Seng08_Math+Lesson+Plan

=Math Section=

Money Worksheet



 * Grade**: 1st
 * Content**: Students work with money to problem solve different coin combinations for 45 cents.

Students will:
 * Objectives**:
 * 1) Identify the value of pennies, nickels, and dimes.
 * 2) Recall the counting patterns for the penny, nickel, and dime.
 * 3) Illustrate equivalent amounts using different coin combinations.
 * 4) Compute the sum of all coin values.

The teacher will use the Money Worksheet to assess students' understanding of the value of money, and the different combinations of coins to represent the same value. The students are not given a number or letter grade. The teacher will also observe students while they work.
 * Assessment Criteria and instrument:**

Student Work #1 (Alex): [|IMG_2055.JPG] Student Work #2 (Leah): [|IMG_2057.JPG]
 * A sample of student work:**

Alex is one of the few students who really got the point of this lesson. Most of the student could do the first section of the worksheet, but all but two or three understood what to do for the second section. Once I told Alex what he needed to do, he immediately began to work on it. For the last question, he had put the answer "yes" and showed me his worksheet. I asked him if he was sure, and how much two cupcakes cost together. Then he went back to his seat and began calculating. Minutes later, he came back to me and stated that the answer was "no" and that he would have 38 cents left over (which was correct). My speculations as to why he did so well on this lesson was because his mother is an elementary school math teacher and his father is a math professor (this information was obtain from the cooperating teacher). He has always been a mathematics enthusiast.
 * An analysis of data:**

Leah on the other hand, she did not get this lesson at all. She did not know how to count by 1s, 5s, or 10s. By my observations, she did not do her own work, she copied off people near her, and this was only reinforced when I asked her what she did to get the answers and she did not have a clear explanation. I had my hands full working with one student who did not understand what to do, so I could not be near by Leah at the time to work with her. However, when I did manage to see what she was doing, she did not want any help, and yet she did not know what to do. I can understand why she did not do well on this lesson because I honestly think that this lesson was too difficult for 1st graders. Leah is one of many students who are below standards in math, and the fact that I had something even harder than what she was use too, she gave up.

Focus more on instruction and examples to ensure students know how to solve the problem in the second section. I was not able to do this because I had half the time than my lesson allotted for. Also, make sure when pairing students, do it so that the students will end up with the most work done. With little time, I had to pair students seating next one another and this did not end well because i had pairs of high achieving students, and pairs of low achieving students.
 * Recommendations for future instruction for entire class:**

Alex will mostly do fine when it comes to math. I think he enjoys it most when it's real-world based with manipulative (we used real coins). Leah needs to work more on the basic number operations before moving on to problem solving work. She will benefit more from one-on-one work with an adult.
 * Recommendations for future instruction for the students you sampled:**

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