Name: Angela Hutchinson

Grade: 3rd
Content Area: Math (Money)

School: IUS
Date: November 13, 2014

Lesson Plan
Before the Lesson: Students will already know the value of a collection of coins and bills and how to properly
write them. This portion of the standard is reviewed on a daily basis during calendar corner time. During this
time, the students have learned how to change coins and bills and write the symbols (i.e. five pennies equals
one nickel 5, two $5 equals one $10 bill. In the lesson prior to this one, the students reviewed adding and
subtracting decimal problems. This will help them be able to calculate the money that will be found in the words
of the book for the lesson. This lesson falls toward the end of the unit because the students will link a real-life
situation to a money math problem.
Grading Rubric:
1. Did the students add up the money that the pigs found as they searched their home? (10 points)
2. Did the students correctly calculate how much money each pig spent? (10 points)
3. Did the student correctly calculate how much all four pigs spent? (10 points)
4. Did the student correctly calculate how much money the pigs had left over? (10 points)
5. In a group setting, did the students cooperate and select a meal that was within their budget? (15
points)
6. Did the students calculate how much money they had left over? (15 points)
7. Did the students cooperate well with other students during the group project? (15 points)
8. Did the students compare their answers with other groups in the class? (15 points)
Pre-instructional Planning:
Concept/Essential Question:
What decision-making processes are used when spending money?
Why is it important to accurately calculate money?
Standards (Common Core)(State and National Subject Area)
3.M.4: Find the value of any collection of coins and bills. Write amounts less than a dollar using the symbol
and write larger amounts using the $ symbol in the form of dollars and cents (e.g., $4.59). Solve real-world
problems to determine whether there is enough money to make a purchase.
Objective (Goal Clarity Window):
Students will practice adding and subtracting money, identify coins and their values, and manipulate them in
real life situations. Students will learn how to spend money without exceeding the money that they have in their
budget. They will be required to stay within their assigned budget.
Estimate of Students Prior Knowledge (Was this assessed or are you guessing?):
The students know the value of coins and bills and how to trade in money, as this is a daily part of learning
during calendar corner. They also know how to add and subtract decimals
Required differentiation/ modifications (for whom and what)
Low Ability: (check IEPs)
For students with special needs the teacher will modify according to individual needs.
Use simpler math problems: instead of 5.99 change the price to 6.00.
One-on one assistance, if needed.
Use money manipulatives.
Classroom arrangement to accommodate any special needs (i.e. vision, hearing, behavior, and/or
attention issues).
Arrange the students in specialized groups so the students can assist one another.
High Ability:
These students will work in their own group.

Add more choices with higher prices for these students to calculate.
Have students create balanced meals from the menus and add up the price.
Use the following website to form balanced meals ChooseMyPlate.org.
Allow them to use coupons for their meals when calculating the final cost.

Instructional Materials/Special Arrangements

Restaurant menu(s) (different menus for differentiation/modification of the lesson)
Pigs Will Be Pigs: Fun with Math and Money by Amy Axelrod
Worksheets: Retrieved
from:https://docs.google.com/file/d/0B9JiLa0h2lqKODI2NGJkYzUtMmIyZi00NzU2LW
JjOGEtODgyNDE5ZTkxZThi/edit?hl=en
Money Manipulatives
Calculators
Paper & Pencil
Graph paper for students that will be graphing
During Instruction:
Introduction/Establishing Set/ Motivation/ Activating Prior Knowledge:
To introduce this lesson, by asking the following question:.
1. Why do we need money?
2. How do people get money?
3. How is money useful to us?
Ask the students to tell about some of their restaurant experiences, then read the story Pigs will be Pigs by
Amy Axelrod. This story tells how a hungry pig family finds an empty refrigerator and then decides to hunt all
over the house for money so they can buy food. After searching and finding different amounts of money, they
drive to their favorite restaurant, and order 4 daily specials from the menu. Ask the students what they do when
they get hungry and there is no food.
Sequence of Learning Activities:
1. Pass out the Pigs will be Pigs worksheet to the students. Explain that they are to record how many
coins or bills the pigs find. Every time money is found have the students mark the amount on the
handout in the appropriate place.
2. Read the story Pigs Will Be Pigs: Fun with Math and Money to the students.
3. As the book is being read, the students will add up the money that the pigs found throughout the house.
This will be logged in on the worksheet handed out at the beginning of the lesson.
4. After the story ask the following questions when the topic is appropriate to be discussed.
How much money did the pigs find?
o How much did Mr. Pig find?
o How much did Mrs. Pig find?
o How much did Mrs. Pig and the piglets find?
o How much did the piglets find?
5. After the students have completed that above step ask the following questions and have the students
calculate the problems.
Which pig found the most/least money?
How much did the pigs meal cost at the restaurant?
How much money did the pigs have left over after they paid the bill?
Did the pigs stay within their budget?
Closure:
Have students briefly share their findings from each group. The students should describe the item
purchased, the cost of each item, and the total amount for the entire meal.

Assignments/Practice
Next, divide the students up into groups.
Hand out a menu and budget plan for each group
Have them create different situations from the different menus that were distributed to each group.
o Have the high ability students create different outcomes.
o Allow the low ability students to use money manipulatives so they can physically count the
money.
Have student share their findings and compare their answers. Compare the group results.
o Why is correct calculation important when it comes to money?
Following Instruction:
Informal assessment if Student Learning (checking for understanding)
Observe the students and make sure they are calculating the problems correctly. Have students answer
questions regarding how they calculated their order, whether they used subtraction, addition, or multiplication?
Formal Assessment of Student Learning:
This process will be done after the groups have completed their calculations. Possibly a homework assignment
if time does not allow. Have the students answer the following questions and write their responses down on
paper:
1. How much money did you have in your budget?
2. How much did each person in your group spend?
a. High ability: make a graph and chart your findings.
3. How much money did the group spend all together?
4. How much money did your group actually spend at the restaurant?
5. How much money did your group have leftover?

Evaluation of the Lesson (How did it go? Revisionscoulda, shoulda, wouldaneeded )

Cannot be done in this assignment
After this Lesson: In the next lesson, the students will be given more real-life situations that deal with money.
The students will be asked to create a grocery list using a budgeted amount of money. The students will be
allowed to use coupons to help them save money and be able to purchase more items.