Ilagan, Kathy

Teaching An Old Horse New Tricks

For days, I thought about what I wanted to do my lesson plan on and came up with nothing.

A co-worker suggested the theme of using Dr. Suez's "Green Eggs and Ham" to do my spreadsheet lesson plan on. This particular topic did not have such a great review in class (constructive criticism isn't bad) so I was back to square one again. What can I do to get the children all excited during a presentation? I stopped by the school library and took a look around only to find out that the soft ware called "Math Blasters" sitting on the shelf all dusty from not being used. These soft wares were still usable in the old computers in the library. After viewing one, I decided to go with the topic of counting money using a spreadsheet. From these software I found that the students will be able explore real world issues and solve authentic problems using digital tools and resources¹. So my adventure begins.

The Assure Model² is a new concept for me. I am from the old school and a skeleton lesson plan is all that I am used to. Using this particular Model gave me a new perspective on how to really and truly plan and evaluate. The incorporation of using technology in my teaching is also new, (being computer illiterate). I also had to find sources on the web to enhance both my students and me. While planning out my lesson plan, I found many sources on the web that would help my students, not only in math but also in other subject areas. To prove that some were beneficial, I downloaded a few and my 3 year old grandson and I played while we both learned together. One site that we found was “www. coolmath.com.” Trying to tie in the Assure Model and teaching math with Direct Instruction³ (all scripted and no lesson plan needed) was very challenging.

Learning and applying the technological aspect in teaching plus using the Assure Model has made me realized that new techniques can become helpful tools in education, I strongly belief that I will be able to adjust and change my ways of teaching, thanks to the Assure Method and Technology.

I enjoyed the stress and the challenge in preparing this lesson plan. I cannot say that I did not like anything about it, except that the technological portion of this lesson plan, in reality may not become a reality soon due to the New Reading and Math Programs initiated within the school system and the lack of a computer room for the children to do explorations.

I can honestly say that even in my "senioritis " years there is a need for me to continue learning and exploring, with the need to apply new techniques in this ever technological era.

Reference:

The ISTE: National Educational Technology Standards and Performance Indicators for Teachers. (2008). Retrieved
February 15, 2008. Web site:http://www.iste.org/AM/Template.cfm?Section=NETS

http://www.coolmath-games.com/lemonade/index.html


SRA: Connecting Math Concepts. A Direct Instruction Program. McGraw-Hill 2003.

Lesson Plan

Kathy Ilagan

Lesson Plan

Learning To Count With Coins

"Common Cents"

I. Analyze Learners

General Characteristics:

The general characteristics of the students are 2nd graders between the ages of 8-9 years. There are a total of 18 children, in which there are 8 CHamorros, 2 Filipinos, 2 Asians, and 6 for the FSM.

Mental, Social and Physical notes:

Three students are functioning at First grade level while all the other students are at grade level for both reading and math.

Prior knowledge and Learning Attitudes:

The children know what a penny, nickle, dime and quarter is. They know the value of each coin. Majority of the students are able to identify that the "x" amount of coins equal the "x" amount of cents.

Learners Attitudes and Learners Style:

The children are composed of 40% auditory learners, 38% visual learners and 27% kinesthetic learners.

All the children enjoy math using different types of manipulative. All students enjoy using the computers located in the Library. Only 4 students have computers that are accessible to them at home.

II. State Objectives:

The students will be able to:

1. Use addition and subtraction techniques to count using coins

2. Recognize the value of numbers

3. Collect the number of each coins separately

4. Incorporate instructional technology into the learning process of counting coins by recording the data on a digital spreadsheet.

5. Enhance their communication skills by discussing the outcome.


III. Selected Methods, Media and Material:

Materials to be used:

1. small bags of various coins for each student

2. sample spreadsheet (one for each student)

3. brown, red, blue and yellow crayons

4. computers with access to a digital spreadsheet


VI. Utilize Media and Materials:

The lesson will take place in the library where the computers are accessible and time traveling will not waste the instructional time.

1. Each student will be given a graph paper to individually graph the amount of the different types of coins that they have and compare it with the others.

2. The children will be placed in 4 groups each consisting of 4-5 members.


3. I will give each student a small bag of money. The children will be instructed to separate the coins according to their value emphasizing that they are not to mix theirs with other group members until they are told to do so.

4. After the children have separated their coins, I will instruct them to count their coins and graph their findings on their graph paper using different colors . Brown for their pennies, red for the nickel, blue for dime, and yellow for the quarters.

5. After this has been done, I will instruct the children to go to their assigned computer stations, where they will type in their name and individually log in their numbers of coins per category on the digital spreadsheet that has already been opened for them. They will then use the total sum symbol (which has been introduced in a previous lesson) to tabulate their individual sums. The group leader will then tabulate the total sum vertically.


V. Required Learner's Response:

The children will then be given equal opportunities to discuss ways in which the amount of money they have can be evenly divided among the group members.

Questions:

1. What would you do with your money? (save it or spend it)

2. Why did you chose to spend/save?

3. What did you learn from inputting your data in the digital spreadsheet?

4. How would you divide the money equally among you group members?

VI. Evaluate Learners

A small store with actual school supplies will be set up in the library. Here the children will be allowed to buys supplies with the money they have. I will be the designated cashier. The students must buy at least two items. They will count the amount of money they give to me orally. (For those who are functioning below level, there will be a coin matching picture to help them tabulate and try to orally count out their money)

There will be a three sentence reflection paper about what they liked or disliked about the lesson.

Additional Challenges

Students could create an additional set of coins equal to the value of the amount listed in each column (showing a different way to make that amount).

The children will also be allowed to go into the following web site to enhance their learning experiences of money.

http://www.coolmath-games.com/lemonade/index.html

Senioritis

http://guest.portaportal.com/teacherc

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