Planning Commentary Respond to the prompts below. 0 1. Context for Learning a.

Provide information about the context in which you teach so that another educator can understand your teaching decisions for the instruction in the learning segment. Address the following: Type of setting (e.g. first grade classroom in an elementary school self!contained classroom a home a "ob site# $our role in the focus learner(s#% instructional program (e.g. teach all academic sub"ects plus support a behavioral plan& pull out of general education classroom for supplementary instruction in reading& coordinate services to the family and model wor'ing with the focus learner# The schedule for instructional time with the focus learner(s# for the learning segment focus (e.g. Tuesdays for () minutes& every day for six hours with two hours on reading instruction# The primary language of instruction if other than *nglish (e.g. A+,#

The classroom is a self!contained -th . /th grade classroom comprised of seven students with multiple disabilities. 0t is a part of the +outhwest 1oo' 1ounty 1ooperative 2iscovering *very +'ill That 0s 3ow $ours (2*+T03$# Program. The 2*+T03$ Program aims to teach students independence and meaningful participation in the school home and community. The focus learners spend two days a wee' on individual reading instruction for about 40 minutes and two days a wee' on individual math instruction for about 40 minutes. The rest of the day is spent learning vocational s'ills life s'ills or group wor'. 5oth students also have a behavioral plan in place and a good portion of most days is ta'en up with following the behavioral plan or reinforcing the behavioral plan. 0 have chosen to do my three lessons during their mathematics instruction on Thursday Tuesday and Thursday. Though the lesson focuses on the +ocial +ciences it includes math concepts and so 0 felt it most appropriate during that time slot. b. 2escribe any district school or cooperating teacher or student teaching re6uirements or expectations that might affect your planning or instructional delivery (e.g. prescribed reading curriculum#. The district re6uires that the entire classroom attend gym every day and eat lunch with the gen ed population in order to meet inclusion re6uirements. This means that a good portion of the day is ta'en up with transitioning from the classroom to the lunch or gym room upstairs. 2ue to (

wheelchairs and physical handicaps it ta'es the students about () minutes to ma'e the wal' one way. This is a new initiative of the district so that means my cooperating teacher has had to ad"ust her own schedule and most of her instructional time has been cut. +ince the beginning of the school year she has only taught individual reading once a wee' and individual math once a wee'. This would have ta'en me three wee's to complete my learning segment. 0 explained the re6uirements of my learning segment and how 0 needed to teach the lessons in one wee' so we have managed to wor' out some time for me to do this. c. 0dentify any textboo' or instructional program you primarily use for instruction for the learning targets. 0f a textboo' please provide the title publisher and date of publication. There is no textboo' or instructional program that these students follow. They generally spend several wee's on a single concept such as Push and Pull or coins or numbers (!). 7y cooperating teacher chooses her lessons based on the individual goals of the students and is not re6uired to relate them to grade level state standards per the cooperative. +he does need to relate them to ability level standards which is early childhood for the ma"ority of her classroom. d. 0f group instruction describe the si8e and composition of the group (e.g. special education learners& 9 learners with 0*Ps and :9 general education learners# ;roup instruction did not ta'e place during these lessons so this does not apply. e. 0f your teaching setting allows you to wor' with only one focus learner describe what about the setting prevents you from wor'ing with two learners. Two learners were used so this does not apply. 2. Focus learner(s) information a. 0dentify the two learning targets selected for the learning segment. 0 chose to address the needs of +ocial +ciences at a middle school level for both learners. <ne learner is in -th grade and one is in /th grade. 5oth learners need to learn how to interact in a team or group situation. 5randon loves to wor' with others but struggles to curb his physical impulses. 5ut he en"oys playing around and laughing. Terrence is incredibly warm and affectionate and li'es to engage with others but has issues with personal space and respecting others feelings. 5oth learners can wor' on this during this learning segment as well as the two learning targets identified here. =or the learners 0%m focusing on identifying and understanding currency and its role in the mar'et for buying or selling goods. 5oth students could be capable of residing in an assisted living situation and holding some form of "ob or wor' program. >nowing how to purchase goods how to earn money :

and how to wor' with currency is an important aspect to this. 0 will also be focusing on constructing full sentences when as'ed a direct 6uestion.

b. 2escribe each focus learner%s exceptionality (strengths and challenges# and its potential impact on instruction for the learning targets. 7y first learner Terrence is in /th grade and has no official diagnosis. ?e has speech problems short term memory issues and a cognitive and intellectual delay. ?e also has behavioral problems. ?e loves pu88les and wor'ing with pu88les and 0 have seen him solve pu88les with up to :00 pieces. ?e understands the basic concepts of pu88le solving which 0 find interesting when loo'ing at his challenges. Terrence can recogni8e words but not recall the correct names. =or example if you as' him to choose the word @ednesday from a list of seven days of the wee's he can wal' up to the word and point at it. 0f you as' him what the word says he%ll loo' right at it and say Tuesday. Also Terrence shuts down or refuses to cooperate usually for what appears to be no reason. ?e will pretend that his lips are glued and he refuses to answer or spea'. 0f you suggest that another student will help instead that compels him to participate again. 5randon my second learner is in -th grade and is diagnosed with severe autism. ?e exhibits self!in"urious behavior sometimes external aggressive behavior and <bsessive 1ompulsive 2isorder. 5randon can do math adding up to two digits and subtracting single digits. ?e can spell most words and often feels he must spell words. ?e always wants to give you the answer that he thin's you want from him with little regard for whether the answer is right or wrong. @hen he hears the word no or is threatened with the loss of something he wants or if he ma'es a mista'e that he is worried about correcting he can throw a fit cry out thrash out throw himself on the ground andAor bang his head off of things. Bsually there is a build up to this behavior and it can be deterred before it reaches this point. ?owever there are times that his outbursts happen immediately and with no apparent provocation. c. ,ist the goals and benchmar's in each focus learner%s individual education plan relevant to achieving the learning targets. 5randon%s 0*P goal is: 5randon will name and identify each coins value and add an assortment of coins up to :) cents using touch money with C0D accuracy. ?is benchmar' is: @hen given maximum to moderate assistance 5randon will identify each coins value and count an assortment of coins up to :) cents using touch money with -0D accuracy. 5randon%s second 0*P goal that relates to my learning unit is: 5randon will ma'e progress towards listening and spea'ing effectively to improve his ability to answer 6uestions with an /0D accuracy level as measured by data charting.

Terrence%s 0*P goal that relates to the learning unit is: Terrence will ma'e progress towards demonstrating and applying 'nowledge and a sense of numbers by accurately stating the value of each coin verbally rote counting numbers (!)0 and completing paper with numbers missing and count dimes by (0%s to (00 given : out of 4 opportunities for nine consecutive wee's. ?is benchmar' is: ;iven a group of coins and a sheet of various iconsAsymbols of coins on sheet Terrence will match coins to symbol state the name of the coin and the value of each coin. : out of 4 opportunities. d. =or each focus learner list any special accommodations or modifications in the learning environment instruction or assessment re6uired by the individual education plan and relevant to the learning targets. 5oth focus learners have a significant cognitive delay which re6uires serious modifications to instruction and assessment. 5oth learners are functioning at around a (st to :nd grade level cognitively. The regular curriculum does not align to their grade level standards but instead the cooperating teacher uses >indergarten and ( st grade standards. +he also focuses on life s'ills which is why 0 chose to wor' with currency. Also neither learner is independent and allowed to move freely around the classroom. This restricted my ability to let them explore the board independently. The students need to be monitored at all times when approaching the board and in returning to their seats. +o the modifications to instruction include ad"usting the ob"ectives for grade level delays focusing on life and vocational s'ills and restricting movement around the classroom. e. 2escribe any behavior management plans. 5randon can become self!in"urious and sometimes aggressive towards staff. ?e exhibits this behavior when told no when directed from desired activity or when he%s unable to express himself. 5randon is to be allowed to ta'e cool down wal's to wear a weighted vest or to exercise. Per the 1T%s plan when 5randon pounds on his des' too many times his des' is removed. 5randon also must wear his helmet for (0 minutes if he in"ures his face or head. 5randon doesn%t li'e wearing his helmet or having his des' removed so the threat of either scenario helps to deter inappropriate behavior. 5randon does not have a 5ehavior 7anagement Plan as he is a new student to the classroom this year. The 1ooperating Teacher has not developed one for him at the time of this lesson. Terrence presents with the following behaviors of concern: inappropriate languageAcomments non!complianceArefusal aggressive behaviors such as slapping throwing ob"ects and hitting out at others tal'ing bac' to staff and provocative behaviors such as exposing himself pulling down staff and peers pants and ma'ing inappropriate comments and body movements. ?e displays this throughout the school day and involves all staff wor'ing with him. ?e displays this behavior when he wants attention from adults andAor peers and when he is transitioning from activities. +taff is to frame their 6uestions in terms of EchoicesF and ma'ing the correct choice. Terrence has a reward system in which he earns a thumbs up for five different sections of the school day. =ive thumbs up earned gains him time on the 0pad or big 4

board at end of day. =ive days of five thumbs up in a row earns ice cream for the class. Terrence also has two lin's. 0f he earns five unhappy faces in a single day he loses a lin'. 0f he loses both lin's he loses a thumbs up. ?e earns unhappy faces for disrespecting students or staff not listening to staff getting out of his des' personal space etc. Terrence also earns coins for good behavior that he can use to buy pri8es at end of wee' and he also earns pret8el balls or little snac's for immediate good behavior. These last two are arbitrary and at the discretion of the 1T. f. 0f you are wor'ing with only one focus learner because of learner needs describe why the learner needs one!on!one instruction. 0 am wor'ing with two focus learners so this does not apply. 3. Knowledge of Focus Learner(s) to nform !eaching of the Lesson "egment =or each of the categories listed below (9a.d# describe what you 'now about each focus learner as related to the lesson o#$ecti%es of the learning segment in relation to &'!( learning targets. )hat does the learner *now+ what can the learner do+ and what is s,he learning to doa. Prior learning and experiences including prere6uisite 'nowledge and s'ills related to the lesson ob"ectives. @hen relevant to lesson ob"ectives refer to baseline data obtained prior to the beginning of the learning segment. 5oth learners are wor'ing on basic math s'ills "ust above number identification. 5randon can add up to two digits but only if a line is drawn between the tens and ones. ?e also employs touch math to do the addition. <n occasion 5randon can add one digit numbers in his head when as'ed though not always. Terrence is incapable of adding at this time though his 0*P refers to wor'ing on single digit addition. ?e has never used a number line and he hasn%t been taught to use touch math. Terrence struggles with number identification over ) and cannot name any number over (0. Terrence also has difficulty with memory and with association. +ometimes he is choosing the right word or number but saying the wrong name for it. ?e 'nows the correct answer but cannot always recall the correct name of it. This may have s'ewed the baseline data when 0 probed for number identification. 1ommunication was another focus for both learners which helped me develop my lesson segment. 5oth students are incapable of expressing themselves and using full sentences consistently especially when as'ed a direct 6uestion or when ma'ing a re6uest. 0 wanted to focus on this s'ill by as'ing them leading 6uestions and helping them understand how to express their thoughts or ideas about ob"ects. 2espite their 0*Ps stating that they should be able to add coins 0 performed three one!minute probes to decide on their abilities to identify coins. 5efore 0 could develop a lesson segment 0 needed to see exactly what level they were at. 7y cooperating teacher had warned that Terrence had difficulty with coin identification and she had no idea where 5randon%s level

was at. 0 couldn%t focus on adding coins if they couldn%t identify the correct coins. 2uring my probe 0 held up a coin as'ed what it was they answered and 0 placed the coin down. 0 did not correct them in any way. =or 5randon the first probe he identified (9 coins and only 4 were correct. ?owever he was distracted by the pictures going on on the Promethium 5oard. After 0 turned this off he identified :0 coins for his second probe / of which were correct and :9 coins for his third probe C of which were correct. The third probe was all 6uarters and he changed his answer every time he saw the 6uarter. 0 wonder if he changed because he wasn%t given any feedbac' on whether his choice was right or wrong and he was trying to read my expression to gauge whether he was doing well or not. Terrence did not perform as well on the probes because he was unwilling to wor'. The first probe he identified :0 coins (4 of which were correct. ?e genuinely tried to identify each coin. The second probe he identified :4 coins - of which were correct. ?e answered 6uarter coo'ie or cocoa for every answer. The third probe he answered 6uarter for every coin 0 held up no matter what it was so 0 don%t feel it was an accurate probe. The results tell me that both students need to strengthen their s'ills on identifying the basic coins and understanding the differences between coins in terms of si8e color and what%s on both sides. ?opefully my learning segment will ta'e them bac' to the basics and help them as' the right 6uestions and notice the right things on coins to differentiate one from another. b. +ocial and emotional development (e.g. impulse control ability to interact and express themselves and their feelings in constructive ways ability to engage and persist in individual and collaborative learning social connectedness#. @hen relevant to lesson ob"ectives refer to baseline data obtained prior to the beginning of the learning segment. 5oth learners are labeled as severe and profound. 3either student is able to engage and persist in individual and collaborative learning and both have a very limited social connectedness. 5randon exhibits serious delays in impulse control often lashing out and hurting himself and others "umping up suddenly from his seat thrashing his arms or legs or head. ?e will sometimes run around the classroom unexpectedly or tal' without reason. Terrence also has issues expressing himself clearly expressing his feelings in a constructive way and engaging and persisting in individual and collaborative learning. Terrence can switch personalities very 6uic'ly and often without provocation. The cooperating teacher believes his personality shift stems from a desire to gain attention. c. Personal family community and cultural assets (e.g. each focus learner%s interests and strengths relevant lived experiences family support or resources cultural expectations community resources# 5oth students come from an African American lower class neighborhood. 0 don%t 'now the details about their family support though 0 'now that both have mothers who remain in contact with the teacher and in -

5randon%s case the mother gets him ready every day for school. 5randon%s community is very family oriented however his school district has issues with attendance which leads me to thin' that education is not a priority. 5randon shows a very strong interest in writing and coloring and needs to always have a pencil or crayons on hand. ?e becomes obsessed with writing out words that he sees in his environment. Terrence is very good natured and happy and loves wor'ing with pu88les and on the iPad. d. 0f relevant any other information about the focus learner that will influence your planning (e.g. other needs and strengths in areas such as motor s'ills or languageAcommunication#. @hen relevant to lesson ob"ectives refer to baseline data obtained prior to the learning segment. 3either student exhibits strong communication s'ills. >nowing that they struggle to create full sentences 0 plan to find ways to encourage sentence development or to offer them modifications to the lesson so they are capable of expressing themselves in another way. .. "u//orting Learning Respond to prompts 4a.d below. As needed refer to the instructional materials you have included to support your explanations. $our explanation should address #oth learning targets. Bse /rinci/les from research and theory to su//ort your ex/lanations+ that is why your plans will support learning for the focus learner(s#. 0our ex/lanation should address 12C( focus learner in relation to each learning target. a. *xplain how the following guided your choice of the lesson ob"ectives learning tas's and materials to provide your focus learner(s# with the support needed for access to the curriculum and instruction including any adaptations modifications or accommodations. The focus learner(s#% prior learning and experiences 5oth learners had a very basic understanding of coin identification and 0 feel that perhaps that have missed some early strategies for as'ing 6uestions and noticing differences in coins. 0 used leading 6uestions in my lesson plan in my second activity to model this 'ind of 6uestioning as shown below in Activity 9 (. @rite penny on top of the Promethium 5oard page. :. 5ring out the large coins and let the students loo' at them. 9. Tell the students that sometimes it%s easier to see a coin when its much bigger. 4. As' student leading 6uestions and chart the answers on the board: a. @hat shape is the coinG b. @hat color is the coinG c. @ho is on the front of the coinG d. @hat is on the bac' of the coinG

e. @here is the value of the coin printedG ?ave students point to where it is printed. f. 0s the edge of the coin ridged or smoothG ). ,et students write answers if possible. Though 0%m as'ing the learners the 6uestions 0 will need to prompt the students with the answers and so 0%m showing them the 'inds of 6uestions that need to be as'ed. 5oth students have severe communication problems so this allows them to loo' closely at currency and to hopefully understanding identifying it and eventually apply it to purchasing goods and exchanging it for goods. The focus learner(s#% interests and personalAfamilyAculturalAcommunity assets 0 wanted to play on the interests of both students by including coloring writing and use of technology. 5oth students love to be called on and brought up to the board to draw or write. =or Terrence this involved selecting the price tags the price on the tags and the groups of coins as shown from Activity 4 in lesson ( which 0 do in all three lessons: (. ;o through the four PowerPoint +lides each with pictures of a 6uantity of pennies. :. ?ave students match the number of pennies by using their bag of pennies. 9. 1hec' to ma'e sure students are matching correctly. 4. ;o through the four PP slides of pictures of items with a value. ). ?ave students count out the value in pennies. -. 1hec' to ma'e sure students are matching correctly. C. ;o through four PointPoint +lides with : groups of pennies and as' students to choose which group of pennies is bigger. /. ;o through four PowerPoint +lides with two pictures of items and a price tag 6uantity. As' students to choose which item costs more. 0 firmly believe that technology can play a great role in reaching students. 5randon li'es to color and wor' with writing instruments. 0 included the coin rub in order to reach him on a level he can understand. As seen in Activity :: (. +how the students the pennies glued to the cardboard. :. 7odel ma'ing a rubbing of a penny. 9. ,et students ma'e a rubbing of the penny on their paper using the cardboard. 4. As' students to loo' at their rubbings and the penny. ). As' students leading 6uestions: @hat is the name of the coinG @hat color is itG ?ow much is the coin worthG @hat is the value of the coinG

This lets both learners ta'e an active role in learning and lets them view coins from a different medium. 0 chose to let them color in the color of the coin to help relate to the physical penny. They also could view both sides of the coins. The focus learner(s#% individual education goals and benchmar's. 0f you selected an ob"ective that addresses a support s'ill not reflected in the individual education plan "ustify why it is appropriate for the focus learner(s# at this time. Two of my three ob"ectives relate directly to the student%s 0*Ps. =or 5randon he needs to wor' on coin identification and adding up to :) cents. 5y introducing him to the penny nic'el and dime 0 am exposing him to things li'e value and worth and wor'ing with groups of coins. This can lead to him wor'ing on ma'ing change. 5randon also needs to wor' on communication s'ills by forming full sentences. =or all of my 6uestions 0 can re6uest that he ma'e a full sentence when responding. The third ob"ective that 0 address in my lessons is cooperation in order to develop group effectiveness. 3either student can wor' well in a group due to their disabilities and social and emotional issues. 5y modeling simple instructions and having them follow what 0%m doing they are displaying an ability to cooperate and wor' with me which can translate into wor'ing with others in a group situation. b. 0f there is not at least one instructional target lin'ed to the general education or early childhood curriculum "ustify why that is not appropriate for the focus learner(s# given the learning needs. All instructional targets are lin'ed to the general education curriculum so this does not apply. c. *xplain how the plans for instruction are se6uenced in the learning segment to build connections between each focus learner%s prior learning and experiences and new learning. @ith every lesson in my segment 0 will relate to real word purchases that they can ma'e in order to spar' their interest in learning currency. Then 0 have a video that plays a catchy and interesting song about the coin we%re discussing. 0 follow this up with a series of 6uestions as'ing them to describe the coin before we compare it to the previous lesson%s coin. This way 0%m trying to ma'e connections between what they%ve learned and 'now and what they are learning. 0 end each segment with counting coins and each progressive lesson includes coins that we%ve already learned to strengthen their s'ills. d. *xplain how throughout the learning segment you will help the focus learner(s# to generali8e maintain or self!manage the 'nowledge and s'ills. H

0 focus on generali8ing the information by having them use real coins and compare them to groups of coins on the board. 5oth students struggle with generali8ing 'nowledge. 0%m hoping to give them opportunities to see that pictures of coins and representations on the Promethian 5oard are the same as the actual coins in their hands. 3. 2dditional Language,Communication for 2ccess and Performance Respond to the prompts )a.e below to explain how your plans support each focus learner%s academic or curriculum!related languageAcommunication development. a. Language 4emand5 Language,Communication Function. +elect a languageAcommunication function that the focus learner(s# isAare expected to understand or use across lessons is closely related to one or both learning targets 7y learners are re6uired to choose between two items that contain a price tag and to choose which item costs more. 0n this way they are describing which item has more worth and developing this language concept. b. 1hoose one learning tas* where each focus learner has an opportunity to practice the languageAcommunication function. =or a focus learner with a learning target in literacy mathematics social studies or science this languageAcommunication should be relevant for communication in the appropriate academic discipline. 0n which lesson does the learning tas' occurG (;ive the number of the lesson or day in your lesson plans.# The learning tas' 0 have selected is for the students to compare two prices and to select the price that is bigger. This occurs in every lesson in order to repeat and reinforce this s'ill and tas'. 7y lesson ob"ective is for the students to understand mar'et prices and how consumers help determine the prices of ob"ects. =or my students being able to identify a price tag and to tell the difference in worth is a big step towards achieving this standard. c. ;iven the learning tas' identified describe the following 'ey curriculum! related languageAcommunication demands that each focus learner needs to understand andAor use in order to have access to the curriculum and instruction and to demonstrate learning. Language 4emands5 6oca#ulary and,or "ym#ols5 +po'en written or demonstrated vocabulary andAor symbols The vocabulary is coin worth value penny nic'el and dime. 0 provide representations of these vocabulary words and symbols in order to reinforce how the students are understanding the learning tas'. 'ther Language 4emands5 Additional language demands needed to understand and use the vocabulary to access the learning tas' and (0

demonstrate learning such as syntax or discourse. 0nclude nonverbal communication and augmentative and alternative communication as appropriate. 3o other language demands are needed for the learners to understand or use vocabulary. d. 2escribe each focus learner%s languageAcommunication s'illsAneeds relative to the language demands identified in )a and )c. )hat does the learner *now+ what can the learner do+ and what is s,he learning to do- As relevant address s'illsAneeds in *nglish the primary language (if other than *nglish# and the use of augmentative and alternative communication or other assistive technologies. 5oth learners are severely impaired in their communication s'ills. 3either is capable of creating and verbali8ing full sentences or in reading consistently and without visual representations. =or Terrence he can repeat sentences or when prompted try to develop a full sentence. =or 5randon he struggles to ma'e a full sentence and is limited to things li'e 0 need to go the bathroom 1an 0 have 2ays of the @ee' Paper and ?ello 7s. 1laudia. @hen prompted to created a full sentence he will add one or two words at most. ?owever he does understand numbers and can easily choose between two numbers. 3either student employs any alternative or augmentative communication technologies. e. 2escribe the instructional supports (during andAor prior to the learning tas'# that help the focus learner(s# ac6uire generali8e maintain and successfully use the targeted languageAcommunication identified in prompts )a and )c. 0nclude if needed the use of augmentative or alternative communication. 0 am using many visual representations throughout the lesson as well as technology in order to help the learners ac6uire the language concepts that 0%m teaching. 0 chose to use the Promethium 5oard in order to have them perform their tas' and choose the item that is worth more because 0 'new that this would help them generali8e between the coins on their physical des'top and the coins on the board. 0n my last lesson lesson 9 0 have them ma'e purchases of actual items in order to help them connect between the coins we%re wor'ing with and how they can be used in real word scenarios. 7. 8onitoring "tudent Learning *xplain how the assessments and the daily assessment record for each focus learner will provide evidence of progress toward the lesson ob"ectives 7y assessments focus on immediate feedbac' for the student by having them choose the answer on the 5oard from two choices. This way 0 can correct their choices in front of them and allow them to choose again. 0 am able to see how they are progressing over each lesson until 0 give them the

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two final assessments at the end. 0f they are able to correctly identify the coins then 0 have made progress towards the lesson ob"ectives. =or my social!emotional ob"ective 0 am able to view their coin rubs and to see how well they cooperated in ma'ing the rub with me after 0 modeled the process. 0 can ma'e changes during each following lesson in order to ad"ust what 0%m doing to ma'e sure they are ma'ing ade6uate progress. generali8ation and maintenance or self!directed use of learned s'ills 0 provide the students with real world coins and then have them compare these to representations on the board and that 0 provide. This way they are generali8ing that a physical penny is the same as a picture of the penny and that both can be referred to as one penny and represent one cent. 0 also repeat the same steps for each lesson so they are understanding that coins all share a common trait in that they are used as currency to ma'e purchases. =inally 0 end my lesson segment with the students ma'ing actual purchases with the money 0%ve provided. This allows them to participate in a mar'et economy using money to purchase things they want and to understand that producers set prices for consumers. the conditions under which each focus learner was or was not successful 0 will have physical copies of my assessments based on the instructions 0 gave for the coin rubs and modeling the coin rub. *ach lesson will hopefully develop these s'ills towards the ob"ective. 0f it doesn%t 0 am able to see where my modeling may have failed to encourage their success. 0 will also have the saved copies of my PowerPoints with their answers. 0 can see their choices and hopefully understand how to ad"ust my methods and teaching to help them reach the lessons ob"ectives. =inally 0 will have my final assessment in which they match the worth of the coin to the picture. This will let me 'now how successful 0 was in teaching them about mar'et prices and currency and how 0 can develop future lessons to help them understand.

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