Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Tracey Lee Dimsoy

Date: 3/8/2016

PART I: PLANNING
Title of Lesson
Source
Subject Area (s)
Grade Level

Counting Coins
This is an original lesson.
Mathematics
1st Grade

Curriculum Standards

1. MDA.6 Identify a penny, nickel, dime and quarter and write the coin
values using a Symbol.
2. MDA.7 Solve real-world/story problems involving dollar bills using the
$ symbol or involving quarters, dimes, nickels, and pennies using the
symbol.

Description and
Background Information

At the beginning of the lesson, the students will use their boards to
write the different coin values. This will be a game, as well as a check to
ensure that they have that foundation before we can count coins. This
was not the first counting coins lesson. The students were given a
worksheet to determine whether they had understood the materials and
could apply it. However, as the majority of the class did not score within
the desired range I was unable to move on to another topic for further
scaffolding, so I decided to reteach the lesson. I will teach through a
PowerPoint. With the PowerPoint the class and I will review the values
of the penny, nickel, dime, and quarter. We will also review the different
ways in which each type of coin can be written. We will begin with
counting coins of the same value as it is important for the students to
be able to count multiple coins of the same value before that can count
multiple coins of different values. I will then model a strategy to count
coins of different values. At the end of teaching the students how to
count coins of the same value, I will work on an example on the board
and work on an example with the students and their boards. After
teaching the students the strategy to count coins of different values, I
will do a question with them in which they need to use their boards to
work with me to figure out the answer. The students will solve problems
on their own once an example has been shown. The questions will be
shown on the board during the instruction and the students will work

Lesson Objectives

Varying Objectives for

Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

Statement of Purpose

Materials and Resources

independently to get the answers. Students will also get a worksheet to

further work on their skills. The lesson will be wrapped up by ensuring
that the students understand that the concept is important to practice
and should be practiced at home to prepare for their test and for using
money in life.
The objective of this lesson is to review coin values and strategies to
count them when given different amounts. Students will learn to add up
sums of money accurately in order to be assessed and to have that skill
for further life situations involving money. Students will be tested on
identifying and counting coins and 90% of my students will get 80% or
more correct when tested.
For students who do not understand, I will host small group instruction
in the morning to give them more practice and determine what area may
be more difficult for them. I also have a BrainPop video and an activity
on abcya.com that they can practice on while using the IPads. I
Students who have mastered the concept will be able to use their IPads
to play a counting coins game that was downloaded. They will also be
asked to be classroom helpers for people who sit near to them who may
need extra support. I also had more difficult worksheets printed out for
extension.
For students who are learning English there are coin manipulatives, I
will ensure that the information is presented in ways that they can see it
and engage with it. I will also ensure that the any new vocabulary is
introduced prior to teaching and reviewed when brought up.
The purpose of this lesson is to fulfil the mathematics standards in the
mathematics pacing guide. This standard provides the students with a
foundational framework of money as it is an item that students will use
for the rest of their lives. It is important for students to know and
understand how to identify and count money so that they can be
consumers in the world and be knowledgeable when it comes to their
own money transactions.
Teachers materials:
SmartBoard
PowerPoint presentation
Abcya.com for Money Bingo game
Math worksheets for students
Whiteboard and markers
Students materials:
Mini whiteboards, erasers and markers
Pencil, eraser, sharpener
Math journal

Anticipatory Set

At the beginning of the lesson, the students will use their boards to
write the different coin values. This will be a game, as well as a check to
ensure that they have that foundation before we can count coins.

Part II: IMPLEMENTATION

Pre-assessment

This was not the first counting coins lesson. The students were given a
worksheet to determine whether they had understood the materials and
could apply it. However, as the majority of the class did not score within
the desired range I was unable to move on to another topic for further
scaffolding, so I decided to reteach the lesson.

Teacher Modeling or
Demonstration

I will teach through a PowerPoint. With the PowerPoint the class and I
will review the values of the penny, nickel, dime, and quarter. We will
also review the different ways in which each type of coin can be written.
We will begin with counting coins of the same value as it is important
for the students to be able to count multiple coins of the same value
before that can count multiple coins of different values. I will then model
a strategy to count coins of different values.

Guided Practice

At the end of teaching the students how to count coins of the same
value, I will work on an example on the board and work on an example
with the students and their boards. After teaching the students the
strategy to count coins of different values, I will do a question with them
in which they need to use their boards to work with me to figure out the
answer.

Checking for
Understanding

Throughout the lesson, the students will show me their understanding

through writing answers to my questions on their whiteboard. Some of
the questions will be as follows:
What is the value of this coin (penny, nickel, dime, quarter)?
Why should we sort our coins of different values into groups of
similar coins before counting them?

Independent Practice

The students will solve problems on their own once an example has
been shown. The questions will be shown on the board during the
instruction and the students will work independently to get the answers.
Students will also get a worksheet to further work on their skills.

Closure

Assessment
(Give a description and attach
to lesson plan)

Wrap the lesson up by ensuring that the students understand that the
concept is important to practice and should be practiced at home to
prepare for their test and for using money in life.
The students will work on a worksheet in which they will use the
counting strategies taught to count coins and identify the different
coins shown.

Extension Activities
(home and community)

Students can go to the library and do research on the presidents that

are on different coins. They can also ask their parents to take them to a
Coinstar in their community to see how coins are changed.

Technology

The video used will be projected off of the laptop by the overhead
projector onto the Hitachi Smart Board. The computer will also be used
to project the PowerPoint presentation.

Connection Across the

Curriculum

The students will need to read word problems and determine the
important information and thus E.L.A. will be incorporated. In Science
they use inquiry skills which are necessary to solve word money
problems. This teaches the students to deal with money as a consumer
thus connecting to Social Studies.

PART III: REFLECTION

Strengths

The students really seemed to understand more when the lesson was
retaught. There was also a lot of participation and student cooperation.

Weaknesses

I need to ensure that I do not allow behavioral issues get in the way of my
teaching. I also need to work on the amount of time I stay on a topic.

Suggestions for
Improvement

I am continuously working on my time management to ensure that my

students not only can complete everything that is planned, but they learn
within the short time given. I also need to work on smoother transitions
as students become engaged when an activity starts and are slower to
move on to another when already engaged, thus losing time for what
needs to be accomplished.
Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY