Teacher Jessica Barbis Date TBA # of Students 6 students Time TBA Grade Level (s) K-2 Duration 35 minutes Structure X Whole class X Small group One-on-one Other Central Focus Summary Central Focus: Students will be able to: List the value of a quarter, dime, nickel, and penny in dollar form. Find the total monetary value of a set of quarters, dimes, nickels, and pennies. Calculate change received on a purchase. Count and make change for dollars.
Academic Language Function: Inform: Students will identify the different names of the coins. Order: Students will order the coins in the correct order from least to greatest to further their understanding of the value of the coins. Classify/Analyze: Students will separate the coins into groups of the same value and then be asked to separate them into groups that equal a dollar. Solve problems: Students will then be asked to solve different money problems and then give change of dollars in an activity.
Learning Target(s)
Academic-Primary: By the end of the learning segment, students will be able to identify the different coins by their name and value.
[Academic-Secondary/Functional]: By the end of the learning segment, students will be able to be able to make changes of dollar bills.
Standard(s)
CCSS.MATH.CONTENT.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? CCSS.MATH.CONTENT.4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Lesson Objective(s)
Lesson Objectives:
Students will be able to show ways to make change of a dollar.
Relevant IEP Goals and Benchmarks: If a learner needs a scribe, they are given one during this lesson to help them write what needs to be written. If a learner needs pictorials to choose their answers, they will be given them for them to be part of the lesson. If a learner needs extra time to complete what is asked of them in this lesson, they are given that as well. Key Vocabulary
Teacher Materials: Play money Items to play store with such as: o Cashier o Food or toys o Basket Worksheet or paper for the students to write down their 3 items
Student Materials: Pencils Launch/ Anticipatory Set 5 Minutes
******ALL VERBATIM*******
Do you like going to a store to buy something? Do you like having the chance to buy your own toy or something to eat?
What: Boys and girls, today we are going to learn more about making change in a different way.
Why: Boys and girls, remember we are learned about grouping the coins together to equal a dollar because it is important for students to be able to make changes for a dollar using the coins. You will need what you learn today when you go to a store, restaurant, or mall because then you will know if you received the correct change back.
How: First I will we will review what we learned about yesterday when it came to making changes. Then we will make sure everyone understands how to make change. Then you will practice on your own by having a role in a store, you will all have the chance to be the cashier, greeter, bagger, and the costumer. This will help you see a real like senerio on how to make change for a dollar in real like situations.
Introduce the topic: Before we begin, what do you know about making change? Does anyone have a question or still doesnt understand how to make change for a dollar?
Instruction 20 Minutes
******ALL VERBATIM*******
Input: First, we will review how to make changes for a dollar. Then you will have the chance to play store.
Modeling: The teacher will first model how a store is ran with the other adults in the room. Then the teacher will assign each student into their position for the store. Once the students understand their position in the store and the game then they are able to play store by switching position after a few minutes to make sure every student has a chance to be the cashier. If able to, you may have two cashiers or even three that way the important part of this lesson is being played out by having more students making change for a dollar and less students just playing customer. However both roles are very important in this lesson.
Structured Practice and Application 5 Minutes
******ALL VERBATIM*******
Structured Practice: The students will then have the chance to practice making change for a dollar by being the cashier in the game. This will allow them to make sure they are giving the customer the correct change and the customer will have to make sure as well. This is great practice for both students when it comes to making change.
Independent Practice: The students will then on their own write down 3 things that they brought from the store, where they will write the price of that item and their change that they got back from giving the cashier a dollar bill.
Extension or Sponge Activities: Students would be able to play money games on the computer if allowed in the schools or as a class play money bingo. Also, as a review the teacher could give the students another worksheet that has the students have an item and a price and the child will have to write what their change will be if they gave a dollar to the cashier.
Closure 5 Minutes
******ALL VERBATIM*******
The teacher would conclude the lesson with having the class come back together as a whole class and review what they learned today. Also, this will be a chance for the students to ask questions about what they learned today and if they have any comments on rather or not if they liked the activity that they took part in today.
Assessment Lesson objective being assessed Type of assessment (Informal or Formal, Formative or Summative) Description/ format of assessment Modifications to the assessment so that all students can demonstrate their learning Evaluation Criteria What are the criteria (scores/rubrics) that will demonstrate student learning (related to the learning objectives and central focus)? Students will be able to show ways to make change of a dollar.
Informal The students will be the cashier and will give back the correct change to the customer when it comes to making change for a dollar. The assessment is already modified to meet all the students needs of the classroom. This would be an observation, where the teacher would watch to see if the student is giving back the correct change or not. If the student does not give back the correct change the teacher by tell the student that and help them correct it. Students will be able to show ways to make change of a dollar.
Formal The students will then on their own write down 3 things that they brought from the store, where they will write the price of that item and their change that they got back from giving the cashier a dollar bill.
The assessment is already modified to meet all the students needs of the classroom. This would be a graded assessment that would be based on if they correctly wrote the change that they would get back from the 3 items that they bought from the store. This would be a grade out of 6 points, writing down 3 items and correctly writing the change that they will receive back. Materials and Resources Bibliography Teachers pay teachers. (2012). Retrived from: http://www.teacherspayteachers.com/Product/Math-Lesson-Plans-Unit- on-Money-FREE-235630