Cscope Lesson Plan Template s1

First Grade Math Lesson Plan

Week 18

1/5/2015 thru 1/9/2015

First Grade / Math
Performance Indicator / Concept / Key Understandings
Students will identify the values of and count a group of pennies, nickels, and dimes. / Money / What are the values of a penny, a nickel, and a dime? How can you count a group of pennies, nickels, and dimes?
TEKS: 1.1A,C,E; 1.4A,B,C
Getting Ready for Instruction
Alignment of Resources:
Textbook Pages/Resources / Name of Resource / Name of Resource
Monday: No School / No School / No School
Tuesday: Lesson 9.1
Pennies, Nickels, and Dimes
Doubles+1 Math Facts / Go Math Teacher’s Edition
Unit 2, Module 9 pg 321A / Go Math Student Edition (9.1)
RtI Tier 1 Lesson
Enrich
Grab-and-Go Centers Kits
Math on the Spot Video
Soar to Success Math
Wednesday: Lesson 9.1 (Cont’d)
Pennies, Nickels, and Dimes
Doubles+1 Math Facts / Go Math Teacher’s Edition
Unit 2, Module 9 pg 321A / Student Edition (9.1)
RtI Tier 1 Lesson
Enrich
Grab-and-Go Centers
Math on the Spot Video (Online)
Soar to Success Math
Thursday: Lesson 9.2
Count Collections of Coins
Doubles+1 Math Facts / Go Math Teacher’s Edition
Unit 2, Module 9 pg 327A / Student Edition (9.2)
RtI Tier 1 Lesson
Enrich
Grab-and-Go Centers
Math on the Spot Video (Online)
Soar to Success Math
Friday: Lesson 9.2 (Cont’d)
Count Collections of Coins
Doubles+1 Math Facts Quiz / Go Math Teacher’s Edition
Unit 2, Module 9 pg 327A / Student Edition (9.2)
RtI Tier 1 Lesson
Enrich
Grab-and-Go Centers
Math on the Spot Video (Online)
Soar to Success Math
Homework Options:

1. Doubles+1 Math Fact Practice Sheets (20 problems in 1 minute)

2. Lesson 9.1: On page 325, complete problems 1 and 2 together, send the rest of front and back home for Homework.

CSCOPE LESSON Alternative Activity
Instructional Procedures / Notes for Teacher /
ENGAGE
Monday: No School
Tuesday/Wednesday: Invites students to tell you what they know about coins. Where have you seen coins before? What are the names of some coins? You may wish to model the stated problem on the Digital Lesson with coins.
Thursday/Friday: Invite students to tell you what they know about how to find the value of coins. What is the value of a nickel? What is the value of a dime?
Doubles+1 Math Facts Quiz *DG / Use the Digital Lesson by accessing the Student e-Edition.
Materials:
MathBoard, coins (pennies, nickels, dimes), real coins
Vocabulary:
Penny
Nickel
Dime
Cent ¢
EXPLORE
Monday: No School
Tuesday/Wednesday: Read a problem aloud to the class. Students draw to show how they trade coins. Why does Jerry get 1 nickel for 5 pennies? How many pennies have the same value as a dime? Explain. Which coin has a greater value, a dime or a nickel? If you had a bag of pennies and a bag of dimes with the same number of coins in each bag, which do you think would have more value? Why?
Thursday/Friday: Read a problem aloud. Have students draw to show how Juan might use only pennies, only nickels, or only dimes to show 20 cents. Discuss the different solutions.
Doubles+1 Math Facts Quiz *DG / Use Math Talk to focus on students’ understanding of how the values of coins relate to each other.
EXPLAIN
Monday: No School
Tuesday/Wednesday: Work through the model with students. Have them write the value of each kind of coin. As you work through the exercises, make sure students understand they are counting to find the total value of the coins in the groups not the total number of coins. The last number they say when they skip count is the total value of the groups. Also, make sure that they remember to write the cent symbol when they write the total value of the coins. How do you find the total value of a group of coins? Why do you count a group of nickels by fives? Explain how to find the total value of a group of 3 dimes.
Thursday/Friday: Work through the model, showing how to count the coins by tens, then by fives, and then by ones. Have students count again and write the numbers as they count each coin. How are the coins arranged? Show students that counting money is more orderly when you start with the coins of greater value. Will a collection with a greater number of coins always shave a greater total value? Can two different collections of coins have the same total value? Why or why not?
Doubles+1 Math Facts Quiz *DG / Have the children complete the exercises on the MathBoard.
Use the checked exercises for a Quick Check to assess for Differentiated Instruction.
Remind students to identify the coin being used and recall its value.
ELABORATE
Monday: No School
Tuesday/Wednesday: If students answered the checked exercises correctly, assign the exercises on page 323.
Thursday/Friday: If students answered the checked exercises correctly, assign the exercises on page 329. For these exercises, students write only the total value of each group. Students can use their MathBoards to continue to write values as they count if they need to.
Doubles+1 Math Facts Quiz *DG / To deepen students’ understanding of the relationship of dimes to pennies, have them recall what they have learned about tens and ones. Have the students think about the value of 28 pennies and how they can break apart the number 28 into tens and ones. Guide them to make the connection that the value of 28 cents could be made with 2 dimes and 8 pennies.
EVALUATE
Monday: No school
Tuesday/Wednesday: Daily Assessment Task, pg 324. Wednesday-Complete Exercises 1 and 2 on the Homework and Practice (pg 325), send the rest for homework.
Thursday/Friday: Daily Assessment Task, pg 330. Complete Homework and Practice (pg 331) for Daily Grade.
Doubles+1 Math Facts Quiz *DG / Daily Grades:
Math Fact Quiz (Friday)
Lesson 9.2 Homework and Practice (Thursday/Friday)
**Plans subject to change due to unforeseen changes in class schedules**