Daily Lesson Plan

Name: Joshua Davis Date: Monday February 6-

February 10, 2017

Subject: Mathematics Topic: Money, Regrouping

addition and subtraction

Grade: 2nd grade Length of Lesson: 40 mins (M,

W, F), 80 mins (T, R)

Introduction (Essential Question): How to add and subtract with and without regrouping?
Standard: Number & Operations in Base Ten

Cluster: Use place value understanding and properties to add and subtract

Objective: M.2.NBT.7 Add and subtract within 1000, using concrete models or drawings and
strategies based on place value, properties of operations and/or the relationship between addition
and subtraction, relate the strategy to a written method and understand that in adding or
subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens,
ones and ones and sometimes it is necessary to compose or decompose tens or hundreds.

Specific Objective:
Students should be able to do addition and subtraction with numbers up to the hundreds
placement with and without regrouping.

Introduction (Essential Question): What is the value of a dollar?

Standard: Measurement & Data

Cluster: Work with time and money

Objective: M.2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels and
pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how
many cents do you have?

Specific Objective:
Students should be able to understand that dollars, quarters, dimes, nickels, and pennies each
have a set amount and be able to work out problems using them.

Method(s):
Monday morning students will be given a test to see how much they know about dollars. This
test will deal with adding up coins to a dollar and adding up dollars. Tuesday review addition and
subtraction with/without regrouping and going over 1 dollar bills and what can be bought with
them. As the week progresses review addition and subtraction and give students addition
problems using dollar bills. Each day there will be a short review of adding and subtracting
with/without regrouping before going onto the money values. Everyday Mathematics work
books pages 230 and 240 have price differences.

Materials:

Whiteboards

Markers/Erasers

Smartboard

Coin bags (Students should have these in their desk)\

Dollars

Everyday Mathematics

Fake dollar bills

Direct Instruction:
Show students how many coins can make a dollar using only coins on Monday after assessment
review addition and subtraction with/without regrouping. On Tuesday have students go over
addition and subtraction with and without regrouping, make sure to focus on having a + or sign
in the problem. Next pass out fake dollar bills to students and tell them to get out their coin bag,
using both have a store where students buy items with the fake money. Use one dollar bills
for this and make items worth up to five dollars with change left over, pg 230 and 249 in the
Everyday Mathematics should be a good starting point. On Wednesday review addition and
subtraction and introduce students to the five dollar bills and how to count them, once again use
the store. On Thursday do addition and subtraction and then introduce the ten dollar bill.
Students will use the other bills equal the amount of the ten dollar bill and then open a special
store where items can be worth up to ten dollars

Guided Practice:
For guided practice have students used their whiteboards to go over addition and subtraction
with/without regrouping before you begin on the money value. The store can be read out by the
teacher and the teacher will monitor students as they work with the money. Each day give more
challenging combinations for students to buy. On Tuesday use these pages in the Everyday
Mathematic pages 230 and 249 to see if students how much a dollar can buy, so ask what and
how much they can buy for a dollar. Repeat with higher dollar bills.

Differentiation:
1st tier: If students have a good understanding of how coin make a certain price and how they can
be added, then move onto making dollars along with the cents and/or subtraction of coins.
2nd tier: If students have a grasp on the subject then begin making problems that challenge them
to think of how two or more coins can come together to make a certain price.

3rd tier: If students are having a tough time understanding why money has certain values then
they can be in the small group during computer lab time to work with the teacher on the subject

Lesson Closure:
Ask students the price of one dollar and coin or more than one dollar and coin.
Independent Practice:
Have students count their own dollars and coins at their desk

Assessment:

Math assessment on dollar bills on Monday

Math Test on money value and addition/subtraction with/without regrouping on Friday.

Lesson Reflection:

I messed up big, I didnt listen to the advice that I was given and I honestly paid for the result of
my decision. I did do work with the students, but not one I had planned, rather I took what was
there and tried winging it on my own. I didnt fail per se the students did learn about money, but
I used the trust I had with Mrs. Guill.

How I would teach this lesson differently next time.

1. Be extremely more prepared for the lesson.

2. Work with more items like the ice-cream cone activity with the students.

3. Use more force when trying to get students to focus.

Teachers Signature: