Bonnie Palmer Mrs.

Etta Howard, McGaheysville Elementary Present November 20th, 9:00-10:00AM Submit November 13th ELED 433 LESSON PLAN FORMAT JMU Elementary Education Program A. TITLE/TYPE OF LESSON: Money Review B. CONTEXT OF LESSON I talked to Mrs. Howard and she asked for me to do a review lesson on money (SOL 3.8). The students will be taking their test shortly after I do my lesson, so they will have been introduced to and practiced all of the content and skills listed in the SOL. I have worked with students as they practice making change and add and subtract quantities of money. Several of the students enjoy working with money, especially when fake coins and bill are used as manipulatives. One particular student expressed that she really disliked subtracting, which is involved in making change. I have seen that the lowest math group has difficulty setting up a subtraction problem for making change. They also seem to struggle with the subtraction algorithm when it involves borrowing. For my mathematical interview, I saw that students have a good understanding of how to compare whole numbers. I have also seen a minimal amount of the students comparing monetary quantities, but they seemed to do fine with it. Students would have been introduced to money in past years. In Kindergarten, they learned to recognize a penny, nickel, dime, and quarter and determined the value of a collection of pennies and/or nickels with a total value is 10 cents or less (SOL K7). In first grade, they would have learned to identify the number of pennies equivalent to a nickel, dime, and quarter. They would have also determined the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less (SOL 1.7). In second grade, the students would have counted and compared a collection of pennies, nickels, dimes, and quarters whose total value was $3.00 or less and correctly used the cent symbol, dollar symbol, and decimal point (SOL 2.10). Third grade is the last grade with SOLs on money. Although money is not on the fourth grade SOL, the students will continue with work on decimals. The students will compare decimals (SOL 4.3c) and add and subtract with decimals (SOL 4.5c) in fourth grade. So far in third grade, the students have worked on place value and the value of digits, rounding, adding and subtracting and subtracting whole numbers (<10,000), comparing whole numbers (<10,000), patterns, and started multiplication facts. The particular unit the students are doing now is on money and time. At the time of the lesson, the students will have addressed all content on time and money. Later in third grade, the students will continue with multiplication and work with fractions, division, U.S. Customary and metric units to measure, perimeter and area, shapes and their characteristics, graphs, and probability. Money standards are in many grades because it takes a long time to master money skills due to the necessity to be able to count on and skip count in different increments (5s, 10s, 25s, etc.) (CCSS). Students must understand the coin values of 5, 10, and 25 without seeing countable objects. A student who is tied to counting objects will be challenged to understand the value of coins. Students should know the names of coins, values of coins, and value of a group of coins prior to third grade. It is best for students to arrange coins that are being counted from highest value to lowest value. Students should be taught think addition (adding on) prior to being asked to make change (Teaching Student-Centered Mathematics). Learning Progressions Frameworks Designed for Use with The Common Core State Standards in Mathematics K-12 http://www.nciea.org/publications/Math_LPF_KH11.pdf (CCSS)

Bonnie Palmer Mrs. Etta Howard, McGaheysville Elementary Present November 20th, 9:00-10:00AM Submit November 13th Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 p. 289 C. RELATED VA SOLs and/or CCSS (include both mathematical content and processes/practices) VA SOL 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. All students should -understand that a collection of coins and bills has a value that can be counted -understand how to make change from $5.00 or less The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to -count the value of collections of coins and bills up to $5.00 -compare the values of two sets of coins or bills, up to $5.00, using the terms greater than, less than, and equal to -make change from $5.00 or less 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? Money in math can also be connected with economics in social studies. VA Social Studies SOLs involving money include K7b (The student will explain that people work to earn money to buy the things they need and want), 1.9 (The student will recognize that people save money for the future to purchase goods and services), 2.8 (The student will distinguish between the use of barter and the use of money in exchange for goods and services), and VS.4 (The student will demonstrate knowledge of life in the Virginia colony by describing how money, barter, and credit were used). The social studies VA SOL that most relates to money is 3.8 (The student will recognize that because people and regions cannot produce everything they want, they can specialize in what they do best and trade for it). D. LEARNING OBJECTIVES Understand what are the broad Know what are the tools, generalizations/concepts the vocabulary, symbols, etc. the students should begin to develop? students will gain through this (These are typically difficult to lesson? (These knows must be assess in one lesson.) assessed in your lesson.) U1 The students will understand K1 The students will know the that a collection of bills and coins values of a penny, nickel, dime, can be counted to determine a quarter, one dollar bill, and five total monetary value. dollar bill. U2 The students will understand K2 The students will know the that two or more monetary values terms greater than, less than, and can be compared using symbols equal to. and words to show their relationship. U3 The student will understand K3 The student will know the that a smaller value of money can meaning of the symbols $, , <, >,

Do what are the specific thinking behaviors/procedures students will be able to do through this lesson? (These will also be assessed in your lesson.) D1 The student will be able to count the value of collections of coins and bills up to $5.00. D2 The students 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. D3 The students will be able to make change from $5.00 or less.

Bonnie Palmer Mrs. Etta Howard, McGaheysville Elementary Present November 20th, 9:00-10:00AM Submit November 13th be subtracted from a greater value of money to make change. U4 The student will understand that money is the accepted form of payment today in America but in the past it was not (in America and across the globe). and =. D4 The students will be able appropriately use the symbols $, , <, >, and =.

D5 The students will be able to represent and recognize a monetary quantity using concrete coins and bills, pictures of coins and bills, and written out numbers and symbols ($ and ). E. ASSESSING LEARNING
Objective Assessment What documentation will you have for each student? Data Collected What will your students do and say, specifically, that indicate every student has achieved your objectives?

U1 The students will understand that a collection of bills and coins can be counted to determine a total monetary value.

Verbal response of student at the making change station with me.

U2 The students will understand that two or more monetary values can be compared using symbols and words to show their relationship.

Student work from Matching and Comparing Money Worksheet Observation from the students working with me on making change when I ask them who has the greatest amount, the least amount, and an equal amount of money.

I will ask the student how they found out that the coins and bill they have equal the amount of money I told them they had. They student would mention counting the coins and bills. The student will demonstrate understanding that two or more monetary values can be compared using symbols by correctly comparing each of the five pairs of monetary values using the symbols >, <, and = on the worksheet (answer key attached). The students answer the correct amount that is the greatest ($4.75), least ($1.99), and equal ($2.90) or agree to the suggested amount if they are not the one who says it first). When I ask the students if I can compare two of the values, they say yes. When I ask what I would say to

Bonnie Palmer Mrs. Etta Howard, McGaheysville Elementary Present November 20th, 9:00-10:00AM Submit November 13th

U3 The student will understand Observation of students that a smaller value of money can working through the making be subtracted from a greater value change problem. of money to make change.

U4 The student will understand Observation of student that money is the accepted form of discussion during think-pairpayment today in America but in share during the introduction the past it was not (in America and across the globe). K1 The students will know the values of a penny, nickel, dime, quarter, one dollar bill, and five dollar bill.

Student work from Matching and Comparing Money Worksheet Student verbal response and observation at the station when they work with me on making change

compare them, they say that [value] is greater than, less than, or equal to [value]. If I asked how could I show it, they would show me <, >, or =. The student will tell me that they put the greater value of money on top of the smaller value and then subtract to find the amount of change. Correctly setting up a subtraction problem at the station with me when determining how much change they should get back for the box of markers (amount the student had - $2.73 = change) would indicate that they understand that the smaller value of money can be subtracted from a greater amount of money to make change. The student will say something along the lines ofpeople used to trade or barter for things, but now people use money to get the things that they need and want. In order to correctly determine the values of the set of coins on the Matching and Comparing Money Worksheet, the student must know the value of a penny, nickel, dime, quarter, and one dollar bill. Correct matching of the monetary value to the picture of the coins and the manipulatives will indicate that the students knew the values of the bills and coins. (penny=1

Bonnie Palmer Mrs. Etta Howard, McGaheysville Elementary Present November 20th, 9:00-10:00AM Submit November 13th

cent, nickel=5 cents, dime= ten cents, quarter=twenty-five cents, and the dollar bill is equal to $1 or 100 cents) At the station with me, the students will correctly use coins and bills to total the monetary amount they were given indicating that they know the values of the coins and dollar bill. The students will give a correct verbal response to how much the five dollar bill is worth ($5).
K2 The students will know the terms greater than, less than, and equal to.

K3 The student will know the meaning of the symbols $, , <, >, and =.

D1 The student will be able to count the value of collections of coins and bills up to $5.00.

Student verbal response at the The students will answer the station with me. correct amount that is the greatest ($4.75), least ($1.99), and equal ($2.90) or agree to the suggested amount if they are not the one who says it first. The students will correctly answer greater than, less than, or equal two when I ask them Is the amount of money that __ has greater than, less than, or equal to the amount of money that __ has? This would demonstrate knowledge of the terms greater than, less than, and equal to. Student work from Matching Correct answers on the and Comparing Money Matching and Comparing Worksheet Money Worksheet will indicate that he student knows the meaning of the symbols. Student work from Matching The student will correctly and Comparing Money count the collection of coins Worksheet and bills in the Matching and Comparing Money worksheet as shown by correctly matching the written value to

Bonnie Palmer Mrs. Etta Howard, McGaheysville Elementary Present November 20th, 9:00-10:00AM Submit November 13th

the pictures and manipulatives. D2 The students will be able to Student verbal response at the The students will answer the compare the values of two sets of station with me. correct amount that is the coins or bills, up to $5.00, using the Student verbal response when greatest ($4.75), least ($1.99), terms greater than, less than, and and equal ($2.90) or agree to working with partner after equal to. the suggested amount if they completing the Matching and are not the one who says it Comparing Money worksheet. first. The students will correctly answer greater than, less than, or equal two when I ask them Is the amount of money that __ has greater than, less than, or equal to the amount of money that __ has? D3 The students will be able to Observation at station with The students will correctly make change from $5.00 or less. me as they make change for determine the amount of the box of markers that they change that they should get are buying. back when paying for a box of markers that costs $2.73 with the amount of money they were given. The students may correctly set up a subtraction problem, use think-addition, and/or use the manipulatives to solve the problem. D4 The students will be able Student work from Matching The students will correctly appropriately use the symbols $, , and Comparing Money compare the sets of monetary <, >, and =. Worksheet values using the symbols <, >, and =. D5 The students will be able to Student work from Matching The students will correctly represent and recognize a and Comparing Money match the concrete coins and monetary quantity using concrete Worksheet bills, pictures of coins and coins and bills, pictures of coins bills, and written out numbers Observation at station with and bills, and written out numbers and symbols for equal me. and symbols ($ and ). monetary quantities on the Matching and Comparing Money worksheet (see attached answer key for answers). The students will correctly find the coins and bills

Bonnie Palmer Mrs. Etta Howard, McGaheysville Elementary Present November 20th, 9:00-10:00AM Submit November 13th

needed to make the written monetary value that they were each given at the station with me. I will check their answers on the spot.
F. MATERIALS NEEDED access to SmartBoard that is in the classroom worksheet for independent station (I will copy while at the school) Matching and Comparing Money worksheet (I will copy while at the school) Pictures of coins cut out for Matching and Comparing Money worksheet (I will copy while at the school and then cut) Envelopes to put the cutout pictures of coins in (me) Baggies to put money manipulatives in (me) Fake bills and coins/money manipulatives (Mrs. Howard) Glue (Mrs. Howard) Whiteboard (Mrs. Howard) Dry erase makers (Mrs. Howard) Pencil (the student) G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN THE PROCEDURE PORTION OF THE LESSON When counting coins, it is possible that students will mix up the value of one coin with another. They also might have difficulty skip counting to get the total value of a set of coins and bills. When comparing the value $0.78 with 78 students might just look at the numbers while ignoring the symbols therefore seeing 78 as greater. The students might have difficulty adding values because of the use of decimals. They might have trouble aligning the decimals and putting the decimal in the appropriate spot in the final answer. I anticipate that the students will leave out the dollar sign when writing a monetary value. I anticipate that students will align coins that they are counting in order from greatest value to lowest value and then proceed to count by using the skip counting strategy. To make change, students might use think addition, the subtraction algorithm, and direct modeling with the manipulatives. I anticipate that the subtraction algorithm will be used the most because it is what the students have been taught to use. G2 PROCEDURE Before 1. I will explain the following scenario to the student, I went to the grocery store to buy a loaf of bread. I then went up to the cashier and asked if I could give him a dozen eggs that I collected from my hens on the farm that I live on in exchange for the loaf of bread. o I would then ask the students to think about, How do you think the cashier would respond? Would the cashier accept your eggs in exchange for the bread? Would that exchange have been okay back in the colonial days or when people lived long ago in other countries?

Bonnie Palmer Mrs. Etta Howard, McGaheysville Elementary Present November 20th, 9:00-10:00AM Submit November 13th o Then I would tell the students to turn to a partner and explain what they think. I will put a one minute timer on the board. At the end of the one minute, I will have the students raise their hand and share with the class what they talked about with their partner (think-pair-share). 2. Next I will discuss what should have happened with the exchange. o The cashier would have told me that the bread costs $2.59. I have $5 in my pocket. o I would then ask the following questions and have students raise their hands to answer: Do I have enough money to buy the bread? How do you know that? Why is it important that I know that $5 is greater than $2.59? How do I figure out much change will I get back? o I will show, on the SmartBoard and chalkboard, multiple ways of how to figure out how much change I will get back including adding on and the subtraction algorithm. I will say the name of each coin and its value and incorporate the terms less than, greater than, and equal to. o I will ask the students: Why is it important for me to know how to figure out how much change I should get back? Why is it important that I know how to count the change that I get back? 3. The students will be working in three stations, which they do every math class. They already have determined groups and know which station to start off at first. I will tell the students that I expect them to work their hardest to complete each activity and I want all talking to be about math. I will explain each of the three stations to the students. o Matching and Comparing Money: For this task, the students will go to the carpet at the front of the room. I will verbalize the instructions and have written instructions for the students that will be on the SmartBoard for them to reference when they are doing the task. The students will take a worksheet, envelope, baggie, and glue stick. First the students will match the cut-out pictures of money (combination of dollars and coins) to the value on the worksheet and to the value of coin and dollar manipulatives that are in the baggies (the concrete, pictorial, and written number representations should all have the same value). I will tell the students that the picture of the coins and the manipulatives will not be the exact same; they will be two different ways of representing the same value. Once they have counted a set of coins, they should put it back in the same bag. The students will write the letter that is on the outside of the baggie of manipulatives in the box corresponding with the correct monetary value. They will then glue down all of the pictures on the worksheet. Then they will compare the two values using the less than, equal to, and greater than sign (write the sign in the box indicated on worksheet). Once the students have finished with the worksheet, the students will pair up with someone who finishes around the same time as them and say the equality/inequality (ex: one dollar and forty-seven cents is greater than one dollar) Then they will talk with a partner about the following questions: How did you get your answers? How can you tell that one amount of money is greater than, less than, or equal to another amount based off of the written values? How can you tell that one amount of money is greater than, less than, or equal to another using the pictures or concrete coins and bills? Did the number of coins or bills tell you which set of coins and bills had a bigger value? Once the time is up for this station, the students will put the envelope in the marked basket, the baggies with the coins against the wall, and the worksheet with their name on it in tray one. o Independent: I will tell the students that they will go to the back table by the sink for the independent station.

Bonnie Palmer Mrs. Etta Howard, McGaheysville Elementary Present November 20th, 9:00-10:00AM Submit November 13th The students will complete a practice worksheet (includes test-like and SOL-like problems) to prepare them for the test and the upcoming. If the students complete the worksheet within the given amount of time, they can check their answers with another person in their group who has finished. If there is disagreement on answers, they should each explain how they got their answer and see if they can come to find the correct answer together. Once the time is up at this station, even if they are not finished, they will put the worksheet in tray one. o Making change with me: I will tell the students that they will be working with me at the back table by the books and that I will explain the directions when their group comes to me. 4. Once I have explained all of the directions, I will ask the students to turn to a partner and explain what the directions were. During 5. I will tell the students to go to their station and bring a pencil with them. The students will rotate through the three stations and will have fifteen minutes at each station. I will tell the students when to switch. o Matching and Comparing Money Worksheet The students will complete this activity as described in the before section. Mrs. Howard will be with the students at this station. She will help keep the students on track and aid them as needed. She will also listen to discussions among the students so we can talk about it after the lesson. o Independent The students will complete the worksheet. They may ask students in their group questions if they need help. The students will do what was described in the before section. o Making change with me: Each student will have a white board and dry erase marker. I will tell the students that they each have a certain amount of money. I will give each student the written value of the money that they have ($1.99, $4.75, $2.90, $4.05, $3.33). They will then count out that amount of money using coin and bill manipulatives. While the students are counting the coins and bills, I will be listening to hear if they say the value of the coin or bill while counting it (while perhaps touching the particular manipulative they are counting at the moment). I will check their answers. If it is incorrect, I will point to the dollars and coins and have the student count them and to help the student see where they went wrong (I will not directly tell them the answer). Once all of the students have the correct amount of coins and bills, I will ask the group, Who has the greatest amount of money? Who has the least amount of money? Which two people have an equal amount of money? Can I compare $4.05 and $3.33? What would I say to compare them? How can I show the comparison? Does everyone have enough money to pay for a box of markers that costs $2.73? All of the students should respond yes to the last question except the student with $1.99. I will then tell that student that their parents forgot to give them their allowance of $3.00, so they decided to give them an extra penny resulting in a total of $3.01. I will then ask that student if they want to exchange their $3.01+$1.99 ($5) for a

Bonnie Palmer Mrs. Etta Howard, McGaheysville Elementary Present November 20th, 9:00-10:00AM Submit November 13th five dollar bill. I will show the students the five dollar bill and ask them how much it is worth. Next I will ask the students how much change they would get back if they gave the cashier all of the money that they have for the box of markers that costs $2.73. I would tell the students that they can solve the problem in whatever way works best for them. During this part of the activity, I would be monitor the students to see what strategies they use to solve the change problem, which ones are the most common, which ones were the hardest for students, and any new strategies that I did not expect. I would encourage them to think about the ways that we solved the loaf of bread problem with the whole class (think addition and the subtraction algorithm). If the student finishes super quickly, I would encourage them to try another method (direct modeling, counting strategies, and number facts). If the student is struggling with their method, I would encourage another method or guide them through the method that they have chosen. (This will be done if there is time, but it will be addressed in the after phase regardless).Once the students have solved the problem, I will ask each of them to explain to the group how they solved the problem. If they tried multiple methods, I will have the students tell the group which way they thought was easier.

After 6. Once the students have gone through all three stations, I will tell them to return to their desks. We will discuss strategies for making change as a class. I will bring up a variety of strategies that the students used to promote a community of learners. o First I will talk about the use of the subtraction algorithm because I anticipated that it would be the most commonly used strategy. I will ask the students to help me set up the subtraction algorithm based on the task that the students did with me. I will ask the class to help me solve the problem. Students will raise their hands to answer. o Next I will talk about the use of think addition. It will probably not be the most popular strategy, but it is a good one for students who do not like or have difficulty with the subtraction algorithm. o I would then use the direct modeling strategy on the SmartBoard (I would have coins and bills shown on the SmartBoard) so students can see. o I will bring up any common mistakes that I saw when the students were working with me (like mixing up the value of particular coins, not lining up decimals, or forgetting the dollar sign for a monetary value). If I saw a useful strategy that I did not anticipate, I would ask the student who did it to share with the class. o I would wrap up with saying that they are all good strategies to use to solve a making change problem and they should use the one that they are most comfortable with. Lastly, I would ask the students which strategies would be the best to use on the test. H. DIFFERENTIATION

Content

Process

Product

Bonnie Palmer Mrs. Etta Howard, McGaheysville Elementary Present November 20th, 9:00-10:00AM Submit November 13th

Interest

Readiness

For students who are having difficulty creating a subtraction problem when making change with money, I would encourage them to use think addition. For example: I bought an ice cream cone for $3.27 and gave the cashier $4.00. How much change do I get back? If students have difficulty solving $4.00-$3.27, I would give them concrete coins to use. I would have them lay out $3.27 and add coins until they get to four dollars (3 pennies, 2 dimes, and 2 quarters) and count up how much those added coins make ($0.73). At the independent station, if the students are having difficulty finding answers with paper and pencil, they may use coin and bill manipulatives. At the station that the students do the Matching and Comparing Money worksheet, the students have all three forms of representation to help them compare the values, so they may use whatever works best for them. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? For any of the questions that I ask the students, they might not respond. First I will give ample wait time. If there is still not response, I will rephrase the question and/or think of simpler questions that will lead to the answer that I was looking for. The coin and bill manipulatives might not get returned to the correct baggie at the end of a groups time at the station; therefore, messing up the following group. I would tell those students to save the bags that dont seem right for the end and then put the correct amount into the bag. Mrs. Howard will be at that station to assist the students if needed. The students might not finish every activity. I would be okay with that if they have made good progress on it. If the student has barely done the activity, I will work with them on it during study hall at the end of the day.

I.