You are on page 1of 4

KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT
LESSON PLAN FORMAT

Teacher Candidate: Alyssa Sedor

Date: 2/5/16

Cooperating Teacher: Mrs. Emily Caracappa

Coop. Initials

Group Size:

25

Allotted Time 55 Min Grade Level 3rd

Subject or Topic: Math: Money- Subtraction

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 subtraction strategies by
correctly completing money word problems.
II. Instructional Materials
Money Madness book
25 Dry erase boards
25 Markers
25 Exit Slips
25 Homework worksheets
Big Money
White Board
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 can add money with and without regrouping
3. Students understand how to converts cents to dollars and vise
versa.
4. 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
subtract money.
D. Content
1. Subtract money in different ways with regrouping and without
regrouping.
IV. Implementation
A. Introduction
1. Teacher will read the story “Money Madness”.
2. Teacher will explain to students that today they will be learning
different strategies to subtract money.
B. Development
1. Teacher will explain to students that they will be subtracting
money using number bonds.
a. This is very similar to when they added using number
bonds.
2. Teacher will use student’s names in money examples.
3. Teacher will write $32.25 - $21 on board.
4. Teacher will show students how to break this down into a
number bond.
5. Students and teacher will complete examples together using
dry erase boards.
6. Teacher will move onto next strategy after students appear to
grasp first strategy
7. Teacher will show students how to subtract cents from dollar
and cents using number bonds.
8. Students and teacher will complete multiple examples together
until strategy is grasped.
9. Teacher will show students how to subtract dollar and cents by
using number bonds.
10. Students will come up with problems and then solve them
using their dry erase boards.
11. Teacher will explain the subtracting one dollar and adding the
extra cents strategy.
a. Teacher should use big money if necessary.
12. Students will complete examples until strategy is grasped.
13. Teacher will explain to students how to use the subtracting
whole dollars and adding the extra cents strategy.
14. Students and teachers will complete multiple examples
together until strategy is grasped.
15. Teacher will introduce the subtracting whole dollars and adding
the extra cents strategy.

16. Teacher will show students how to complete this strategy using
the 3 bubbles.
17. Students and teacher will complete multiple examples until
strategy is grasped.
C. Closure
1. Teacher will hand out exit slips to each student (see attached,
formative assessment)
2. Students will solve the questions using the strategies they just
learned.
a. Work must be shown.
3. Students will hand exit slips into the math pocket when
completed.
4. 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. Exit slips
b. Homework worksheets
2. Summative
a. Unit test at the end of this chapter.

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 was the first lesson where the students were taking the strategies they
learned and applying them to subtraction problems. The objective for this
lesson was, “The third grade students will apply subtraction strategies by
correctly completing money word problems.” The formative assessment for
this lesson was another homework assignment. This assignment was worth 16
points total. 18 students received a 90% or above, one student received an 8089%, one student received a 70-79%, and one student received a 0% for not
completing the assignment.

B. Remediation Plan
I believe the students did very well on this assignment. My remediation
plan for this lesson is I would have the student who did not complete their
assignment stay in at recess and complete the missing work. I would also
work with the student who received the “C” on the worksheet one on one and
help them remediate where they are not understanding the work or making the
errors.
What could I do to improve my lesson for next time?
I think this lesson went really well, I need to find a stronger solution to clean the
desks off.
How was I with time management and classroom behavior?
I didn’t get to finish my lesson but I still managed my time well. Class behavior
was great overall, one student really tested the waters and received a THINK sheet today
during class. After he received this sheet he was quiet for the rest of the class.
What was one part of my lesson that went well?
The students grasped these strategies quickly because they were familiar with
them from addition. Today went a lot smoother.

Resources:
Adler, D. A., & Miller, E. (2009). Money Madness. New York: Holiday House.