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Planning Pyramid for Multi-Level Mathematics Instruction

Organize you teaching by focusing on what all, most, and some of your students will learn in math lessons.
Grades:
K |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
Subjects:
Mathematics (4,975)

Money (249)

Published: June 9, 2019
Page 2 of 2

Mr. Miller's Unit Plan--Money

Grade: 2

    What SOME students will learn:
  • Write and solve money word problems.
  • Give correct change (act out and on paper).
  • Given a certain amount of money, pick two things that are affordable.

    What MOST students will learn:

  • Add and subtract using pennies, dimes, and nickels.
  • Using price tags, pay for items with coins.
  • Read and write different money values.
  • Match coins with certain prices.
  • Show money equivalents between dimes, nickels, pennies, and quarters.

    What ALL students will learn:

  • Use terms penny, nickel, dime, quarter, cost, price, buy, sell, and money.
  • Act out the process of "buying" and "selling" goods.
  • Recognize and name the penny, nickel, dime, and quarter.
  • Recognize the cent symbol.
  • Read pricetags.

    Equipment/Supplies:

  • Plastic money for manipulation.
  • Pricetags.
  • Items to buy and sell.
  • Real coins for identification.
  • Create a store in the classroom.

    Activities/Adaptations:

  • Play store.
  • Combine a hands-on manipulative approach with an audio/visual approach to create an atmosphere where all students can learn.
  • Create a learning center with price tags for independent learning.
  • Use homogeneous and heterogeneous cooperative learning groups to enhance learning for everyone.
  • Use peer tutoring for help with manipulations.

    Assessment:

  • Observational rubrics.
  • Problems of the day.
  • A final test.

References

Camine, D. (1989). Designing practice activities. Journal of Learning Disabilities, 22, 603-07.

Howell, S. C., & Bamhart, R. S. (1992). Teaching word problem solving at the primary level. TEACHING Exceptional Children, 24(2), 44-46.

Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.

Peters, E., Lloyd, J., Hasselbring, T., Goin, L., Bransford, J., & Stein, M. (1987). Effective mathematics instruction. TEACHING Exceptional Children, 19(2), 30-33.

*Excerpted from: Adapting Reading and Math Materials for the Inclusive Classroom by Jeanne Shay Schumm (1999).

CEC
Provided in partnership with The Council for Exceptional Children.
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