Common Lesson Plan

Teacher: Mr. Robel

Grade Level: 2nd
Subject: Math
Common Core/State Standard(s): CCSS.MATH.CONTENT.2.NBT.A.2 - Count within
1000; skip-count by 5s, 10s, and 100s.

Planning

Learning Objective(s): Students will be able to fluently count by 1s, 5s, 10s and 25s
using pennies, nickels, dimes, and quarters to add up to numbers up to 100 cents.
Describe how this lesson is developmentally appropriate:
What skills and content are needed to master the lesson objective(s)? Students
need to be able to count by ones and skip count by fives, tens, and
twenty-fives. They also need to see the relationship between the coins
and their numerical value.
How is this objective relevant to students, their lives, and/or the real world?
Dealing with money and efficiently skip counting are necessary every
day skills that students will need. These can be developed using money
as a means of skip counting.
What types of instructional strategies will you use to deliver the content? I will
use anchor charts, explicit instruction, games, and manipulatives.
How does your lesson reflect educational theories/theorists? My lesson reflects
the theories of Gardner and Multiple intelligences. Students will have
multiple ways to practice their skip counting.
Pre-Assessment
How will you measure students readiness/level of understanding prior to
teaching this lesson? (e.g., KWL chart, SMARTboard responder quiz, whole-class
Q&A with response cards, individual student pre-test, etc.). We will do whole
class Q&As. I will go over the money anchor chart again and make sure I
go through each coin and what we can use to make the same amount of
cents in the coin. Then, I will bring the change out for the students and
give them numbers of cents to make on the board with their money that
they have on the table.
Assessment
How will the students demonstrate that they have attained the goals of the
lesson? I will do more of a formative assessment while playing the I
Have, Who Has game with the students. They will demonstrate that
they have attained the goals of the lesson by performing well in the
game and answering any questions I have about their numbers.
Explain how the assessment aligns to the objective. The assessment
aligns to the objective because the students are doing their skip
counting and learning our money system at the same time.
Include a copy of the lesson assessment.
Provide exemplar student responses/products (model outcome).
Post-Assessment
How will you evaluate the students work/performance? ( e.g., rubric, weighted
responses, checklist). My assessment of my students work will be
formative. If I think that the students can handle moving on to greater

numbers, we will do so the next day.

Report results in qualitative and/or quantitative format.

Key Vocabulary:
List words that you will either introduce or
review which build background/schema
relevant to the content area.
Penny, Nickel, Dime, Quarter, cents,
skip counting, value

Technology needed:
How will you use technology to
engage students in authentic
learning experiences? I will use
the marker board to write down
numbers for the students to
make in cents.
How will you address diverse
learning needs through technology?
I will follow each childs IEP. I
will use a microphone if needed
for students to hear me.
Other required materials:

Lesson Plan

Accommodations:
What accommodations/modifications will you include for specific students during
each phase of the lesson? (remediation and enrichment levels)
I will follow each childs IEP.
Input
Guided Practice
Independent Practice
Assessment

Lesson Opening:
How will you
activate student interest? I first will spill all the coins on the table.
present the learning objective(s) in an engaging and student-friendly way?
I will explain to them up front that we are going to be learning all
about the thing that makes the world go round: MONEY!
make connections to past learning? I will use the anchor chart to
remind students of how much value each coin has and have them
make several values using the coins for me asking about different
ways each student made the same answer.

I Do
You Do We Do

Implementation
Reflect Analyze

convey the importance of the learning objective and make it relevant to

your students lives? I will explain all the things that money is used
for (food, houses, clothes, etc.) and how its important to know
how much money we have so we know what we can buy.
explain to students the sequence of instruction? (preview the activities for
the period) First, we are going to go over our anchor chart to review
how much each coin is worth. Then, we are going to find different
ways that different coins can add up to a number of cents. Finally,
we are going to play a game of I Have, Who Has?
communicate what knowledge or skills students will be expected to
produce by the close of the lesson? By the end of this lesson, the
students will be able to count their money to figure out how much
they have to spend on whatever they want!
Instructional Input
How will you model/explain/demonstrate all knowledge and skills required of
the objective?
Restate the objective Today, we are going to learn to count our
money.
Guided Practice
How will students practice, with your support, all content and skills required
to continue to internalize the objective? (How will students be engaged?)
Students will continue to use their money to make the numbers that
Independent
I write on
Practice
the board and I will keep writing what they are saying
How will you clearly state and model academic and behavioral expectations?
I will explain to the students the rules of the game and have them
group up to play with each other. I will also explain that they need
Lesson Closing
to behave and work hard to learn about their money otherwise they
How will you
Review the skills/content taught in an interactive manner (whole/small
group, individually) I will bring the groups back together and have
them tell me what they have learned today.
Reemphasize and clarify the objective I will explain to the students
again how important money is and how it is important to know
how much you have.
Reassess students mastery of, or progress toward the objective? (if not
already assessed) Formatively assessed.
After you have administered your assessments (formal or informal) for this lesson,
analyze the results.
How did the students perform on this assessment? To what degree did they
achieve mastery toward the lesson objective(s)?
How will you provide opportunities for remediation and extension?
Reflect on your effectiveness as a teacher based on the analysis of students
performance.
List two things you feel you did well to plan, implement, or assess
instruction.
Describe the changes you would make if you were to teach this lesson