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Melissa Lin De La Rosa Ortega

April 18, 2018
SPED 703 Section 6
Differentiated Lesson Plan
Counting Coins Lesson Plan
Objective: Students will able to value an assembly of pennies, nickels, dimes, and quarters, to
value up to a dollar. Students can use the same or different coins to come up with the value of a
dollar.
Plan for achieving objection:
The lesson will begin in the meeting area that students will sit to see the writing board where I
will be demonstrated enlarged coin pictures to the students. The coins will be a penny, nickel,
dime, and quarter and one by one we will go over together to say how many cents are in a coin.
After reviewing one coin together, I will paste it on the board and write the number of cents. This
will be done for every coin until we complete all four coins. After we finish this, students will go
back to their desks and fill out part 1 of their worksheets.
Before beginning the next part of the lesson, I will go around the room to check if the students
assigned the right value to the coin. For the students who are struggling (possibly with nickels,
dimes, and quarters), I will give them modified coins with attached lines, so they can practice
counting by five. I will give all the other students unmodified coins for them to leave at their
desk.
Students will then come back to the meeting area and we will read The Penny Pot by Stuart J.
Murphy and have a group discussion about the story. I will mention how important it is to
understand the importance of the value of coins because we exchange money for items everyday.
I will allow some students to give examples of how they might have exchange coins for items
that have bought.
Students will then go back to their seats and complete their part 2 of their worksheets to make
any combination of coins they would like. This could be similar and different coins. I will come
around to check how the students created different combinations to assess which students are
understand the concept and those who are still struggling.
We will then read a poem called Smart by Sheldon Silverstein. We will have a group discussion
to see how much the son started with and how much he ended up with at the end of the poem. We
can discuss the importance of how the more quantity of coins you have does not mean you have
more value in cents.
After finishing the poem, I will go around with a checklist to see which students can work
independently, with groups, or needs to have small group instruction to reteach the lesson with
me.
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For the students working independently, they will analyze the poem, Smart, and write in their
notebooks the value of the son’s coins every time he exchanged with each kid. They can write
why more in quantity does not equal more in value by drawing pictures or giving a short-written
response.
For the students working in groups, they will exchange money (up to $1.00 in coins) for
preprinted items. They can exchange coins for the same or different items and will write in their
math notebook, what items they bought as well as a math sentence that shows how they added up
the value of the coins to equal a dollar.
For students who need individualized instruction, we will be working on counting in fives using
the lines on the coins. Quarters will have five lines, dimes will have two, and nickels will only
have one. The penny will be a good example to show that it has no lines because its equivalent to
one cent. Once the student has understood the concept of counting in fives for the coins, they
will continue practicing writing out the values of coins and combining similar coins and adding
up their values in their notebook.
Lastly, students will then finish the last part 3 of the worksheet so I can fully assess what they
understood and how they worked on their project during the class period.
Materials needed:
Cut Outs of Coins (Enlarged)
Counting Coins for students – some coins will have lines attached to the coin to represent 5, so
those students struggling can count by five
Counting Coins Worksheet
Math Notebooks
Paper cut out models that display the cost amount
Resources used:
Poem: Smart by Sheldon Silverstein
The Penny Pot by Stuart J. Murphy
Assessment piece:
I will be able to understand that the student has processed the lesson when they complete the
three parts of the worksheet. For the first two parts of the worksheet, I will be able to determine
if they can work independently, in groups, or need individualized instruction to reteach the
material. When the class period is over, the final assessment will be determined in the third part,
which will allow me to understand what the student has learned that day.
All students will finish the counting coins worksheet with additional work from their notebooks.
Students that work individually will produce writing material based on the analysis of the poem,
Smart. Students that worked in groups will produce drawing or writing material that will be from
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exchanging items with each other for the amount of coins that they have (up to $1.00 in value).
The students who will be receiving one to one instruction will produce drawing and writing
materials practicing the value of coins and trying to write or draw coins that value up to $1.00.
I will evaluate each student with a checklist, checking off if the student understood the material
first on the worksheet. This will help me determine again if the student needs to be retaught,
whether they understood the material, or need enrichment for the next class. The material that
they work on their notebooks will provide further indication of what level they are in and if the
evaluation on the worksheet was correct.
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The lesson plan covers the Universal Design for instruction through “equitable use,

where the design is useful to all people” (Valle and Connor, 2010, p. 77) because I provide

visuals and audio with numerous resources and materials such as The Penny Pot by Stuart J.

Murphy, the enlarged coins, the baggy of coins that are modified and unmodified. These

materials can peak the student’s interest and those who may be struggling to understand the

important of the value of coins in real life scenarios. Through independent, group, and one to one

instruction, the lesson plan fits the criteria of meeting the needs to a “community of learners, the

instructional environment promotes interaction and communication among students and between

students and faculty” (Valle and Connor, 2010, p. 79). This criterion is provided in the meeting

area, where we have group discussions about The Penny Pot book and the Smart poem. There is

further discussion between students who are working individually and within a group because

they need to either analyze the book or exchange items for coins. The individualized instruction

for students who need to be retaught has one to one instruction with the teacher.

Three types of multiple intelligences are covered from visual-spatial, logical

mathematical, and bodily kinesthetic. The visual-spatial is provided through the enlarged cut out

coins, modified and unmodified counting coins for the student, and the story book The Penny

Pot by Stuart J. Murphy. The worksheets help fit the criteria of logical-mathematical intelligence

by understanding the value of the coins and its equivalent to cents. Lastly, the bodily-kinesthetic

intelligence is shown by allowing students the option to draw or write the value of coins

equivalent to one dollar. There are multiple forms of differentiation from focusing on “multiple

forms of intelligence are evident,” “simple to complex” (Tomlinson, 2005, p. 46), “students

being assessed in multiple ways” (Valle and Connor, 2010, p. 98). From the lesson plan, once the

student has grasp the value of the different coins, they can use simple to complex combinations
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to create the same value. The plan peaks the student’s interest by using real life scenarios through

the story and exchanging coins for items in group work. The Penny Pot, shows how counting

money can be in real life scenarios from children spending cents on having their faces paint to

buying ice cream, which provide visual learning. The checklist provides an assessment to show

the students who are struggling, understanding, or excelling in the content taught. The three-part

worksheet allows for multiple assessments and provided differentiated instructed once they are

assessed. The students in individual groups will work on analyzing the poem, the group students

can work on exchanging items for coins that they have amount to one dollar, students with one to

one instruction will work on counting the values of the oin.

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Name Student A (group work) Date 04/18/18
Counting Coins
Part 1:
Nickel Penny

= _______cents = _______cents

Dime Quarter

= _______cents = _______cents

Dollar ($1.00)

= _______cents

Part 2:
Draw OR Write ANY kind of combination of coins to make $1.00

Part 3:
What did we learn in class today? Today I learned:
How to exchange items for the amount of coins that I have. I had 100 cents or $1.00 and
was able to get one ice cream, 5 candies, two balloons, and one pencil.
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Name Student A (reteach) Date 04/18/18

Counting Coins
Part 1:
Nickel Penny

= _______cents = _______cents

Dime Quarter

= _______cents = _______cents

Dollar ($1.00)

= _______cents

Part 2:
Draw OR Write ANY kind of combination of coins to make $1.00

Part 3:
What did we learn in class today? Today I learned:
dimes have 10 cents because they have two lines of five. I also learned that quarters have
twenty-five cents because they have five lines of five.
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Paper Models to be cut out for Group Work:

50 cents
5 cents
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10 cents 1 cent

Smart by Shel Silverstein

My dad gave me one-dollar bill
'Cause I'm his smartest son,
And I swapped it for two shiny quarters
'Cause two is more than one!

And then I took the quarters

And traded them to Lou
For three dimes -- I guess he didn't know
That three is more than two!

Just then, along came old blind Bates

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And just 'cause he can't see

He gave me four nickels for my three dimes,
And four is more than three!

And then I took the nickels to Hiram Coombs

Down at the seed-feed store,
And the fool gave me five pennies for them,
And five is more than four!
And then I went and showed my dad,
And he got red in the cheeks
And closed his eyes and shook his head –
Too proud of me to speak!

Name___________________________ Date______________________
Counting Coins
Part 1:
Nickel Penny

= _______cents = _______cents

Dime Quarter

= _______cents = _______cents

Dollar ($1.00)
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References
Silverstein, Sheldon. Smart. Retrieved on 15, April 2018 from http://www.qu-i-

x.com/smart.html

Tomlinson, C. A. (2005). How to differentiate instruction in mixed-ability classrooms. Upper

Saddle River, NJ: Pearson.

Valle, J., Connor, D. (2010). Rethinking disability: A disability studies approach to inclusive

practices (1st edition). NY: McGraw Hill.