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Gall, R., (Money,Money,Money! - SAS (pdesas.org)

Math Songs by NUMBEROCK. (2017). Counting Coins Song for Kids | Learning About Money Song For Kids. In YouTube. https://www.youtube.com/watch?v=MbtmucV-U2

Using the Think-Pair-Share Strategy with ELL Students | Study.com. (2021). Study.com. https://study.com/academy/lesson/using-the-think-pair-share-strategy-with-ell-students.html

Do You Know How to Say Penny in Different Languages? (n.d.). Www.indifferentlanguages.com. https://www.indifferentlanguages.com/words/penny

Logsdon, A. (2021, January 6). How Can You Teach Math to Children With Disabilities? Verywell Family. https://www.verywellfamily.com/math-and-language-disabilities-2162354

McClymont, G. (2016, August 6). 10 Top Classroom Strategies to Help English Language Learners Succeed. Owlcation; Owlcation. https://owlcation.com/academia/5-Easy-Strategies-to-Help-English-Language-Learners-Succeed-in-Your-Classroom

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Step Six: We will take turns in groups working on a worksheet, that will also be on the whiteboard as well as printed in front of them.  They can work together as a group to create the amount of money needed for each question.

Step Seven: We will be using the Think-pair-share method in our discussion and class lesson.  We will be discussing the lesson as a whole group and talking about the meaning and the value along with splitting up to a small group where the children can help each other on a different level maybe is easier for them to relate to.  We will then come back together to review answers and how they got those answers.

Step Eight: Lessons can be long, it would be about time where we would play a song through our projector called Counting Coins Song for Kids | Penny, Nickel, Dime, Quarter | 2nd Grade - YouTube, we would listen to this short song about the value of money and get the wiggles out of our feet and bodies to be able to reflect what we learned! Playing this video can also help keep the classroom inclusive to include all types of learning abilities in the classroom.

Step Nine: At this point of the lesson, we would open our chrome books and play a game of matching for the coins so they can show they understand the material or may need some more support on the side.

Step Ten: To end the lesson, we would participate in groups to build a lemonade stand, where they can color and be creative in how they would like their class lemonade to stand to look like.  We would give them free time to be able to use their dramatic play and pretend to sell and buy lemonade using their coins we dumped on the desk in the beginning of class.  The children can discuss and talk about how they would run their lemonade stand.  Our goal is to have the children engage in thinking and analyzing rather than just listening to an adult speak the entire time.  It gives them a chance to respond and interact with their teacher as well as their classmates.

Step Six: We will take turns in groups working on a worksheet, that will also be on the whiteboard as well as printed in front of them.  They can work together as a group to create the amount of money needed for each question.

Step Seven: We will be using the Think-pair-share method in our discussion and class lesson.  We will be discussing the lesson as a whole group and talking about the meaning and the value along with splitting up to a small group where the children can help each other on a different level maybe is easier for them to relate to.  We will then come back together to review answers and how they got those answers.

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Teachers can use the Think-Pair-Share skills by encouraging individual thinking, collaboration, and discussions between children and having them present their thoughts in a safe and supportive environment. I would provide the children with vocab words that would help them to associate coins and their value. Slow down class discussions by providing time for students to collaborate, think of what they want to say, and work through any answers they want to share with the class.

Observation and Discussion skills are important. Teachers need to understand each child’s learning capabilities. It helps to match students with teaching that can help each other or change the learning plan so that every student benefits from the class discussion or activities. When they do group, teachers can ask children questions to see if they understand the learning material. If there is are difficulty, teachers can change their methods to help them achieve the required information on the lesson.

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Teachers can observe the children using concepts and information they remembered from the book when they play.

During the open discussion, children feel comfortable a relaxed.

When asking the children questions, we see if each child is learned something from the lesson.

When children are in groups, teachers can observe and see if the children are collaborating and helping each other to learn and most of all having fun doing it!

The most important part is having fun learning! if children are enjoying the lesson then they are learning!

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Some children have difficulty engaging with others in discussions. Teachers can always observe those children that don't feel comfortable and ask them a question. We want to try and help children become more verbal. If they do not know the answer, teachers can help them to understand by providing a different way for them to learn (visual). We try and offer incentives for their answers and participation in the discussion.
Each student learns at their own pace, while in the group, this might cause problems for those who already understand the work and want to move on. Students who are still trying to work on their understanding might shut down and not ask for help or want to collaborate with their peers.
Teachers again need to observe the groups to provide positive experiences. Children should be placed in small like learner groups, while in the group teachers can ask basic to complex questions to see if they are understanding the information.

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Children learn in different ways and at different paces. Children tend to thrive on routines, we want children to connect and collaborate with each other.

Children can work in small groups, for collaboration and communication.

Use visual examples.
- We use real coins,

Avoid memory overload provide manageable amounts of work as skills are learned.

-present only a few coins at a time to look and connect the coin with its value.

Giving them the opportunity to do word/coin association

-Use a Chrome book to play games, watch a video, read a book, and/or sing a song that relates to money. Create a lemonade stand using paper cardboard etc. Have the children can play with the lemonade stands, use the money to sell lemonade.

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                                          Culture 

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                                          Culture 

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When talking about culture, it is important to incorporate a diversity of social groups and what kind of coins do they know of around the world or what a penny is called in different languages.

-Teachers can ask, "Does anyone knows how to say penny in Spanish (centavo), or German (pfennig)"? Do they have pennies where you are from? A little trivia, pennies have been obsolete in German since 2002.

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-Think-pair-share gives students an opportunity to converse with their peers, something that can drastically improve language acquisition. (Using the Think-Pair-Share Strategy with ELL Students | Study.com, 2021)

-Providing real American coins, we can ask the children to think what each amount of the coin might be.

Teachers need to speak slow and clear, use few words, allow more wait time, and use many visuals.

-We can ask the children to go into groups (one or two-person) so they can collaborate to work together. The smaller the group the better. If bigger, ELLs will feel less inclined to participate.

-Teachers can use word association to make sure children know what each coin represents (penny is 1¢).

-Teachers will write each coin amount on the board for all children to see, then provide a worksheet for children to match the correct coin and with the amount by writing down their answers.

- We can then ask them to share their answers with the class

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Counting Coins Song for Kids | Penny, Nickel, Dime, Quarter | 2nd Grade - YouTube,

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Our step by step process of using the Think-Share pair is as follows: 

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Our step by step process of using the Think-Share pair is as follows: 

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Step One: Start with how you will introduce your lesson to capture children’s attention.

We plan to bring in an extra-large jar of money, such as pennies, dimes, nickels, and quarters.  I will also include some half dollars for an added prize for someone who knows what that is before we even get started! I will dump it all on the desk to get their attention and ask.  What is money? (Give them time to think of the answer to the question)

Step Two: Describe what you will do next. whether reading a book etc.…

The class listens to their responses of what they think money is.  We let the children look at the coins on the desk to see if they can identify any of the coins. We also can talk about culture and currency in different places and how it is said (penny in Spanish is centavo). After providing a visual and discussing, what they thought money is, we would read a book called “The book Lemonade in Winter”.  During the reading, we would stop and discuss pages of the book.

Step Three: Explain each step of how you will teach this lesson specifically using your selected strategy

We would continue with an open discussion of the following questions to help probe a successful discussion.  Why do you think it was so difficult for them to sell lemonade in the winter? How much money do you think they charged for a lemonade?  Do you think they spent any money on their supplies they needed to set up the lemonade stand?  How much do you think they spent?    How would you make $1.00 out of the change in front of you on your desk?  There are many ways to make a $1 out of chain!  We can use all dimes, 4 quarters and so many other ways.

Step Four: After listing all the steps to teach children using your strategy, explain how you will conclude or wrap up your lesson by reviewing some key ideas you hoped students would learn.

Some of the key ideas we would like for the children to learn is the value of money and coin. A penny is one cent, a dime is ten cents and so on.  We want them to learn that money is needed to buy things that are for sale.  We want them to learn that counting money can be fun.

Step Five: You will need at least 10 steps to explain in detail how you will conduct this lesson.

As a class, we will go through each coin and talk about its value, and how many they would need to get to a certain number.  For example, I have 10 dimes and it will equal, 90 cents.  Counting by 10’s can be fun!  We will discuss how counting money can also help us learn to skip count by 5’s and 10’s.

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The materials we will need for this discussion/lesson is coins enough for each student to participate, the book Lemonade in Winter: A book about two kids counting money by Emily Jenkins and G. Brian Karas.  We will need lemonade, a lemonade stand (made by the children), crayons, and cups.

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The PA standard that our lesson will cover is students will be able to demonstrate the knowledge of the value of a coin with a certain number.  For example, 25 cents is a quarter, four quarters make $1.  What is Money, how do we count it? What coins will you use to make $1.75?  We will use the following site to collaborate our information. Money,Money,Money! - SAS (pdesas.org).  We will start a dialogue with multiple questions to encourage engagement from each student.

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Our project is effective discussion using think-pair share

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Our project is effective discussion using think-pair share

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Discussion is a way to engage students in thinking and analyzing a two sided conversation, instead of just listening to the instructor.

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Our big idea is, What is money?