Template for Assignment 1: Tiered Lesson

Name & Student Number: Kelsey Williams (2165163)

Curriculum (Learning) Area of Lesson: Mathematics
Specific Topic of Lesson: Money
Year Level/s: Year 4
Lesson Context
This is a year 4 Mathematics unit, in which this lesson plan fits into the conclusion of the unit (the last lesson of the unit). This lesson involves the final assessment
of student’s knowledge, understanding and how they have applied their knowledge to demonstrate that they can represent money values in various ways.
This class is made up of 21 students with 15 of those males. Many of these students have learning difficulties ranging from GOM students, Trauma backgrounds,
students on One Plans, EALD and Indigenous backgrounds. These students require an increased level of scaffolding and modified tasks with the assistance of
Educational support officers throughout the majority of lessons. For these students, it’s important to keep them enjoying school by providing a safe, enjoyable and
inclusive classroom environment. There are students are in need of extension and are reaching high levels of Mathematics but overall Mathematics is the class’
strong subject. The aims of this Mathematics unit is to allow students to understand the importance of money and its use in society and be able to represent
money and understand its values in various ways through an enjoyable and engaging lesson.
Learning Objectives (Understand)
As a result of engaging with the lesson, students will understand that they can represent money values in various ways. Students will also understand how to
count the change required for simple transactions to the nearest five cents (ACMNA059).
Know: Be able to do:
- Know that each coin/note and its value. How are you going to get them to demonstrate?
- Know that money can be represented in a variety of ways. Must start with verbs.
- Know the visual differences in coins/notes. - Compare the differences in value of money.
- Know the prevalence of money in society. - Demonstrate how to correctly give and receive change.
- Be able to discuss and work with others.
- Demonstrate that they know how to add and subtract money.
- Create a vertical shop to demonstrate their understanding whist filming
their knowledge of simple transactions.
- Reflect using their developed assessment piece.

Essential Questions:
1. How much can you purchase from your shop, without exceeding the amount?
2. How do you calculate the price of your items and give the correct change most effectively?

Pre-assessment of Individual Student Readiness

The pre-assessment will be conducted prior to the commencement of the final lesson (the final lesson includes assessment), thus enabling a clear understanding
of student’s readiness levels before commencing the final summative assessment. The pre-assessment will be made up of structured observations of students
understanding and readiness to undergo final assessment as “… Differentiation begins with knowing your students… by knowing this you can adjust what they
learn” (Allen & Turville, 2005). The observations will involve assessing whether a student’s knowledge of the Australian dollar and how many cents are in that
dollar throughout the entire unit. This can be achieved by analysing students work from prior lessons to help understand their readiness level, to achieve this it is
important to clearly state what “… you want for children to know, understand and be able to do” (Allen & Turville, 2005). This will also help in grouping students in
their tiered groups, and also assist in placing students into their pairs for partner work. This helping to allow students with similar readiness levels to work together
with a similar understanding of money to allow for assessment to consistent and fair for all students.
 Lesson Plan

Lesson Sequence: Explanatory notes

Group Discussion: Resources:

Duration: 10 minutes (students cannot sit for long before they - Worksheet for each tired group (see appendix 1,2 & 3)
start to fidget) - Array of coins for each partnership
- The beginning of the final lesson, students will be situated - IPad for recording
on the floor for a group discussion about the final - Led pencils
assessment task for the unit. - Coloured pencils
- Students will be asked questions about prior lessons and - Maths books
recap on knowledge gained from learning about money
and simple transactions.
Tiered Task
Guiding questions:
“What have we learnt so far about money?” I have designed the tiered task so that each student is working in a partnership to enable
“Why is it important to understand money transactions?” additional learning through being able to help assist each other and foster additional
“If I had $___ and I wanted to buy a ____ that costs $____, how understanding as these students benefit highly from small group work and have been shown
much money do I need to give and how much change will I to be effective in supporting student learning (Allen & Turville, 2005). It is also designed to
receive” (these done on the whiteboard as a demonstration). strengthen students understanding of simple money transactions, and for students to
understand the practical role money plays within today’s society as this is an important life
- Students will be given the expectations for the lesson and lesson for these students. By creating a vertical shop, students are able to benefit from this
what is required for assessment, as the task is the same lesson through the practical hands-on experiences as students enjoy being able to be creative
for all readiness groups even though they include and make their assignments their own. This increasing their positive experiences with money.
modifications/adjustments for each good depending on Through students filming their assessment, thus minimising the negative feelings toward
their readiness levels. assessment and adds a positive aspect. But more importantly, students may have poor writing
- Each worksheet will explain and outline clear expectations skills but can simply explain the answer rather than to write it, this gathering a more accurate
for each group (see appendix 1, 2 & 3). These steps will assessment of student knowledge (Tomlinson & Moon R, 2019). The overall goal of this type
help students understand what they are being assessed of assessment allows for increased reliability and validity and to reduce error and teach bias
on and the sequence they should follow, this also assisting (Tomlinson & Moon R, 2019).
those students who need a sequence to follow.
- As students move into their readiness groups, the teacher
As the prior lessons in this unit focus on identifying values of money, adding and subtracting
will enter each group and discuss their task as they differ
money, and understanding how many cents are in a dollar through practical hands-on
slightly.
experiences. This will help in identifying student’s readiness levels, grounding them by
- Students are to get into their pairs and be ready to start understanding their academic strengths and weaknesses, interests and learning preferences,
the task. with the goal of them reaping the benefits of the task (Tonya, 2014). Students in Group A and
Group B will use a range of money values and use working out to help assist them. Group C
will focus on the simple adding and subtracting of money values whilst using resources to help
Body of the lesson (tiered task): in working out as scaffolding is required.
Duration: 45 minutes
After the task has been discussed with each group, students are to The tiered aspect of this lesson is the amount of money given to use and the money values
begin the task and work through at their own pace. used. Although the values differ from each group, all groups are to demonstrate as part of the
 1. Students are to set their own prices for the items they
have decided to have in their shop e.g. Chocolate bar –
$1.00.
2. These items are to be drawn in the space given and the
price decided underneath (see appendix). Students are to
select 6 items.
3. Students are to practice transactions with their partner and
record their working out.
4. After the students have practiced and familiarised
themselves with the assessment, they will go on to film
themselves giving and receiving change from their partner.
They can use the script provided (see appendix) or act it
out themselves (up to student’s creativity).
5. They will then swap.
6. This film snip will be analsyed and assessed based on the
assessment criteria (see appendix 4).
assessment, giving and receiving change with their assigned money according to their
readiness.
There are four main differences in the readiness levels of the groups (see appendix 1, 2 & 3):
1. The money given to purchase items.
- Money Magicians – $20 (in varied coin values),
- Crazy Coins– $10 (in varied coin values),
- Big Notes – $5 (in whole coins).
2. The expectations on how much of the money they spend (closest without going over).
- Money Magicians – How much can you purchase out of the given money value?,
- Crazy Coins – what can you purchase and how many different sequences?,
- Big Notes – what can you purchase with your money?.
3. The money values they can use e.g
- Money Magicians – to the nearest cent,
- Crazy Coins – to the nearest 5 cent,
- Big Notes – to the dollar.
4. Working out (with or without assistance).

Money Magicians I am aware of wording the tasks for their readiness levels and for those students who struggle
This group has demonstrated that they are confident in giving and with reading and EALD. The use of wording the task can increase or decrease the difficulty of
receiving change closest to the cent. They can identify each the task. Students with a low reading level will be assisted when the task is explained through
coin/note and compare the differences in value of money. They a ESO. The worksheet will be read and re-clarified, working in a pair will also assist with this.
understand how to add and subtract without a calculator by using
clear working out. Students can demonstrate how to purchase the
most out of their price range and lastly how to round numbers
up/down.

Crazy Coins
This group has demonstrated that they can give and receive
change closest to the 5 cents. They can identify each coin and
compare the differences in value of money. They can work
through how to add and subtract without a calculator. Students
have demonstrated that know what they can purchase from an
amount.

Big Notes
This group has demonstrated that they can give and receive
chance closest to the dollar. They can identify each whole coin
and its value ($1 $2). They can add and subtract using working out
with visual representations through the use of practical
devices/resources (counters etc).
 Lesson Closure/ Check for Understanding

Duration: 5 minutes
Summarising group discussion:
Students will return to the floor post completion of their video assessment. Students will have the opportunity to share their shop name and objects with the group.
From here, the group will be asked questions and given examples relating to their understanding.
Exit card
Students are required to complete the exit card before leaving the class. The exit card consists of 2 questions asking students to identify each coin and its value,
and a short sum involving the addition and subtraction of a transaction. This must be written on a sticky note and stuck on the door on the way out. Each group will
have a different sticky note colour.
Assessment
Assessment will be completed by the viewing of each video students have made of their partner and themselves giving and receiving change. From here, the
learning objectives will be clear and can be graded by the rubric.

Summary:
Overall, this lesson aims for students to benefit from the enjoyment of learning through practical hands-on experiences due to this class’ wide range of learning
difficulties. Effective teaching can have a significant effect on the learning and success of students with learning difficulties (Mercer, n.d.). Tiering allows for all
students to be able to actively be involved in their own learning by students all receiving a high-quality curriculum through engaging in instruction, and rigorous
tasks in the context of an enjoyable classroom (Doubet & Hockett, 2017). By adjusting the three tasks slightly for students ensures that they do receive the support
and challenge they need, thus allowing for differentiating for readiness (Doubet & Hockett, 2017). The varying levels of the task also allow for students to achieve
the same core learning goals.
Reflecting by class discussion and exit card at the end of the assessment allows for effective feedback for the teacher to see if the students are ready to move
forward, has the appropriate level of understanding and increased their readiness level for future tiered lessons.

References:

Allen, L., & Turville, J. (2005). Differentiating by Readiness : Strategies and Lesson Plans for Tiered Instruction, Grades K-8. Routledge.

Australian Curriculum and Assessment Reporting Authority. (2019). Foundation to Year 10 Curriculum: Mathematics. Retrieved from
https://australiancurriculum.edu.au/f-10-curriculum/mathematics
Doubet, K. . ., & Hockett, J. A. (2017). Differentiation in the Elementary Grades : Strategies to Engage and Equip All Learners. Association for Supervision &
Curriculum Development.

Mercer, K. L. (n.d.). Chapter 7 Supporting Students with Learning Difficulties, 128–156.

Tomlinson, C. A., & Moon R, T. (2019). Assessment and Student Success in a Differentiated Classroom. Association for Supervision & Curriculum Development.

Tonya, R. (2014). The Role of Assessment in Schools. Theory Into Practice, 44(3), 226–233. https://doi.org/10.4324/9780203480335
Group Tasks: Explicit details

Money Magicians
This group will create a shop that’s items are to the cent e.g. $1.99. they are to choose 6 items (tapping into student interests) and set their cost.
Students are given $20 (in a variety of coin values) to spend at their shop, they must not exceed this amount. Students are to practice purchasing
and giving change to their partner using adding and subtracting strategies to work out the price and change given. They must do this without a
calculator but can use written working out. Students will also be required to demonstrate rounding up/down to the nearest 5 cents and lastly how far
they can stretch their money without going over. See Appendix 1.

Crazy Coins
This group is to create a shop that’s items are to the nearest 5 cent e.g. $2.55. they are to choose 6 items (tapping into student interests) and set
their cost. Students are given $10 (in varied coin values) to spend at their shop, they must not exceed this amount. Students are to practice
purchasing their goods within their price range. Students may not focus on how much they can get out of their money but what they can purchase
and how many different transactions they can create (record their findings). Students are to practice purchasing their items and giving change.
Students may not use a calculator but use adding and subtracting strategies to work out the price and change given. See Appendix 2.

Big Notes
This group is to create a shop that’s items are to the dollar e.g. $2.00. they are to choose 6 items (tapping into student interests) and set their cost.
Students are given $5 (in whole coin values) to spend at their shop, they must not exceed this amount. Students are to practice purchasing their
goods within their price range. Students are to focus on what can they purchase with this money rather than how many items. Students are to
practice purchasing their items and giving change. Students may not use a calculator but use simple adding and subtracting strategies with the
assistance of counters or other practical/hands on resources to work out the price and change given. See Appendix 3.
Appendix 1: Money Magicians Worksheet
Appendix 2: Crazy Coins Worksheet
Appendix 1: Big Notes Worksheet
Appendix 4

Marking Rubric for Money task