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SPECIAL EDUCATION CAPSTONE LESSON PLAN TEMPLATE

[Math] LESSON [3] of [3]


[Real life experience making change]

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


Keywords: quarter, dime, nickel, penny, value, identify, cent, dollar, equal,
amount, and groups.

Materials and
Resources




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

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