Dakota State University

College of Education
LESSON PLAN

Name: ​Rachel Slaven

Grade Level: ​4
School: ​Oldham-Ramona Elementary
Date: ​2/14/2018
Time: ​10:15-11:15am and 12:10-12:30

Reflection from prior lesson:

In the previous lessons, students have been working on understanding decimals,
specifically tenths and hundredths. Students have been doing fairly well with these
concepts. There are times when the students still get confused about writing the
decimal from the fraction. Espeically if it is hundredth that could be reduced down to a
tenth. We have also briefly discussed how to reduce a fraction to make it equivalent.

Lesson Goal(s) / Standards:

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 Objectives:
Students will count back money with 85% accuracy given guided practice and fake
money.

Materials Needed: ​Paper/plastic money, counting money worksheet, guided practice

worksheet, grocery items, and the practice/homework worksheet.

Contextual Factors/ Learner Characteristics: ​There are 9 students in this class. At

10:15 they will just have gotten back inside from recess, so it may take them a few
minutes to get focused again! It is also Valentine’s Day, so that could also add some
extra excitedness to the classroom.
A. The Lesson

1. Introduction (5 minutes)
● getting attention-​ ​I will welcome the students back to class from recess. I will
ask them to get our their pencils and put everything else away.
● relating to past experience and/or knowledge-​ ​I will remind the students of
the concepts we have covered over decimals. It has been a few days since
we have actually worked just with hundredths, so we need to think back to the
end of last week.
● creating a need to know-​ ​Today we are going to continue working with
money, and you are even going to get to “buy” some things!
● sharing objective, in general terms-​ ​Our goal today is going to be to learn
how to count back money while shopping! We are also going to practice doing
some story problems.

2. Content Delivery (60 minutes)

● Counting money centers-​ ​There will be 10 different bags of money that the
students are going to have to count. I will pair students up and have them go
around to as many bags as they can in 15-20 minutes to count the money.
● Guided Practice Worksheet-​ ​As a class, we will walk through the worksheet
and I will show them how to count back money. On the front side, we will do
examples 1-4 together, then I will have the students do 5 and 6 on their own. We
will do all three examples together on the back, unless students seem to really be
understanding the process, in which case I will let them do number 3 on their
own.
● Let’s Go Shopping!- ​I will pair students up, and each person will take turns
buying something from the “store”. One of the partners will pick something to buy
and the other will be the cashier. The item will have the price on it, and the
students will need to pay for it. Then the cashier will need to count back the
appropriate change!
● Practice and Homework-​ ​Students are going to complete the homework and
practice worksheet. On the front side, I will do number 4 with them. On the back I
will let them work with their partner to do number 6, 8, and 9.
3. Closure (5 minutes)
We will have a short class discussion about why knowing how to count back money is
an important skill to have. I will ask students to give examples in their everyday lives,
and I will share some in mine.

B. Assessments Used
For this lesson I will use formative assesment, both formal and informal. Throughout the
entire lesson I will be listening to the student responses to questions to determine how
well they are understanding the concept. I will be formally assessing the students by
collecting the worksheets to see how well they were able to answer the questions.

C. Differentiated Instruction
With this being such a small class, there isn’t a need for a lot of differentiation. A
couple of students will leave the room at 11 to go to Titile I, where they will receive
additional help. I will also be walking around the room to help students who are
struggling.

D. Resources
1. Houghton Mifflin 4th grade math curriculum