LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Jessica Johnson
Mrs. Howard/ McGaheysville Elementary/ 3rd Grade
November 2nd

A. Math Lesson/ Money

B. CONTEXT OF LESSON
A couple of days before doing this lesson, I gave the students a pre-assessment to see what they could
already do with money. The students had to count money amounts and tell which one was bigger, make
change, add money amounts, and show a money amount in two different ways. This was a challenging
assessment for the students especially the two questions that were high cognitive. From this assessment I
found that some students couldnt identify coins therefore they struggled when having to count money. I
also found that the students knew that when you make change that you have to subtract but because they
still havent mastered regrouping with subtraction, they werent getting the right answers. Several of the
students were able to show a money amount two different ways however it did not come easy to everyone.
This lesson will provide students with the opportunity to practice doing all of these things. They will use
technology (ipad) to order money amounts from greatest to least. They will be given time to work in a
small group setting with both Mrs. Howard and I to talk about counting money and making change. They
will be able to physically count out real money and think about paying for something in a real life situation
(paying for a cupcake).

C. LEARNING OBJECTIVES
Understand The student will Know The student will know the Do The student will be able to count
understand that a collection of coins value of coins to count money. the value of collections of coins and
and bills has a value that can be The student will know that in order to bills up to $5.00.
counted. make change, you have to subtract a The student will be able to make
given amount from the total. change from $5.00 or less.
The student will be able to compare
the values of two sets of coins or
bills, up to $5.00, using the terms
greater than, less than, and equal to.

D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember every objective must be assessed for every student!

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

3.8 The student will determine, by counting, the value of a collection of bills and coins whose
total value is $5.00 or less, compare the value of the bills and coins, and make change.

F. MATERIALS NEEDED
Ipads
Math Money Worksheet
Minute Math
Math Journal
Calendar Piece
 Money tub (2)
Cupcake liners
G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
1:10- Minute Math- Students will be given back their minute math worksheet to complete
minute math 12. I will instruct the students to complete the worksheet and I will walk around
the room making sure that they are completing it. All of the stuff on the worksheet is review so
it shouldnt take them longer than 5-10 minutes to do all 10 problems. Once I see that the
students are finishing up I will go over each question. I will place the worksheet on the doc
cam for all the students to see. I will tell the students that I expect them to be following along
and making changes if they didnt have the right answer. We will go over the worksheet.
After going over the worksheet I will collect it.
Calendar Piece Review- I will have the students get out their math journal to answer the
question for calendar piece today. I will put the problem up on the doc cam and the students
will be given a couple of minutes to answer on their own in their journal and then we will go
over it together. The problem of the day is: You have an item that cost $3.12. You paid with a 5
(pictured is a 5 dollar bill). How much change will you get back? We will go over this
problem together. I will begin the discussion by reading the problem and asked the students to
explain to me what we are asked to do when we make change. They will hopefully say we
are taking the total amount and having to subtract because we bought something for 3.12.
How much change we get back is the difference. I will remind that students that when we are
subtracting that we have to make sure that we put the bigger number on top. I will ask What
do we have to make sure we line up when adding or subtracting money amounts? The
decimals will line up. I will ask volunteers to give me the steps for answering this problem.
After we answer the problem I will remind the students that we cant forget to put our dollar
sign showing that its money. We will then move on to our review on multiplication.
Review of 0, 1, 5s multiplication- Before we move into station, I will take 5-10 minutes to
review multiplication facts. The students will be asked to keep out there journal after calendar
piece review. I will call out different multiplication facts and students will be instructed to
answer the problem in their journal. We will discuss other ways of representing these
problems as the students are answering problems. For example, if I call out the fact 3 times 2.
I will show on the board two groups of three of something. I will encourage the students to do
this if they struggle with multiplication.
Stations
1. Ipads- At the ipad station, students will be asked to work on IXL S.6 and F.11.
They will be working on ordering money greatest to least and reviewing their
10s multiplication facts.
2. Desk (Independent work time) - At this station, students will complete a
worksheet at their desk. Before beginning stations, I will go over the
directions for the worksheet. On one side you will be counting coins and
writing the total amount. Remember that different coins have different values.
It might help you to write which coin it is and the value under it and then
show your work on another piece of paper if you dont have enough room. On
the other side of the worksheet you will count the value of the coins shown
and write the total amount. Once you get your total amount, you have to say
how much money is left over once you buy the item listed. For example, in #1
you are paying 75 cents for a slice of cake but you have 85 cents. You will
have to tell me how much money you have and how much money you have
after you pay for the item. Are there any questions? I will place the
worksheet on the front stool for the students to grab when it is their turn at
this station.
3. Teacher Time- At teacher time with me students will be practicing counting
money and making change. I will have a bucket of money for the students to
work with. On the table I will have cupcake liners on the table with a price
written on each one. The student will have to count out the money to pay for
 the cupcake. Once the student has counted the right amount, I will ask the
student to determine how much change he or she will get back if they paid
with a five dollar bill. I will provide scratch paper as students still struggle
with regrouping when subtracting. After they have counted out the amount
and made change, I will ask the student whats another way you could show
this amount of money? For example, if they had used a dollar bill to
represent a dollar the first time, then I would want them to show me that four
quarters could be used to make a dollar or 10 dimes, etc.
4. Table Time- At table time, Mrs. Howard will be working with the students on
counting money. When the students get to this station, she will grab a handful
of money and place it in the students hand. They will have to count the
amount of money she has given them.

H. DIFFERENTIATION
The students will be broken up in four different groups for stations (High, Medium-High, Medium-
Low, and Low). Based on the results from the assessment I gave prior to this lesson, I was able to see
what each student struggles with and place them in groups according to what their skill level is when
working with money. At the teacher time station, I will be able to address the struggle with regrouping
when subtracting in a small group with the students who need the additional support. Having the
different ability groups will allow us to challenge the students who scored 100% on the assessment
and provide more support for the students struggling in different areas.