EEX4763 Interactive Whiteboard Instruction Lesson and Mini Teach

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Miami Dade College, Miami *

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4763

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Computer Science

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Jan 9, 2024

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by Maria Carolina Bastos by Maria Carolina Bastos EEX4763 Interactive Whiteboard Instruction Lesson and Mini Teach Description Learner Pro fi le State Standards Lesson Description Learner Pro fi le Standards Identifying, counting, and understanding the value of coins and bills is the first step toward financial literacy for students. In this lesson, students will explore different coins and bills, discuss the meaning of the symbols and representations on the coins and bills, practice counting the coins and bills, and learn the value of each coin and bill. Grade Level: Second Grade Number of Students in Classroom: 20 students ELL Students: 2 ELL students (Level 4) Students with Disabilities: 3 students (2 ASD, 1 LD) MAFS.2.MD.3.8: Solve one- and two-step word problems involving Hid Page List Page List Lesson Description Learner Pro fi le Standards Objectives Assessments Procedure Materials Resources Curriculum Integration Remediation ESOL Strategies Accommodations: Home Learning Re ﬂ ection

Objectives Assessment Objectives Assessments Procedure dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. MAFS.1.MD.2.a: Identify and combine values of money in cents up to one dollar working with a single unit of currency. Students will identify symbols and representations on coins and bill with 75% accuracy after watching video from anticipatory set. Students wiill Identify the value of each coin and bill with 75% accuracy after completing the classwork handout. Students will apply the value of money when making "purchases" with 75% accuracy after classroom role play. Students will be assessed through their: Informally: Participation in classroom discussion Participation in Jeopardy game or alternative activity Formally: Classwork (Worksheet)

Procedure Sara Hawkins <sarahawkins> : Kahoot's are also great! Students really get into it. Anticipatory Set: Kahoot!: through discussion of the game, the students are engaging and sharing with the teacher and each other. This will activate any prior knowledge students may have on the topic and shed a light on what needs to be covered. An active classroom is easier to keep students on task and comfortable enough to share thoughts or even ask questions about the lesson. Kahoot.it Game Pin: 699004 Activities: Topic will be introduced with the presentation of a video on bills and coins. https://www.youtube.com/watch?v=S41F8KdgAek Students will have "money" presented to them from a kid kit, which will allow them to have a tangible representation of each coin and bill that people use in their every day life. While the speaker in the video presents a new coin or bill, students are to pick up the same object and write one sentence about it. Whole group discussion, led by teacher, and students will answer probed questions based off of the video and Kahoot game played. To check for comprehension of the subject, students are to complete a short worksheet (Coin-U-Lator may be used in addition to the worksheet) before playing their last game of the day: Jeopardy. Closure: The lesson will end with a game of jeopardy. Students will be placed into groups of five and will play against each other to win a prize from the treasure box. This will end the lesson with an interative game and allow students to portray what they have grasped from the lesson. Attachments Attachments Money_Problems_.pdf Ordering_.pdf Working_with_Coins_.pdf Jeop ardy_Game.pptx

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Differentiated Instruction Materials Resources Materials Resources To differentiate instruction further, students may use the computer to work on extra practice of coins and bills - verus playing the whole group jeaopardy game. The use of the Coin-U-Lator is also differentiating the lesson, making it more approachable by all students. Also, students that are above average may work on worksheets that are more challenging and appropraite for their level. Attachments Attachments EC_assignment_.pdf Math Journals Pencil/Pen Computer White board Coin-U-Lator (Assistive technology device) Textbook Timer Websites (Games, video, extra practice) Money Word Problems Handout packet used for home learning practice. Coin-U-Lator Assistive technology device used by students. Bunny Money Book used for remediation.

Integration Remediation Curriculum Integration Remediation Social Studies: Students will learn who is on each bill and coin and research a couple of facts about the person as an "I'm done, what now?" activity. Reading/Lanuguage Arts: Students are expected to read and comprehend word problems and directions clearly. Art: Students are to draw and/or color coins and bills as part of their assignment (home learning). Visuals: Through the use of visuals, the concept/topic becomes vivid and apparent to most students. Having a "bank" in the classroom with cins and bills will present students with tangible materials with their learning experience. Also, showing the different sizes of coins can help student differentiate each of them with ease. Video: A video is an interactive way to work out counting coin and bills - age appropraite videos are recommended. Ex: https://www.youtube.com/watch?v=gqrDgb_hlTA Website: The student might want a link to a website that give him/her more information on the topic. Playing the interactive bingo game will allow them to learn while having fun. Ex: http://www.abcya.com/counting_money.htm http://www.abcya.com/money_bingo.htm Book: Having a tangible book with various visuals and adjectives

ESOL Strategies Accommodations ESOL Strategies Accommodations: that help describe each sense is important when reinforcing a lesson. Ex: Bunny Money by Rosemary Wells Seat the student(s) close to the front of the room. Use as many of the senses (seeing, hearing, touching, smelling and tasting) as possible to present information to student(s). Provide ELL student(s) guidelines for written work and homework assignments. Arrange small discussion and talking activities that permit students to practice verbal skills. Give verbal information and explanations along with a visual presentation. Allow the students ample time to complete assignments. Keep directions short and simple. Clearly explain homework assignments since the ELL student(s) lack(s) the English language support at home. Allow ELL student(s) to use bilingual dictionaries. Utilize learning centers as alternative instruction to provide sufficient reinforcement of content material. Attachments Attachments ESOL_Strategies.pdf Struggling Learners: Work one-on-one, in groups, and individually in order to meet assessment requirements. Students may work with a partner in their classroom (Peer Tutoring). Students are provided with "Coin-U-Lator" assistive technology device. Academically Talented (Gifted) Students: Work on same

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Accommodations: Notebook Quick List (Highlight the appropriate choices) assignments at a different level. Ex: Special Education Students: Work one-on-one with SPED or General Ed. teacher, as well as being included in group activity with other students. Students are provided with "Coin-U-Lator" assistive technology device. https://www.amazon.com/PCI-Education-Coin-U-Lator- by/dp/B000RI1CHU Accommodations: Notebook Quick List A general list of accommodations designed for lesson plan books Instructional methodology and materials ? needs alternate format to obtain information—braille, large print, oral, simplified text ? needs assistance with notetaking—copy of notes, outline, notetaker ? needs concrete objects, pictures, or graphics ? needs appropriate assistive technology: Coin-u-lator ? needs advanced organizers or study guides ? needs adapted materials—uncluttered, fewer items, highlighted ? other: ___________________________________________________ Assignments and assessments ? needs to use alternate response mode—tell, draw, write, point ? needs appropriate assistive technology: Coin-u-lator ? needs guides or prompts for specified tasks: __________________ ? needs extended access to instructional resources and equipment ? needs personal assistance—teacher, aide, peer, volunteer, interpreter ? other: ___________________________________________________ Learning environment ? needs adapted environment—acoustical treatment, lighting, barrier- free ? needs preferential seating or study carrel

Home Learning Home Learning ? needs individual system for behavior management ? needs to have instruction in small groups or one-to-one ? needs individual planner or assistance with organization ? other: ___________________________________________________ Time demands and schedules ? needs additional time to complete course or grade ? needs additional time to complete assignments and tests ? needs to have independent or group work sessions in short time segments ? needs reduction in number of required practice or assessment items ? other: ___________________________________________________ Communication systems ? uses Total Communication ? uses American Sign Language, Fingerspelling, or Signing Exact English ? uses augmentative communication system: _____________________ ? needs instruction in home language other than English: ? other: __________________________________________________ Source: Beech, M., McKay, J. P., Frey, N., & Ward, T. (2000). Dealing with differences: Strategies that work! Trainer notebook, Tallahassee, FL: Florida Department of Education. In order to differentiate instruction, even through home learning, students will have different levels of assignments to take home for extra practice. All assignments consist the topics covered in the Jeopardy game: counting, adding, subtracting, and combining. The handouts will portray what was taught in class and allow students to practice independently how to count and compare coins and bills.

Re ﬂ ection Re ﬂ ection Struggling Learners/Special Education Students: Handout #1 & #2 Academically Talented (Gifted) Students: Handout #5 ELL Students: Handout #3 & #4 Attachments Attachments 1.pdf 4.pdf 2.pdf 5.pdf 3.pdf The lesson was developed for a departmentalized second grade classroom with 20 students. As the Florida Standards for Mathematical Practices propose, learning of mathematics should promote making of viable arguments and enhance the ability to critique other people’s reasoning. Hence, the whole group discussion portion of my lesson plan. I believe that students should be exposed to mathematical skills at an early age in order to enhance their problem solving skills, like Piaget’s theory of cognitive development. The portrayal of question probing and discussions will expose the students to said problem solving skills. The students learned how to identify and compare coind and bills using real life examples. The difficulty that a general education teacher might encounter when teaching this lesson is having so many different learning styles in the classroom. Using different assitive technology devices and various materials will help keep every student on task and grasping a good portion of the concept. Tier 2 worksheets or assignments should be provided to students and should molded to every student’s needs. The FEAPs are considered in this lesson because it utilizes current and emerging assistive technologies that enable students to participate in high- quality communication interactions and achieve their educational goals (FEAP 2i). Also, the teacher organizes time, tasks and projects effectively with clear objectives and coherent plans (FEAP 8a).

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EEX4763 Interactive Whiteboard Instruction Lesson and Mini Teach

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