everyone should have their money bags.
    Review the coins using the poems/video clips/by memory.
    Intro to todays lesson to get them thinking about coins.

    Elaborating on Principle #8 being used in this lesson:


    I try to have the students do a lot of think-pare-share while doing this money unit. I think it is good for them to
    get the perspective of their neighbor or friend because they have all had different experiences. They experience
    ranges from not knowing anything about money and spending money to knowing more than a second grader
    should know. There are students in my class that have been going to the store on their own to buy thing because
    their mom/dad/whoever is watching them sends them to pick something up. That is why I think that think-pareshare is very effective for my class when working with money. I also have them put their heads together to
    come up with answers/questions/comments for the lesson or for activities during class. I also like this because
    they are getting each others perspectives which forces them to think in different ways. This broadens their
    vision and that causes them to become better learners.

    You might also like