Team Teaching Lesson Plan
By: Mallory M. & Jennifer S.
GCO: Students will demonstrate number sense and apply number-theory concepts.
SCO: By the end of grade two students will be expected to count in a variety of ways.
For our team teaching episode, we will be concentrating on having students investigate the different ways they can make a collection of coins totaling one dollar. Through the use of teacher modeling, student participation, and problem solving activities, we will assist students’ acquire concepts and skills in coin recognition, counting sets of coins, and distinguishing the values of those coins. Our main activity will require students to move their game pieces around a board, while collecting and counting coins. The objective of the game is to be the first player to collect enough coins to total one dollar.
This activity will require students to expand upon their knowledge of counting skills by developing new strategies to assist them in counting. By using coins, students will be able to determine multiple representations of making one dollar, develop coin recognition, understand the values of different coins, learn how to count sets of coins, and select appropriate coins to make a given amount. By using coins to develop their counting skills, students can transfer their knowledge of money they use in their everyday lives, to the concept of counting.
Before we begin the Race for a Dollar activity, students will participate in a demonstration by the teacher. Though the teacher will be conducting this demonstration, the students will be asked for their input to show their knowledge and understanding of the concept. When the students divide into their groups and begin the Race for a Dollar activity, the teacher will circulate and take anecdotal notes to determine areas that may need re-teaching. At the end of the activity, students will be asked to explain how they got their answers and how many possible answers exist.
This activity is directly connected to the curriculum because students will be expected to count in a variety of ways, for example, by 2’s, 3’s, 4’s, 5’s, 10’s, 25’s, 100’s, and from various starting points (ex: 25, 50, 75, 100). The NCTM describes five process standards that refer to the mathematical process which students should acquire and use mathematical knowledge. Through our activity, students will practice each one of these standards in some way. For example, students will be required to provide reasoning and show proof for their answers to the problem, which complies with the Reasoning and Proof standard of the NCTM goals. They will also organize and consolidate their mathematical thinking through communication while participating in the main activity.
To take into consideration the diversity in the classroom, we will have students from different countries or students who have visited different countries, bring in currency from these locations and display it in the math center. There will be a brief discussion explaining how different countries have their own currency and the economic value of that currency.
By: Mallory M. & Jennifer S.
GCO: Students will demonstrate number sense and apply number-theory concepts.
SCO: By the end of grade two students will be expected to count in a variety of ways.
For our team teaching episode, we will be concentrating on having students investigate the different ways they can make a collection of coins totaling one dollar. Through the use of teacher modeling, student participation, and problem solving activities, we will assist students’ acquire concepts and skills in coin recognition, counting sets of coins, and distinguishing the values of those coins. Our main activity will require students to move their game pieces around a board, while collecting and counting coins. The objective of the game is to be the first player to collect enough coins to total one dollar.
This activity will require students to expand upon their knowledge of counting skills by developing new strategies to assist them in counting. By using coins, students will be able to determine multiple representations of making one dollar, develop coin recognition, understand the values of different coins, learn how to count sets of coins, and select appropriate coins to make a given amount. By using coins to develop their counting skills, students can transfer their knowledge of money they use in their everyday lives, to the concept of counting.
Before we begin the Race for a Dollar activity, students will participate in a demonstration by the teacher. Though the teacher will be conducting this demonstration, the students will be asked for their input to show their knowledge and understanding of the concept. When the students divide into their groups and begin the Race for a Dollar activity, the teacher will circulate and take anecdotal notes to determine areas that may need re-teaching. At the end of the activity, students will be asked to explain how they got their answers and how many possible answers exist.
This activity is directly connected to the curriculum because students will be expected to count in a variety of ways, for example, by 2’s, 3’s, 4’s, 5’s, 10’s, 25’s, 100’s, and from various starting points (ex: 25, 50, 75, 100). The NCTM describes five process standards that refer to the mathematical process which students should acquire and use mathematical knowledge. Through our activity, students will practice each one of these standards in some way. For example, students will be required to provide reasoning and show proof for their answers to the problem, which complies with the Reasoning and Proof standard of the NCTM goals. They will also organize and consolidate their mathematical thinking through communication while participating in the main activity.
To take into consideration the diversity in the classroom, we will have students from different countries or students who have visited different countries, bring in currency from these locations and display it in the math center. There will be a brief discussion explaining how different countries have their own currency and the economic value of that currency.
Resources:
Department of Education. (2000). Mathematics: Primary – A Curriculum Guide 2000.
Canada: Division of Program Development
Van de Walle, J., & Folk, S. (2008). Elementary and Middle School Mathematics:
Teaching Developmentally. 2nd Edition. New Jersey, USA: Pearson Canada Inc.
Wortzman, R. (1996). Quest 2000: Exploring Mathematics, Grade 2, Revised Edition.
Dons Mills, Ontario, Canada: Addison-Wesley.
Department of Education. (2000). Mathematics: Primary – A Curriculum Guide 2000.
Canada: Division of Program Development
Van de Walle, J., & Folk, S. (2008). Elementary and Middle School Mathematics:
Teaching Developmentally. 2nd Edition. New Jersey, USA: Pearson Canada Inc.
Wortzman, R. (1996). Quest 2000: Exploring Mathematics, Grade 2, Revised Edition.
Dons Mills, Ontario, Canada: Addison-Wesley.
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