Samuel Sykes

Introduction to Distance Education

Project 2: Instructional Design Plan

Title: All about the money.

Grade level/ Target Audience: 2nd grade Math
Purpose: Students will be able to count a set of coins and solve a variety of real world problems
using money including representing money amounts and counting a mixed set of bills and coins.
Instructional Design: ADDIE Model
Analysis: Activating the learner prior knowledge
The learner knows the coin amount of a single coin when shown.
The learner has some knowledge of the $ and ¢ symbol.
Design: The course design will be based on structure and student needs. The learning objectives
are based on the Georgia Standards of Excellence so at the end of each module there will be an
assessment to assess student learning. This generation of learners are familiar with using
laptop/desktops and using technology for different type of assignments. So, instruction will start
with the video of going over the basics of canvas and how to navigate through it. Each module
will have a video explain the assignments and expectations in the module.
Development: Introduction of the Modules.
Show YouTube video explaining what to expect in the modules and how to navigate through
Canvas.
Mini Ice Breaker
Discussion Post for two modules.
For each learning objective there will be a learning activity
Before students start the learning activity, they will watch a brief video
After the video students will go into Nearpod will is embedded into Canvas to complete learning
activities.
Implementation:
Teacher introduces the topic to the students via video
Video presentation about coins and bills
Students will be asked to complete learning activities in Nearpod.
To make students understand the concept of money, teacher will have students to complete small
summative assessment on determining if they have enough money to make a purchase.
Evaluation:
Formative – discussions, quizzes and activities based on learning objectives.
Summative – small assessment on learning objectives.
ISTE Standards for Students
Standard One:
Empowered Learner -Students leverage technology to take an active role in choosing, achieving
and demonstrating competency in their learning goals, informed by the learning sciences.
Standard Two:
Digital Citizen -Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and model in ways that are
safe, legal and ethical.
Standard: MGSE2.MD.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢
symbols appropriately
Objectives: Students will be able to
Determine if they have enough money to purchase an item.
Determine the value of different coin combinations up to $1.00.
Module Design:
Module 0: Orientation 1. Watch video of instructor giving an
overview of the course and how to
navigate through it.
2. Accessing Canvas.
3. Learning how to get to Nearpod
through Canvas.
4. Discussion: Introducing self to
classmates.
Module 1: Coin Value 1. Overview
 Learning Objectives
 Activity Overview – Video

2. Coin Value
 Discussion: Experience
with money
 Learning activity: Match
coin value to correct coin
or bill.
  Learning activity:
Determine the value of the
coins.
3. Coin Value and do I have enough
 Learning activity: Count
the coins and determine if
you have enough to
complete the purchase.
4. Quiz 1
 Do I have enough-
Formative assessment
submit quiz through
Canvas.

Module 2: Enough Money 1. Overview

 Learning Objectives
 Activity Overview – Video

2. Feedback
 Discussion: Feedback about
how the course is going for
you.

3. Enough Money
 Discussion: When you go to
the store do you take the exact
change or extra just in case.
 Learning Activity: Determine
which group of money
matches the scenario.
 Learning Activity: Read each
scenario and determine how
much money you will get back
from $20.

Summative assessment: Read each question

and determine if you have enough money to
make the purchase. Submit assessment
through Canvas.
Assessments:
Formative and summative assessments will be used to assess student learning throughout the
two-week module. Each module will have at least two formative assessments and the summative
module will be presented in the second module. Discussions, learning activities, quizzes will
serve as the formative assessments.
Module 1:
Discussion 1 Introduce yourself: In this discussion, you will introduce yourself to classmates.
You will state your name, favorite food, favorite TV show, and what you like do in your free
time.

Discussion 2 Experience with money: Share about an experience good or bad that you had with
money?

Learning activity 1: In this learning activity, students will draw a line from the coin value to the
correct coin or dollar amount. Students will practice this in Nearpod where there are five similar
slides like this for practice.
Learning activity 2: In this learning activity students will find the amount of the coins that are
displayed on the left side of the chart in Nearpod. There will be five similar slides like this in
Nearpod.
Learning Activity 3: In this learning activity, you will determine if you have enough money to
purchase the item that is displayed on the left of the screen. There will be similar slides like this
in Nearpod to be completed.

Quiz 1:
1) Karen wants to buy three apples. Each apple costs 35 cents. She has 75 cents. How much
more money does Karen need?

2) Jeffrey has $4.00 in his piggy bank. He goes to the store and spends $2.24. How much does
he have left in his piggy bank?

3) Carla wants to buy a toy for $2.95 and a toy for $3.27. She needs to know how much money
she will need before she goes shopping.
4) Mark wants to go to the movies. A ticket costs $7 and a snack pack will cost $4. Mark's
parents told him that they will give him 50 cents for each job he does around the house. How
many jobs will Mark have to do to get all the money that he needs to go to the movies?

5) Lisa buys ice cream every Wednesday, Thursday, and Friday at school. Ice cream costs one
dollar. If she does this for four weeks how much money will she need?

Module 2:
Discussion: In this discussion, you will give feedback about how the course has been, strength
and weakness. In addition to how the course can be improved in the future.
Discussion 2: When you go in the store, do you take the right amount of to make the purchase or
take extra money just in case?

Learning Activity: In this learning activity, students will determine which group of money
matches the cost that is listed in the scenario. There will be similar scenarios like this in
Nearpod.
Learning Activity 2: For each problem., students will imagine that they $20 when they are
making the purchase in each scenario, the student will determine how much money they get
back. Students will turn in quiz in Canvas.

1) 2)
John's Groceries Organic Fruits

Eggs $4.31 Apples $4.11

Milk $4.25 Oranges $2.00
Cheese $4.99 Pears $3.84
Bread $1.89
3) 4)
Sports Store Clothing Store

Baseball $2.43 Shoes $1.06

Baseball Cap $2.87 Shirt $3.33
Knee Pad $3.70 Socks $2.67
Hat $3.67

5) 6)
Malt Shop Restaurant Supplies

Hot Dog $4.15 Spoons $4.27

Burger $3.83 Forks $4.80
Soda $4.50 Plates $4.72
Shake $1.02 Cups $3.36
Napkins $2.76
Summative Assessment
I have 80¢. I would like to buy some carrots for 90¢ and an orange for 80¢. Do I have enough
money?

2. I have $2. I would like to buy some cookies for 80¢ and a banana for 45¢. Do I have
enough money?

3. I have 90¢. I would like to buy some eggs for 65¢ and a banana for 80¢. Do I have
enough money?

4. I have $1.50. I would like to buy some cookies for 80¢ and a banana for 20¢. Do I have
enough money?
5. I have $1. I would like to buy some eggs for 80¢ and a strawberry for 5¢. Do I have
enough money?
6. I have 90¢. I would like to buy some tomatoes for 15¢ and a banana for 55¢. Do I have
enough money?
7. I have $2. I would like to buy some cookies for 75¢ and a strawberry for 5¢. Do I have
enough money?
Interactivity and Collaboration:
Students will participate in discussion post that are available in some of the modules. The
purpose of the discussions is for students to post their ideas about the content that is being taught
and see the issue from someone else perspective. The purpose of the first discussion post is for
students to get to know their classmates and build relationships.

Learner Support:
Students will have the opportunity to interact the instructor. Students may contact the instructor
via email or google voice with any concern that he/she may have about the course. The instructor
will typically get back with the student with a 24-hour time frame.
Feedback will be given to students in a timely fashion. When the instructor gives feedback on
assignments, the instructor will email and post in the course that feedback was given on the
assignment.

Technology:
Nearpod: This will be embedded into the Canvas. Nearpod will contain all information for the
course such as notes, videos, quizzes and activities.
Laptop/Desktop: Students will need a laptop or desktop with reliable internet access to be able
access the course online. It is recommend that students use headphone or earbuds to listen to the
videos that are in the module.
YouTube: Students will go here to listen to the instructor introduce the course and talking about
the expectations of the course. This will be embedded into Canvas.