Iowa Teaching Standards and Criteria:

Standard Two: Content/Knowledge

Demonstrates competence in content knowledge appropriate to the teaching position.

Model Criteria – The Teacher:

a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.

b. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.

c. Relates ideas and information within and across content areas.

d. Understands and uses instructional strategies that are appropriate to the content area.

Evidence at Dunkerton Elementary School: Special Education 1. Math: Money Stations (2-3)2.

Evidence at Dike Elementary School: First Grade 1. Small reading groups: student work (4-5)

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Stations:

Station One: Coin Gameo This station consists of a game being played against their partner(s).

Student one will draw four coins out of a bucket, without looking. The student will draw the coins that he/she drew in box one. They will then identify the value of the coins by writing the total amount in the second box. Player two will then do the same thing, by drawing four new coins from the bucket, drawing them on the paper, and totaling them. The last box states, “Who has more money?” This will give the students a chance to identify who had more money, player one or player two. Whoever has more money wins out of the seven turns, wins.

Station Two: Counting mixed coins and card gameo This station consists of completing a mixed coin worksheet. The coins are

out of order from greatest to least (or vice versa), and are mixed up. Students will have the chance to identify the coins and add them up, therefore showing they can identify the coin and the value, while adding them up when they are mixed together.

o Once completing that task, students will have a deck of cards (A ‘being one’-9). Students will draw two cards, giving them a two-digit number. With that number, they will tell me what coins they would use to show that number. An example: I draw a two and an eight from the deck of cards. I have 28. I will draw a quarter and three pennies to show 28 cents.

Station Three: Word Problemso Students will come to the front table with a piece of paper and pencil.

Projected on the board will be eight story problems for them to solve. Students may work together, or independently. The students will identify how much something cost and if they have enough money for that item. Example: Kelly has 5 nickels and 9 pennies. Does she have enough money to buy a pencil that costs 50 cents?

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Schedule:

Friday (January 19, 2018) o Whole group review on coins. Watch video to refresh our minds on how to

identify the coin (by name and amount) and how to add the coins up. o Split off into three groups:

1. Station One: Jace and Asher2. Station Two: Kayden and Mariah3. Station Three: Cole W., Cole G., and Faith

Tuesday (January 23, 2018)o Whole group reviewing coins. Each student will have a coin placed on their

desk when they walk in. Their job is to find a seat, write the name and value of their coin on the board.

o Split off into three groups.1. Station One: Cole, Cole, Faith2. Station Two: Jace and Asher3. Station Three: Kayden and Mariah

Wednesday (January 24, 2018)o Whole group reviewing coins. Reflect on yesterday’s groups and review

material that was not known. o Split off into last round:

1. Station One: Kayden and Mariah2. Station Two: Cole, Cole, Faith3. Station Three: Jace and Asher

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