______________________________
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
Teaching Strategy Activity
Name: Candace Meeks
School/Mentor Teacher: Sallas Mahone Elementary School/ Mrs.
White
Grade Level: 2nd Grade
Subject Areas: Math
Date Taught:
Total Duration of Lesson: About
45 minutes
Title of Mini-Research eBook Lesson:
Change
Please!
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson
include:
PLO: : Students will identify and correctly
write the amount of change that they will be given back in a sell.
Assessed Standards
Georgia Performance Standard (GPS)
Math Performance Standard
Grade: 2nd
Standard M2N1 (c): Students will use multiple
representations of numbers to connect symbols to quantities. The
student will
c.
Use money as a medium of exchange. Count back change and use decimal
notation and the dollar and cent symbols to represent a collection of
coins and currency.
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Envelopes
3. Paper money and coins
4. Pencil & paper (to make notes for lesson plan assessment and
reflections)
5. Modification of a lesson developed by Dr. Diane L. Judd
Technology Connection:
Technologies that will be used in this lesson include:
- Computer with Internet connection.
- Students will use computers to access Mini-Research eBook on the
Internet.
- Mini-Research eBook Lesson Web page Title: Change Please! &
URL: http://www.valdosta.edu/~clmeeks/ebook.html
Procedures:
Step One: Introduction
Have a small group of students go to a computer. Explain to
students that you are going to use the computer to read an
Mini-Research eBook about how to
figure out how much change will be given back in a sell.
List 2 or more questions that introduce students to your Mini-Research
eBook that will establish a connection to students' prior knowledge by
asking them:
1. "Have you ever went to the store and
made a purchase by yourself?"
2. "Did you know how much change the
cashier was gone to give you back?"
Today we are going to read an eBook on the Internet. I have made a
special Mini-Research eBook on the Internet for your class.
(During discussion have students turn around away from the computer to
interact.)
Estimated Time for Step One:
5 minutes
Step Two Teaching the
Primary Learning Outcomes:
(Students will sit at the computer where they can control the mouse and
computer.) (Explain to students the process of the lesson.)
After we read the Mini-Research eBook and visit several websites.
Check for understanding
Students with teacher assistance will read the Mini-Research eBook,
explore, and discuss the information in the four linking websites that
go with the Mini-Research eBook. Ask students guiding questions
about the important concepts in the Mini-Research eBook and the linking
websites. List four or more questions from each of your
linking websites that will guide your students to gain information for
your PLO.
1. What sign do we use
when subtracting coins?
2. How do you make the sign?
3. When subtracting
dollar amounts, what two important elements are needed?
4.
How do you make the dollar sign?
5. Do you add the cent sign when
subtracting dollars with coins?
6. How do you figure out how much change will be given back in a
sell?
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that they will be
shopping for a new book bag with their mother. They will be expected to
make the purchase by themselves and figure out how much change the
cashier will give them back. Tell the students that
the information that they will need to complete their
Mini-Research eBook project is listed and connected in the
Mini-Research eBook activity. Review the information in the
linked website in the Mini-Research eBook activity with the students to
emphasize interesting and important information students will need to
complete mission project.
Mini-Research
eBook Teaching Strategy Activity
Real-World
Activity
I Need a New Book bag!
Next
week is the first week of school. You need a new book bag.
Your mom
and you have found the perfect book bag. She gives you $20
to pay for
the bag. Your total is $17.67. How much change will
the cashier give
you?
|
Lesson 2
Directions:
1. Get the envelope with money in it.
2. Observe the money in the envelope. There
should be different amounts of money in the envelope. You should
receive $10, $5, $1's, and coins.
3. Write the amount of money you mom gave you.
4. Subtract the amount of the book bag from the amount of money your
mom gave you.
5. Figure out how much change you should receive.
6. Based on the total amount of change expected, use the money from the
envelope to show the amount of change you will get back.
|
Method the
students will use to present to present products:
1. Students will use paper money
|
|
[Students will write (or dictate to teacher) information to be included in their
Mini-Research eBook project. While students are completing
Mini-Research eBook project, teacher will observe students and give
assistance when needed.]
Estimated Time for Step Two:
35 minutes
Step Three
Closure:
Have students discuss their Mini-Research eBook activity and
information they found on the Internet. Tell students that your
Mini-Research eBook Website is on the Internet and they can visit the
website at school or home. Explain to students that you are going
to put their pictures and information on the Internet and they will be
able to share their mission projects with their friends and
family. (If possible teacher should take brief notes during the
lesson and concluding discussions to be added later to the assessment
and reflections in lesson plan.)
Estimated Time for Step Three:
5 minutes
********* To here for lesson plan
evaluation. Information below will be entered after teaching your
lesson.
**********
***************************************************************************************************
Accommodation:
This will be turned in as an in-class activity.
Comments
& Reflections:
Assessment for the
Primary Learning Outcomes (PLOs)
Student will be assessed through
observation and oral discussion to evaluate if student with teacher
guidance is able to identify
and correctly write the amount
of change they will receive back in a sell.
Rubric
for
Evaluation of PLO
|
Level
3 |
Level
2 |
Level
1 |
| PLO:
Students will
identify and correctly write the amount of change they will receive
back in a sell. |
Student
without teacher guidance is able to identify
and correctly write the amount of change they will receive back in a
sell. |
Student
with teacher guidance is able to write but not
identify the amount of change they will receive back in a sell. |
Student
is not able with
teacher guidance to identify and
correctly write the amount of change they will receive back in a sell. |
Evaluation
of Students
| Student |
Performance
Level |
Descriptions
of Students' Evidence that Illustrate the Achieved Performance Level of
the PLO
(* To receive full credit description must include minimum
of two sentences and a detailed example of the students' evidence.)
|
1
|
2
|
In order to successfully
teach the eBook lesson, I asked the student several questions; such as,
how much is this coin/dollar worth? or how do you make the coin and/or
dollar sign? I also had the student complete examples on each
page to ensure the student was understanding the lesson. The student
gained some knowledge from the lesson. At the beginning of the
lesson the student assumed she was suppose to add numbers in order to
figure out how much change to expect back from a sell. On the
third page of my lesson, the student completed the examples by adding
the numbers all though my example showed her she needed to
subtract. By the end of the lesson, the student was able to
recognize why she needed to subtract the numbers instead of add the
numbers to solve the problems. Having examples of adding and
subtracting problems would have better assisted this student. For
example have a picture of a quarter and a dime. Have the student
add the coins and then subtract the coins. I could have asked the
student "if you purchased a piece of bubble gum for 10¢ and you
gave the cashier 25¢, how much change will the cashier give you
back?" Then I could have explained why she would subtract rather
than add. Also asking the student questions to ensure that she
was paying attention to the picture examples would have helped my
teaching practice and the student achievement. |
2
|
3
|
In order to successfully
teach the eBook lesson, I asked the student several questions; such as,
how much is this coin/dollar worth?, how do you make the coin and/or
dollar sign? I also had the student complete examples on each
page to ensure the student was understanding the lesson. This was
more of a review for this student. Student was able to correctly
answer every question I asked. When visiting the educational
websites, the student automatically selected a piece of paper and wrote
the problem down correctly and figured the answer. Since the
lesson was say to this student, I could have had more challenging
questions and examples for the student. For example, the real
world activity could have required this student to figure out different
ways to give the cashier twenty dollars (2 tens, 4 fives, etc.).
|
1.
Comment and describe the
learning strategy that you implemented in your Mini-Research eBook Teaching
Strategy Lesson. (* To receive full credit description must
include a minimum of two sentences and a detailed example.)
Student 1: In order to successfully
teach the eBook lesson, I asked the student several questions; such as,
how much is this coin/dollar worth? or how do you make the coin and/or
dollar sign? I also had the student complete examples on each
page to ensure the student was understanding the lesson.
Student 2: In order to successfully
teach the eBook lesson, I asked the student several questions; such as,
how much is this coin/dollar worth? or how do you make the coin and/or
dollar sign? I also had the student complete examples on each
page to ensure the student was understanding the lesson.
2. State evidence to show that
your students gained knowledge during your Mini-Research eBook Teaching
Strategy Lesson. (* To receive full credit description must
include a minimum of two sentences and a detailed example.)
Student 1: At the beginning of the
lesson the student assumed she was suppose to add numbers in order to
figure out how much change to expect back from a sell. On the
third page of my lesson, the student completed the examples by adding
the numbers all though my example showed her she needed to
subtract. By the end of the lesson, the student was able to
recognize why she needed to subtract the numbers instead of add the
numbers to solve the problems.
Student 2: This was
more of a review for this student. Student was able to correctly
answer every question I asked. When visiting the educational
websites, the student automatically selected a piece of paper and wrote
the problem down correctly and figured the answer.
3. Give at least one suggestion that
would lead to improving your teaching practices and student
achievement. (* To receive full credit description must include a
minimum of two sentences and a detailed example.)
Student 1: Having examples of adding and
subtracting problems would have better assisted this student. For
example have a picture of a quarter and a dime. Have the student
add the coins and then subtract the coins. I could have asked the
student "if you purchased a piece of bubble gum for 10¢ and you
gave the cashier 25¢, how much change will the cashier give you
back?" Then I could have explained why she would subtract rather
than add. Also asking the student questions to ensure that she
was paying attention to the picture examples would have helped my
teaching practice and the student achievement.
Student 2: Since the
lesson was say to this student, I could have had more challenging
questions and examples for the student. For example, the real
world activity could have required this student to figure out different
ways to give the cashier twenty dollars (2 tens, 4 fives, etc.).
