Meghan's+Page

Welcome Parents to the EDT 415 Math Page! My name is Miss O'Hanlon. Here we are learning about money! How to save it, spend it, make change, and compare prices. We have chosen Everyday Math to express to the students how important it is to have concepts about Math that they will use in their daily lives. This is a lesson that will benefit them throughout their life, and they will all be able to carry on into their real world activities. The following lesson is a simple way of assessing whether or not the students have grasped the concept of money. By performing they are able to expand and make connections. [] Here's a fun link to look at in relation to what we are learning!

CENTRAL CONNECTICUT STATE UNIVERSITY 

 Template

 * **Student Teacher :Meghan O’Hanlon ** || **Grade Level: 3 ** || **Date of Lesson: 2/22/11 ** ||

**Content Standards/Relationship to Standards: ** State the appropriate curriculum standard(s) and how this lesson aligns with the standard’s outcomes. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

**Learner Background: ** Discuss prior learning that has occurred that will support the lesson’s learning objective and how this lesson supports subsequent lessons. Students already know how to identify the value of each cent or dollar. With this knowledge they are also able to subtract and add which will give them the capability of making change. What is the intended learning outcome of this lesson? Be sure it is observable and includes clear criteria. //*NOTE – cooperative learning lessons must include a social skill objective in addition to the academic objective // || **Objective(s) for most/all students ** **<span style="color: black; font-family: Times,serif;">Students will be able to practice making change in real life situations. They will also be able to recognize the difference between the coins as well as recognize the value of the coins and dollars. ** || **<span style="color: black; font-family: Times,serif;">Modification/Accommodations of Objective ( IF needed) ** || **<span style="color: black; font-family: Times,serif;">Performance tasks where the students act out real life situations with money and giving change will assess their skills. They will also be working on word problem worksheets based on money. ** || **<span style="color: black; font-family: Times,serif;">Modification/Accommodations of Assessment ( IF needed) ** ||
 * **<span style="color: black; font-family: Times,serif;">Student Learning Objective(s): **
 * **<span style="color: black; font-family: Times,serif; font-size: 11pt;">Assessment: **<span style="color: black; font-family: 'Times','serif'; font-size: 11pt;"> //State the specific strategy(ies) and tool(s) used to collect the data for each SLO. (Examples: essays, projects, quiz, exit slip, worksheet, etc)// || **<span style="color: black; font-family: Times,serif; font-size: 11pt;">Assessment tool(s) for most/ all students **

**<span style="color: black; font-family: Times,serif; font-size: 11pt;">Classroom Learning Environment: **<span style="font-family: 'Times','serif'; font-size: 11pt;"> Cite positive strategy(ies) that will be utilized to support student learning and increase student engagement throughout the lesson **based on your evaluation from previous lessons.** Be sure to include response strategies for off-task behavior and/or conflict. Provide detail for each checked items.


 * || <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Standards of Behavior ||
 * || <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Routines ||
 * <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">x || <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Procedures ||
 * <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">x || <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Group Work ||
 * || <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Transitions ||
 * || <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Other ||
 * <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">x || <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Instructional Arrangement ||

**<span style="color: black; font-family: Times,serif; font-size: 11pt;">Instructional Model/Strategy **<span style="color: black; font-family: 'Times','serif'; font-size: 11pt;">: Explains how you will best facilitate student learning through a specific model of instruction. Be sure to include a rationale for the chosen model(s). You may check more than one.
 * || <span style="font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Direct Instruction ||
 * <span style="font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">x || <span style="font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Cooperative Learning – specific strategy-- performance task ||
 * || <span style="font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Inquiry ||
 * || <span style="font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Concept formation/Concept Development ||
 * || <span style="font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Discussion ||
 * || <span style="font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Other ||

**<span style="color: black; font-family: Times,serif; font-size: 11pt;">Materials for most students would require a worksheet of the word problems, fake money that consists of the coins and singles, five dollar bills, and ten dollar bills. ** || **<span style="color: black; font-family: Times,serif; font-size: 11pt;">Modification/Accommodations of resources ( IF needed) ** ||
 * **<span style="color: black; font-family: Times,serif; font-size: 11pt;">Materials/Resources: **<span style="color: black; font-family: 'Times','serif'; font-size: 11pt;"> //Materials/resources used in each learning activity including modifications for individual students in order to facilitate learning// || **<span style="color: black; font-family: Times,serif; font-size: 11pt;">Materials/Resources for most/all students **

<span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">** Accommodations ~ **// Note specific modifications and accommodations for students with specific needs **based on your evaluation from previous lessons.** // || <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">** Differentiation **// ~ Note specific strategies to be employed during lesson to address differentiated learning needs (ex: styles, modalities, interests, readiness, etc) **based on your evaluation from previous lessons**. // || // Briefly describe how you will initiate the lesson by: // // 1) motivating learners to focus on expectations for learning and **behaviors;** // <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">**// 2) explaining //**// : // <span style="margin-bottom: 0pt; margin-left: 0.05in; margin-right: 0in; margin-top: 0in; text-indent: -0.05in;">// a) **__what__** they will be doing and learning in the lesson; // <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">// b) //__ how __// they will demonstrate learning; and // <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">// c) **__why__** it is important //// . // || <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">In order to motivate the students I would act out a skit. I would walk into the classroom and ask a student how much they pay for lunch. I will show them the money I have and ask them if I had enough. This will engage them for the next step. The students will be making change for one another and developing a concept of money and expenses. This will be explained by telling them that they will be learning through performance, and asking them to work in groups. Students will conduct a similar performance to what I had just done. This will show whether or not they comprehend making change and the value of money. It is important to know this skill for real life situations. ||  ||   || <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 8.1pt; margin-right: 0in; margin-top: 0in; text-indent: -9pt;">// A. //// Describe sequentially how you will: // <span style="color: black; font-family: 'Times New Roman'; font-size: 8pt; margin-bottom: 0pt; margin-left: 0.05in; margin-right: 0in; margin-top: 0in;"> 1) //develop the lesson;// // 2) model and guide practice; // <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0.05in; margin-right: 0in; margin-top: 0in;">// 3) engage students in learning experiences to enable them to meet learning //// outcome(s); // <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0.05in; margin-right: 0in; margin-top: 0in; text-indent: -9pt;"> B // . Identify the instructional grouping you will use in each phase of instruction (whole group, small group, pairs, individuals, etc) // || <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">The lesson will be developed by the students forming groups of two or three. They will each take turns as both the cashier and the grocery shopper. The students after viewing my performance will then act out a scene at a grocery store. They will choose certain groceries that they can afford with the allotted money given. Once they have chosen the groceries they will go up to the cashier and the cashier will make change based on the money given to them and the cost of the groceries. This will allow them to work in a real life situation, and be able to understand the importance of making change and knowing the value of money. Students will remain engaged and informed through the performance. ||  ||   || <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">// Briefly discuss how you will enable learners to __demonstrate__ both their __learning__ and __understanding of the__ //**__ purpose __**** of the learning **//. // // Elements of closure may include questioning, application, analysis, evaluation, and relevancy // || <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">At the end of the lesson students will reconvene with the classroom. I will have given them each the money allotted for groceries. The students will record their findings and report them to the classroom. I will then ask them what the importance of this lesson was and write some of the ideas on the bored. I will also ask them what they might have learned from the lesson. ||  ||   ||
 * ||  || ** Modifications/ **
 * <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">**// Initiation //**
 * **// Lesson Development //**
 * **// Closure //**


 * We're in the Money**


 * Ms. O'Hanlon **


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Mathematical Concepts || Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). || Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). || Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). || Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. ||
 * Working with Others || Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson. || Student was an engaged partner but had trouble listening to others and/or working cooperatively. || Student cooperated with others, but needed prompting to stay on-task. || Student did not work effectively with others. ||
 * Use of Manipulatives || Student always listens and follows directions and only uses manipulatives as instructed. || Student typically listens and follows directions and uses manipulatives as instructed most of the time. || Student sometimes listens and follows directions and uses manipulatives appropriately when reminded. || Student rarely listens and often "plays" with the manipulatives instead of using them as instructed. ||
 * Mathematical Errors || 90-100% of the steps and solutions have no mathematical errors. || Almost all (85-89%) of the steps and solutions have no mathematical errors. || Most (75-84%) of the steps and solutions have no mathematical errors. || More than 75% of the steps and solutions have mathematical errors. ||