Name: Joshua Davis Date: Monday February 6-February 10, 2017

Subject: Mathematics Topic: Money, Regrouping addition and subtraction

Grade: 2nd grade Length of Lesson: 40 mins (M, W, F), 80 mins (T, R)

Introduction (Essential Question): How to add and subtract with and without regrouping?

Standard: Number & Operations in Base Ten

Cluster: Use place value understanding and properties to add and subtract

Objective: M.2.NBT.7 Add and subtract within 1000, using concrete models or drawings and
strategies based on place value, properties of operations and/or the relationship between addition
and subtraction, relate the strategy to a written method and understand that in adding or
subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens,
ones and ones and sometimes it is necessary to compose or decompose tens or hundreds.

Specific Objective:

Students should be able to do addition and subtraction with numbers up to the hundreds
placement with and without regrouping.

Introduction (Essential Question): What is the value of a dollar?

Standard: Measurement & Data

Cluster: Work with time and money

Objective: M.2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels and
pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how
many cents do you have?

Specific Objective:

Students should be able to understand that dollars, quarters, dimes, nickels, and pennies each
have a set amount and be able to work out problems using them.

Method(s):

Monday morning students will be given a test to see how much they know about dollars. This test will deal with adding up coins to a
dollar and adding up dollars. Introduce the ice cream activity; explain to students what will be they will be doing. Introduce it to them
by explaining what each color is using the smartboard. Have students on the carpet and explain to them to how the flavors are worth
1, 5, 10, and 25. Work out some problems before sending students and show them how money can be added together.

Tuesday review addition and subtraction with/without regrouping and go over 1 dollar bills using the fake dollars also work with the
coin bags during this part to see what can be bought with them. Bring out the ice activity again and have students work with it again.
The students should have cones that have prices on them, have students work together and

Wednesday review addition and subtraction and give students addition problems using dollar bills and coins. Work on Everyday
Mathematics work books pages 230 and 231 for students to buy items for them to work with. Have students work on the paper and
help those who are having troubles.

Thursday go over the coins for students math test on Friday, make sure students know to count by fives when dealing with quarters,
dimes, and nickels, but only count by ones using pennies. Continue working with prices of items to help students see how not only add
up, but to also see how transactions work.

Friday is a test day.

Materials:

Whiteboards
Markers/Erasers

Smartboard

Coin bags (Students should have these in their desk)\

Everyday Mathematics

Fake dollar bills

Direct Instruction:

Show students how many coins can make a dollar using only coins on Monday after assessment review addition and subtraction
with/without regrouping. On Tuesday have students go over addition and subtraction with and without regrouping, make sure to focus
on having a + or sign in the problem put this into use with your lesson on coin money. Wednesday pass out fake dollar bills to
students and tell them to get out their coin bag, using both have a store in their work book where students buy items with the fake
money. Use one dollar bills and coins for this and m, pg 230 and 249 in the Everyday Mathematics should be a good starting point.
Review addition and subtraction and work with quarter, dimes, nickels, and pennies. On Thursday do addition and subtraction and
then introduce the ten dollar bill. Students will use the other bills equal the amount of the ten dollar bill and then open a special store
where items can be worth up to ten dollars

Guided Practice:

For guided practice have students used their whiteboards to go over addition and subtraction with/without regrouping before you begin
on the money value. The store can be read out by the teacher and the teacher will monitor students as they work with the money. Each
day give more challenging combinations for students to buy. On Wednesday use these pages in the Everyday Mathematic pages 230
and 231 to see if students know how much a dollar can buy, so ask what and how much they can buy for a dollar. Work with coins

Differentiation:

1st tier: If students have a good understanding of how coin make a certain price and how they can be added, then move onto making
dollars along with the cents and/or subtraction of coins.
2nd tier: If students have a grasp on the subject then begin making problems that challenge them to think of how two or more coins can
come together to make a certain price.

3rd tier: If students are having a tough time understanding why money has certain values then they can be in the small group during
computer lab time to work with the teacher on the subject

Lesson Closure:

Ask students the price of one dollar and coin or more than one dollar and coin.

Independent Practice:

Have students count their own dollars and coins at their desk

Assessment:

Math assessment on dollar bills on Monday

Math Test on money value and addition/subtraction with/without regrouping on Friday

Lesson Reflection:

The lesson would have gone better if the there was more to do, the ice cream activity was almost unplanned and I had no idea what to
do other than money. Really I dropped the ball on this lesson plan, I needed more details, more work to do, and half of the stuff I did
end up doing was by pure chance. Honestly terrible in the ninth degree, I have got to change it to reflect what I actually did that week
because it was that bad. This lesson also need to have a refresher a few weeks later.

How I would teach this lesson differently next time.

1. More ideas for how to get students up into the lesson, funny voices for example would be great to use on students.
2. More activities, the ice cream one was great, but having only one can lead you into a wall.

3. Less focus on hard facts and more on making it fun for students. Not just a boring paper, make it good to look at and makes
students want to figure it out.

Teachers Signature:

Narrative

The video clip I chose was one from the reading lesson on Monday morning March 13, 2017. The video is a full fifteen
minutes long and show me teaching students about money and time.

As seen in the clip the students are already sitting down on the carpet while I announce the lesson. Mrs. Guill filmed the lesson
as I went over time and money. The reason I had both time and money was due to the fact that most students needed a refresher on
analog clocks. Starting with the clocks I started with problems that some students had in their worksheet from the week before,
gradually becoming harder and explain how we knew what each was, in the video the smartboard is blurred out so it is hard to see the
clocks. After reviewing time we went into money using the whiteboard on my right (left in the video) using the magnetic money and
the markers.

We started with review their coins and how we can count with them. We continued to add with the money and what sign we
should use for that particular kind of coin. Then I added a dollar to the mix and had students tell me how much I had then. Using the
dollar I went into how adding multiple dollars and how they could be converted into coins that they have learned in the past. Then I
went into how we could add coins to a money amount and how to check it. We also went over more on what signs to use and how to
convert it over into the other sign.

After that we went into how we could buy food with money and how we could get change back. We also went over how we
could find how much you would need to buy a pizza with knowing how to use different coins as an when you dont have another. The
video ends there, the students are doing better with their time and money than the week before, however I did note that my students
were not all that attentive during some parts. Sadly this is the only time I could get a video take going over money again.
Video:

https://www.youtube.com/watch?v=eNDgnuv9UL8

Sources:

Mrs. Guill

Bluefield State College Education Dept.

Secretary of the Treasury Steven T. Mnuchin. (n.d.). Retrieved February 1, 2017, from https://www.treasury.gov/Pages/default.aspx

T. Guill, personal communication, February 1, 2017

West Virginia Department of Education. (n.d.). Retrieved February 1, 2017, from http://wvde.state.wv.us/

Pinterest. (n.d.). Retrieved February 1, 2017, from https://www.pinterest.com/