Instructional Software

Lesson Idea Name: Brain Pop Math Money Lesson

Content Area: Math
Grade Level(s): Second grade

Content Standard Addressed:

MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢
symbols appropriately.

(Prior knowledge: MGSE2.NBT.5 Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction.)

Technology Standard Addressed:

3 – Knowledge Constructor

Selected Technology Tool:

URL(s) to support the lesson (if applicable):

https://www.youtube.com/watch?v=d0nbnoagh10

(Math's Money Learn Dollar and cents kids Learning Video Animation. (2015, May 07). Retrieved from
https://www.youtube.com/watch?v=d0nbnoagh10)

Type of Instructional Software:

☒ Drill and Practice ☒ Tutorial ☒ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☒ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☒ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☐ Multiple languages
☐ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☒ Level 1: Awareness ☒ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Spring 2018_SJB
 Instructional Software
 The students will be collecting data from the BrainPop videos and website. The students will
record their findings by a bullet point list, a graphic organizer, or drawings. Multiple
Meanings of Action and Expression: Students show learning by completing a graphic
organizer, a PowerPoint or acting out the water cycle. Multiple Meaning of Engagement: I will
incorporate student choice by allowing them free exploration of the multiple resources
provided by the BrainPop website.
 I will support my students who struggle with math by differentiating the content through the use of
leveled small groups depending on the results of the pre-assessment.
 I will support my students who need repeated direction by making a clear representation and
demonstrate what needs is expected from them during this activity.
 The video presented to the students will be in form of a song and be visual arts because there are
symbols in the video that describe the different coins being discussed.

Lesson idea implementation: .

Pre-assessment task sheet (involves students to access prior knowledge and analyze word and number
problems)
KWL Chart (involves students, speaking, listening, and understanding as they analyze and access prior
knowledge as well as to prepare for new knowledge)
Money Brain POP (helps to review information the students already may know in an interactive and engaging
way through animation)
Guided practice (I will use modeling to demonstrate what the students will be doing in their small groups:
work with their partner to determine the amount of money that is in their bag as well as solve two word
problems using the provided manipulatives to assist them in solving)
Small groups: organizing various money amounts depending on their level from the pre-assessment from the
given bags (engages the students in communication with one another as I look for academic language being
used and interaction)
Post-assessment ticket-to-the carpet task sheet (assess knowledge gathered from the lesson)
Technology if finished early: math playground money game (interactive way using technology to help review
what was assessed in the knowledge)
For the students have a strong understanding of counting money using word problems, I will give them the
opportunity to work with the value of quarters. They can use the money manipulatives as well as the base ten
blocks to help them consider how to make the value the same to that of the quarter.
To wrap up the lesson, I will go over the KWL chart the students again. I will discuss what they wanted to
learn, and make sure this was covered during the lesson. I will also ask them what they learned to fill in the
“Learned” portion of the chart.

Reflective Practice:
I feel that these activities would have a positive impact of student learning because I use real world application
for a relevant concept. By having students complete the KWL chart, they are able to take an everyday concept
and discuss as a whole group. Also, the activity positively impacts their learning because I incorporate student
choice. According to research, students are more likely to succeed when choice is incorporated because they
are able to take ownership of their learning. To improve the lesson, I would include more means of expression
such as Prezi or a song talking about money.

Spring 2018_SJB