KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Alyssa Sedor

Cooperating Teacher: Mrs. Emily Caracappa

Group Size: 25

Date: 1/2/16
Coop. Initials

Allotted Time 55 Min Grade Level 3rd

Subject or Topic: Math: Money- Addition

Section 934

STANDARD:
CC.2.4.3.A.3 Solve problems and make change involving money using a combination of
coins and bills.
I. Performance Objectives (Learning Outcomes):
1. The third grade students will apply strategies of money
addition by correctly calculating the totals of items bought.
II. Instructional Materials
25 Warm-Up Slips
25 White Boards
25 Markers
25 Erasers
25 Homework worksheets
The Penny Pot book
Money Magnets
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students understand how to count, read, and write money.
2. Students understand how to converts cents to dollars and vise
versa.
3. Students understand how to make change for $1, $5, and $10.
B. Key Vocabulary
1. Money: a current medium of exchange in the form of coins.
2. Number Bonds: a simple addition sum
C. Big Idea
1. Students will understand strategies to help them quickly add
money.

D. Content
1. Add money in different ways with regrouping and without
regrouping.
IV. Implementation
A. Introduction
1. The teacher will hand out a warm-up slip to help the students
remember strategies learned yesterday (see attached).
2. The teacher and students will review warm-up slip.
3. The teacher and students will review homework from the
previous night.
B. Development
1. Teacher will show students how to add one dollar and then
subtract the cent difference using large money pictures.
a. $6.70 + $0.80
b. Add one dollar to $6.70 = $7.70
c. Subtract .20c from that total (20c was originally added
to make a whole dollar).
2. Teacher will show students this strategy by completing another
problem using large money pictures.
a. $4.80 + $0.90
b. Add 1 dollar than subtract 10c.
3. Students will complete next example with teacher (students
should take lead).
a. $23.65 + $0.95
4. Students will complete several examples using their white
boards until strategy is grasped.
a. $17.50 + $0.80
b. $5.65 + $0.95
c. $20.45 + $0.99
5. Teacher will show students how to take this strategy and use it
for larger numbers.
a. $15.80 + $7.95
b. Add $8 = $15.80 + $8 = $23.80
c. Subtract 5c from total = $23.75
6. Teacher will complete next example with students.
a. $16.70 + $5.85
b. Add $6 then subtract 15c.
7. Students will complete next example.
a. $27.85 + $7.65
b. Add $8 then subtract 35c.
8. Teacher will ask students to provide her with 2 amounts.
9. Teacher will change the dollar and cents to cents.

10. Teacher will add the cents using vertical form.

a. Remind students that it is the same as adding whole
numbers.
11. Write the sum as dollars and cents.
12. Students and teacher will complete more examples as
necessary.
C. Closure
1. Teacher will read The Penny Pot by: Stuart Murphy.
2. Teacher will hand out homework (see attached, formative
assessment).
D. Accommodations/Differentiation
1. Directions should be read aloud to the class.
2. Limit number of problems students should solve.
3. Redirect attention when necessary.
E. Assessment/Evaluation Plan
1. Formative
a. Homework Worksheet
2. Summative
a. Test at the end of this unit.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
This lesson was day two of lesson one, adding money. The lesson
objective for this lesson is the same as yesterdays objective: The third grade
students will apply strategies of money addition by correctly calculating the
totals of items bought. I used their homework worksheet as the formative
assessment for this lesson. The worksheet was worth a total of 16 points. 15
students received a 90% or above, two students received an 80-89%, one
student received a 70-79%, two students received a 60-69%, and two students
received a 59% or below. One student received a zero on the assignment
because he did not complete his homework.
Remediation Plan
My remediation plan for the students who received a 79% or below would
be to set up small groups around the classroom and have the students who
understand the material work on problems either at their level or above their

level for more challenging work. Those students who did not perform well on
their assignment I would group together and sit in with them to see where they
are making their errors and to help them understand way in which they can
prevent these errors. If need be, I would also have those students who are
really not understanding the material to stay in at recess and break the
strategies down even farther and work with the students from there.
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
What could I do to improve my lesson for next time?
Next time I would find a new way to present the money to hook the students to
my lesson. They seemed to be getting bored of the grocery store idea.
How was I with time management?
Timing was as good as I could get it. Needed like 5-7 more minutes but with how
chatty everyone was today, that didnt happen.
What was one part of my lesson that went well?
I think the students are taking well to the I do, we do, you do strategy because
they are really catching onto the material.

VI. Resources (in APA format)

Murphy, S. J., & Cravath, L. W. (1998). The Penny Pot. New York: HarperCollins.