Instructional Software

Lesson Idea Name: Brain Pop with Money

Content Area: Math
Grade Level(s): 2nd 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:

Global Collaborator: Contribute constructively to project teams, assuming various roles and responsibilities to work
effectively toward a common goal

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): (Select the one best level)
☒ Level 1: Awareness ☒ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Multiple means of representation: The students will use verbal
explanations, the safari, and the ticket out the door to show their learning. Multiple means of
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 Instructional Software
expression: The students will be able to display their organization of matter via a worksheet or written
on a sheet of paper. Multiple means of engagement: The students will be engaged through the concept
map as well as class and partner discussion,
.

Lesson idea implementation:

Teacher will begin the lesson by having the students on the carpet at the front of the room. The teacher will introduce money by
reminding the students of the pre-assessment and then have dialogue with the students when completing the KWL chart. Students
will state what they already know and what they wish to know. TW show the Brain Pop video. TW discuss the value of each coin and
the symbols associated with money .TW demonstrate to students counting using the manipulatives and count together. TW divide
students into small groups, where they will work as partners to determine the amount of money in their bags. SW ask questions
where misconceptions are. TW send students to desk to complete “Ticket to the Carpet” task sheet for independent thinking. SW
gather on carpet for closure of the KWL chart to discuss what was learned.
Reflective Practice:
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.
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.

Spring 2018_SJB