Lesson Title/#: Coin/Money Bingo Lesson 1 Grade Level: Kindergarten Central Focus

What is the central focus for the content in the learning segment?

Lesson Plan Model1

Learning Central Focus

Students will focus on coin recognition while participating in a learning money bingo game. The purpose of this assignment is to introduce coin identification of U.S. currency to students by comparing coins, noticing similarities and differences, and classifying them correctly. CCSS.MATH.CONTENT.K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. CCSS.MATH.CONTENT.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object

Content Standard
What standard(s) are most relevant to the learning goals?

CCSS.MATH.CONTENT.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1 Student Learning Goal(s)/ Students will be able to compare objects, and classify them accurately while demonstrating coin recognition as Objective(s) they are marking the correct coin during a money bingo game. The specific goal of this lesson is to introduce coin recognition as students identify differences and similarities in coins. Skills/procedures
What are the specific learning goal(s) for student in this lesson? Concepts and reasoning/problem solving/thinking/strategies2 What are the specific learning goal(s) for students in this lesson?

1 The lesson plan template is intended to be used as a formative process prior to a candidates submission of edTPA materials. The template offers an opportunity for candidates to practice documenting their thinking when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. It is intended to prepare candidates to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts 2 The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics rel ated. See candidate edTPA handbooks for the Making Good Choices resource for subject specific components.

Prior Academic Knowledge and Conceptions

What knowledge, skills, and concepts must students already know to be successful with this lesson? What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?

This lesson is a first time introduction to coin identification, so students dont have much, if any, prior knowledge. Any prior knowledge students have is from home. I have prepared a key that have each of the coins labeled, showing both sides of the coin, and the amount provided. The amount is just there as an example and is not the focus of this lesson. The focus is on accurately identifying similarities and differences on all sides of the coins.

Description of what the teacher (you) will be doing and/or what the students will be doing.

Instructional Strategies and Learning Tasks

Launch 5 Minutes
How will you start the lesson to engage and motivate students in learning?

I will first launch the lesson by talking to students about all the different situations where counting and identifying money is necessary. Ill talk about buying lunch when they are older, and groceries at the store. I will ask them to think of places where it might be helpful for them to know how to count money to show them how this is beneficial to their interests and life.

Instruction 10 Minutes
What will you do to engage students in developing understanding of the lesson objective(s)? How will you link the new content (skills and concepts) to students prior academic learning and their personal/cultural and community assets?

I will then show them sets of each of the coins. Pointing out similarities and differences in color, size, texture, and weight. Students will have a bucket of fake coins that they can manipulate with and find the matching coin as Im pointing out these differences. Students will then be allowed to pass around two real coins of each kind as I go through each coin. This will help students immerse students in recognizing differences and similarities in each coin in ways that will help them to identify coins when you are just given a picture on a piece of paper. In my launch to the activity I mentioned how students can use coin identification to help them count money. We talked about places they go that they might need money to purchase something like lunch, or to or go somewhere like the movie theatre. Students will have had multiple manipulatives to help them understand coin identification concepts and will have a key made where a piece of paper is sectioned into four different squares. Each square will contain a heads and tails side actual coin glued on the paper with it labeled and the amount it is worth. This is mainly to introduce that each coin has a worth, to help students with the next lesson I will be doing with them. After showering them the key I have made I will pass out differentiated bingo sheets to each student. Students will be

What will you say and do? What questions will you ask? How will you engage students to help them understand the concepts? What will students do? How will you determine if students are meeting the intended learning objectives?

given crayons to color in the bingo squares. This is so you have proof of assessment to reference back to after the lesson. To help them understand the concepts. When I say that I have pulled a dime, identify that on your sheet, I will also say a catchy phrase that describes the coin to help prompt them for the second lesson too. Ex: Teeny, tiny, ten cent dime.

Structured Practice and Application 20 Minutes

How will you give students the opportunity to practice so you can provide feedback? How will students apply what they have learned? How will you determine if students are meeting the intended learning objectives?

To start, I will model a quick game of bingo that we all play together on one bingo sheet. I will pull a card with a coin on it and ask someone from the group to raise their hand if they see that coin on the bingo sheet. This will take about 5 minutes and will be done in small groups, as this lesson is being done during centers where students rotate groups and participate in various activities. Students will become familiar with the flow of the game during this time as you model how to find the coin on the bingo sheet. This will help prompt any questions that may arise you can provide feedback on how to accurately identify the coin and play bingo. Students will then apply what they have learned as they play independently. Students will first point to the coin on their bingo sheet that they think matches the bingo card picked, and I will check it before they are instructed to color it in. This gives you a chance to assess students at all times during the activity through direct observation. Then you can assist and accommodate students individually as needed so that they are meeting all their learning objectives of the activity.

Closure

For the closure, hopefully someone will have a bingo and we can have that students accurately model how to identify all of

Minutes

How will you end the lesson?

the coins he covered on his or her bingo sheet. If there is not a bingo, you ask students to count their colored in coins and whoever has the most will read off the coins on their bingo sheet. This once again reinforces the objectives of the activity and will give you one last observational assessment of some of the students.

Differentiation/ Whole Class: Planned This will not be done as a whole class activity. The time I am there I help during center time, where students rotate Support activities in pre-assigned groups.
How will you provide students access to learning based on individual and group needs? How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?

Groups of students with similar needs: For students who have similar needs, I will have a key with each coin labeled and a poem for students to read to accompany the key. These are short little descriptive poems that will help students remember the features of the coin as well as the name and amount it is worth.

Individual students: The plans I have to support the individual students needs are the same as for the grouping of students with similar needs. I will have a key to reference as well as having students parrot back a cute little poem that describes each coin. Students with IEPs or 504 plans: There are no students on IEPs or 504 plans.

Student Interactions
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?

For this activity students will be participating in a bingo game in small groups. This was exactly by choice because this is their centers time that I am in the classroom. It will work out to have small, more manageable groups when introducing coin recognition concepts.

Theoretical Principles and/or Research Based Best Practices

Why are the learning tasks for this lesson appropriate for your students?

These learning tasks are appropriate for students because knowing how to identify and count money is something that every person will need to do at some point in their life. I turned the lesson into a fun game that make it engaging and attention grabbing for students at a young age.

Materials
What materials does the teacher need for this lesson? What materials do the students need for this lesson?

Copies of the bingo sheets Bingo coin cards A coin key A copy of the coin poem Crayons Pencils

Academic Language Demand(s):

What language function do you want students to develop in this lesson? What must students understand in order to be intellectually engaged in the lesson? What content specific terms (vocabulary) do students need to support learning of the learning objective for this lesson

I want students to be able to verbally identify all four main U.S. coins

What specific way(s) will students need to use language (reading, writing, listening and/or

Penny Nickel Dime Quarter Heads Tails To demonstrate their learning for this lesson, students will have to verbally identify coins that are drawn on cards and may match their bingo squares on their playing sheet.

speaking) to participate in learning tasks and demonstrate their learning for this lesson? What are your students abilities with regard to the oral and written language associated with this lesson? How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning objectives of the lesson?

Students are not yet able to write these words but are able to speak them verbally. We are working verbal coin identification and introducing students to recognize these written terms. Students will have a key that has four sections, one for each coin, with two coins glued on so students are able to see both sides of the coins. Students will also have short and catchy poems to read that help them to remember descriptions of each coin. These will both help students remember content related vocabulary.

Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson plan.

Assessments:

Type of assessment (Informal or Formal) Informal

Description of assessment (formative or summative) Formative

Modifications to the assessment so that all students could demonstrate their learning. While in their small groups, students will be required to point to the correct coin on their bingo sheet and have it approved before they can color it in. Students have a key that labels all the coins for them to reference. All students are yet to fully recognize the written word for each coin, so this introduces literacy concepts to related vocabulary. Students have a key that labels all the coins for them to reference. All students are yet to fully recognize the written word for each coin, so this

Formal

Formative

Evaluation Criteria - What evidence of student learning (related to the learning objectives and central focus) does the assessment provide? This will give me an idea of who is catching on to coin identification concepts as well as who is not. As I look at all the students sheets, I will also notice who has not identified a coin that may be on their sheet. Students will color in the coins that are called after being drawn from a paper bag on their bingo sheet. This is the assessment proof that can be referenced again after the lesson. Students will read off their card, stating each coin when they have a bingo to be sure once again that they have only colored in the accurate coins. If time is up and no one has a

Informal

Summative

introduces literacy concepts to related vocabulary.

bingo yet, I will have students count their marked coins and whoever has the most marked will be considered the bingo winner and be asked to name all the marked coins on their bingo sheet.

Document adapted for original design by Deborah Layzell, Illinois State University