Lesson/Observation #1

Subject/Grade level: 2nd Grade, Math

Unit topic (if applicable): Unit 2: Number Relationships
Lesson goals: The goal of this lesson is to help students comprehend what each coin (penny, nickel,
dime, and a quarter) is worth. They must also understand how to add each coin together to create
$1.00.
Lesson title or topic: Coin Value
Estimated length of lesson: 50 Minutes

TEKS Standards: 2.5A The student is expected to determine the value of a collection of coins up to
one dollar.

Learning Objective(s): I will determine the value of a collection of coins up to one dollar.

Academic Language:

 Total  Pennies
 Add  Nickels
 Basic Facts  Dimes
 Equals  Quarters
 Subtract  Cents
 Amount Value  Cent Symbol
 Collection  Decimal Point
 Dollar

Grouping:

Whole Group: This will be given in the beginning of the lesson.

Small Group: 7 Small groups will be during Stations. The students will be placed with their partners
(one group will have 3 students). These partners are chosen based off their academic level and the
student’s levels are mixed together. The groups are set so that everyone can benefit from each other.
Because this is a Blended Classroom, it’s important to keep in mind that not all stations may be
completed by this day. The groups are designed so that the students can complete stations at their own
time to ensure full understanding. However, there is a high possibility the stations may all be completed
within their given time.

Individual: Students will take an Exit Ticket Assessment.

Materials:

 Coins Anchor Chart  Coin Puzzle Pieces

 Dry Eraser Markers (15)  Puppy Puzzle Pieces
 Jar of Plastic Coins for the class to  Pencil
share  Exit Tickets
 Dice  Plastic Bags
 Coin Bingo Mats  Folders
 Bingo Cover Tiles
Lesson/Observation #1

List everything you will need to do the lesson, including materials for students to complete the activities,
written materials and handouts, resource books for students, videotapes, etc.

Resources: I used my teachers coins, dice, and cover tiles. The students will have their own materials,
as well (pencils and markers). I found my stations on Pinterest and Teachers Pay Teachers for free
(Yay)!

Cite the source of information used to plan the lesson (e.g., other teachers, textbook, teacher’s guide,
journals, teachers’ web sites, etc.). List all specific technology tools needed, including any preparatio n,
development, or checkout procedures needed. For each resource, present the rationale for why each is
vital to support learning (e.g., why this resource for these TEKS in this way?)

Connections to Other Disciplines: This subject will be connected to real world activities concerning
money. Students must learn to identify coins and their worth. Once they have this skill, they will be
ready for the responsibility of their own money in their future. This lesson will help them identify their
coins and their worth. It will also fall into Social Studies 2.18 A,B,E.

Gradual Release of Responsibility: This lesson will be gradually released from the teacher to the
students, beginning with the teacher modeling an anchor chart to the students to show their
understanding of identifying coins and their worth. After the teacher introduces/model’s their stations,
the students will be released to perform their stations as a class. Once they’ve completed stations, they
will each show their understanding in their exit tickets. Manipulatives may be used, as needed.

Instructional Procedures

 Introduction: (5 Minutes) The teacher will introduce a Coin anchor chart for the students to go
over as a whole class discussion. The discussion will begin with “who can tell me what this coin
is? How much is it worth?” The students will be notified that this anchor chart may be used as a
reference for their stations.
 Teacher Modeling: The teacher will introduce the stations and model how each station will be
done. After each station, the teacher will ask if there are any questions and if everyone
understands.
 Body of the Lesson: (40 Minutes) The students will be placed in their correct groups, and
begin their stations that are in their folders. The stations may be done in any order that they
desire. Due to limited time, each station may only be done one time each.

Station 1: Race to $1.00 – The students will create a chart for Quarters, Dimes, Nickels and
Pennies on their desks with their dry eraser marker (each student). One student will roll a die.
Whatever number they roll is the number of pennies they grab. After each roll, the student is to
check if they can switch out any of their coins for other coins. Once the student is done, they
will let the other student know how much cents they have thus far. Then, it will be the next
student’s turn. Each student will take turns until one student reaches $1.00.

Station 2: Coin Bingo: The students will each pull out their Bingo Mat for this game. They will
take turns rolling a die so that each student has a fair share in this activity. The students will roll
a die and cover their directed coin for that roll. The students will play until one student reaches
5 covers in a row. To know what to cover for each roll, the students will follow the key chart on
their Bingo mat. They must complete this as pairs.
Lesson/Observation #1

Station 3: Coins Puzzle: The students will pull out their puzzle pieces from their baggy. They
will sort out each puzzle to match sets of coins with given amounts.

Station 4: Puppy Puzzle: The students will pull out their Puppy Puzzle pieces from their baggy.
They will organize each puzzle to complete 10 puppies. Each puppy will have three pieces to
their puzzle. They must complete this as pairs.

 Guided Practice: The students will have some guided practice prior to their lesson, being that
they have been working on this unit for 1 week by then. With mini lessons and a lot of
modeling, the students will have guided practice with their stations. When they begin this
lesson, their previous guided practice will help them perform as a class. They will be gradually
released this way. The students will also have guided practice with their partners in their
stations by each student taking turns to lead and explain – there’s plenty of chances for each
child to lead in these stations.
 Independent Practice: The students will have a chance to do their independent practice
through their exit tickets – they will identify what each coin is and it’s worth. Their bonus (for the
students who complete it too fast) will be adding how much coins are in their given photo.
Students Must complete their tickets to show their understanding to plan if further instruction is
needed.
 Conclusion: Once the timer has gone off to end the stations, the students will be asked to put
everything back into their folder. The teacher will ask the students if they had any questions
regarding their stations. They will then take out their pencils to complete their given Exit
Tickets. They will be told to complete their exit tickets on their own the best that they can.

Assessment: The students will be assessed informally during their stations. The teacher will walk
around and observe the students. If the students are struggling in their stations, the teacher will stop
them to provide further guidance, and then release them to try again.

The students will also be formally assessed by producing their own independent answers within their
Exit Tickets. These tickets will let the teacher know what was understood and what areas the students
need more work on. The teacher will then decide who needs more instructions and small group practice
for the next day and explain to those students the correct answers on their Exit Tickets.

Accommodations/Modifications/Enrichment: If students are at a higher level than the class and their
Exit Ticket is just too easy for them, their Bonus on their Exit Ticket should give them the correct
challenge that they need. For the children who need more manipulatives, they will be given access to
all the manipulatives they may need (plastic coins, base ten blocks). If students are struggling to recall
what a coin is worth, they will have access to an anchor chart to help guide them through the stations.
The anchor chart will accommodate their needs to complete work, independently.