Hargett_08_Math_Lesson

**(Lesson Plan)**


 * Grade:** First Grade


 * Objectives:** Can be found within the math lesson.


 * Instrument used:** Different Ways to Make a Dollar Chart

High Performer



 * Analysis of Data:** I found that 18 out of 26 students severely struggled with this lesson. I realized that I assumed that the students had had some sort of prior experience with money which I realized afterwards, this was not true. I also realized afterwards that I misunderstood the RI GSE's for math. Students do not need to be able to make different combinations that equal up to a dollar, they instead need to make combinations with like coins that equal up to a dollar. I also feel as though the worksheet itself was a little too confusing for the students to understand, and therefore could not focus on the assignment. The low performer is actually not a low performer, he just did not meet the requirement of figuring out four combination. However, I feel as though this is is a fault in my assessment and objectives. The high performer was about to come up with seven correct combinations. I had eleven assessments handed in with completely wrong combinations which told me that they either had no understanding of money or they were confused by the directions. This is a difficult subject to teach because the experience level varies greatly.


 * Reccomendation for future teaching of whole class:** I would spend more time teaching about money and its value and have students do more practice with the addition of coins and their amounts. I think this assessment would be better for an end of a math unit on money assessment. I found that it really was too confusing and overwhelming for the majority of students. I would have students continue to practice with coin manipulatives and model different combinations to the class to help them understand the process. Then I would follow it with some easier guided practice before I gave them this assessment.


 * Reccomendation for future teaching of students sampled:** For the high performing student, I might have him model to me with the manipulatives his different combinations so I could see that he actually understood the relationship between the coin and its value, rather than just adding up the values of the money. For the low performing student, I would again utilize the manipulatives and have him explain to me the process he went through to get one of his answers. I would then guide him through another possible combination with his using the coin manipulatives.