Fast Food: Adding/Subtracting Money

Teacher Candidate: James Durham Date: 11/21 Time: 1:40-2:40

Cooperating Teacher: Mrs. Lora Gass Coop. Initials:
Group Size: 22 Grade Level: 5th
Subject or Topic: Math Section: 501

I. Objectives, Standards and Assessments

A. Standard(s)
Standard - CC.2.1.5.B.2
Extend an understanding of operations with whole numbers to perform operations including
decimals.

B. Performance Objectives (Learning Outcomes)

- Given an amount of money, the students will be able to accurately add and subtract money, as
well as plan strategies for adding/subtracting more than one value.

C. Assessment/Evaluation Plan
1. Formative Assessment
- Student feedback, input, and questions will be used to assess the level of
student understanding and help inform future practice and further teaching.
- Student orders will be collected and assessed
2. Summative Assessment
- An examination will be used at the end of the unit to assess student mastery
of adding and subtracting money.

II. Instructional Materials

Teacher Materials
- Prepared money amounts for each student (22)
- Menu prepared by the teacher, projected on the board
- Large white paper sheets for each table group (seven) –utilize as a graphic
organizer:
section one = each amount
section two = all amounts added together
section three = food being bought for each person
section four = work shown
- Order sheets showing student work and what they’re ordering
- Markers for each table group (seven)
Student Materials
- Individual math notebooks for whole class problems
- Writing utensils

III. Subject Matter Explanation

A. Prerequisite Skills
- Identifying place value (tens, ones, tenths, hundredths, thousandths): taught
in lessons prior
- “Exchanging”: the new term for “borrowing”
- Adding and subtracting numbers with decimals: taught the week prior

B. Key Vocabulary and Content

 Key Vocabulary:
Exchange – the updated word for borrow. While this has been discussed many times
prior in lessons (including my last math lesson; the one this lesson builds on), it
should be stressed still due to its importance for the subtraction/addition process.
Content:
The purpose of this lesson is to teach students how to add with money. Not knowing this would
be the next lesson I would be teaching, I used money in my subtracting decimals lesson by “taking the
students to the mall.” Because they already had knowledge of how to add/subtract numbers with
decimals, the lesson went very well. I hope for the same success this time, since all that is different is that
they will learn how to add/subtract decimals when there are more than two (i.e. adding their values two at
a time). Lessons with money are applicable, so the hope here is that the connection is made further
between doing math at school and doing it in the “real world.”

IV. Implementation
A. Introduction
Hook
1. Grab students’ attention by directing all eyes on the teacher

Activation of Prior Knowledge

1. Ask students to turn and talk for ten seconds about what they learned LAST TIME I
was teaching
2. Elicit student responses—the “correct” response being subtracting decimals “at the
mall”

Setting Today’s Objective

1. Tell students that today they will be doing something a little similar with decimals,
and after all this practice they are going to be masters of adding and subtracting
decimals

B. Development
1. Have the students take out their math notebooks and draw the four-square organizer
on the board.
2. Tell the class that, like last time, they will be working with money—combining their
newfound adding and subtracting with decimals skills
3. Stress the importance of neatness when adding/subtracting—use this time to remind
them of the graph paper used in the last decimal related lesson
4. Remind students of “my golden rule” for adding/subtracting numbers decimals
a. Reuse the bring-down-the-decimal hand motion; ask the class to repeat
the hand motion with you as you remind them, and every time
subsequent
5. Perform for the class, with their input and assistance, the first problem; implement
turn and talks often to build student confidence and collaboration
a. $6.48 + $2.43 = ($8.91)
STEP ONE: BRING DOWN THE DECIMAL
STEP TWO: ADD, EXCHANGE AS NEEDED
(Ask: “are we finished here?” before bringing down the dollar sign)
STEP THREE: BRING DOWN THE DOLLAR SIGN
- Use the dollar sign hand motion to bring down the sign
- Stress that the sign goes in front of whatever the largest place is
6. Repeat these steps with a new problem; the first problem; implement turn and talks
often to build student confidence and collaboration
 a. $9.36 - $4.63 = ($4.73)
STEP ONE: BRING DOWN THE DECIMAL
STEP TWO: SUBTRACT, EXCHANGE AS NEEDED
STEP THREE: BRING DOWN THE DOLLAR SIGN
7. Have the students all give themselves a pat on the back for completing these first two
problems
8. Elicit any questions students may have up to this point; adjust lesson accordingly
9. Repeat these steps with a new problem; implement turn and talks often to build
student confidence and collaboration
a. $10.25 / $5.60 / $3.33
b. Explain to the students that when there are multiple numbers to add, you
add them two at a time.
c. SO: $10.25 + $5.60 = $15.85 / $15.85 + $3.33 = $19.18
10. Bring student attention to the whiteboard (“McDurham’s!)
11. Explain the activity, and show the students an example of what they will be doing.
12. (twenty second brain break if needed)
13. Elicit from the class any questions or concerns; if the students seem to grasp the
concept, move on the next part, if not, elicit feedback as to what the confusion is
14. Ask students to clear their desks
15. Distribute to each table the large white sheets of paper, already divided into sections
by the teacher
16. Hand out to the class, when they are ready and attentive, a sticky note with their
random amount of money
17. Tell the class that they must work together in their groups to find out what they can
order from my restaurant
a. IT MUST BE ON ONE BILL, so they must pool their money together to
avoid going over when they choose their items
18. Give students seven minutes to work together to find their total sum of money
19. Work with the severe ELL students in the back while monitoring the class often
20. Have them write down their orders on the “order sheet”; come and take orders once
they’re finished to assess student mastery of objective
21. For early finishers:
- Implement a rover (SC.CG. if possible) to help struggling groups while I
work with the ELL students in need of assistance
- How much is the entire menu worth? What amount of money rounded
up is needed if I were to purchase the whole thing?

C. Closure
1. With three minutes left in class, ask each student to come up with a list of the steps
for adding and subtracting money—this should be written right on their white sheets
of paper

D. Differentiation and Accommodations

1. Differentiation Plan
This lesson is largely whole class and small group. Though the initial whole class work will be
done by the teacher on the board and the students in their notebooks (the “I do/we do” of the gradual
release method), the small group work will be differentiated in that each group has a different amount of
money they will be working with. Students will combine their individual amounts of money with the
others at their table to decide on which food items they can buy.
2. Accommodations Plan
For Learners Having Difficulty:
 XA.TV.: ELL, Level One
B.SS.: ELL, Level One
DL.SN.: ELL, Level One
HS.CN.: ELL, Level One
TC.AR.: ELL, Level One
- While this lesson contains minimal text, have written on the board in large letters for the
students saying “bajar el decimal,” as well as a new sign reading “signo de dólar más bajo”
- Spanish translations of each food item are posted on the menu
- Turn and talks are used to increase these students’ confidence in the practice problems as well
as keep them on task and as engaged as possible during the lesson
B.SS.: ELL, Level One
DL.SN.: ELL, Level One
HS.CN.: ELL, Level One
TC.AR.: ELL, Level One
CH.RR.: ELL, Level Two
- Group these students with me for further practice of adding/subtracting decimals while the
others work on their “orders”

CH.RR.: ELL, Level Two

JA.VR.: ELL, Level Two
EN.FC.: ELL, Level Two
MJ.RR.: ELL, Level Two
- Spanish translations of all items are posted on the menu. Though these students are higher
level English readers/speakers, they will still be monitored to ensure there are no language-
based issues or concerns.

SA.CC.: ELL, Level Three

J.CV.: ELL, Level Three
Y.BR.: ELL, Level Three
A.AS.: ELL, Level Three
- While these students operate well in the immersive English language classroom, they should
be scaffolded often during class work to ensure that any unfamiliar terms/concepts are
addressed in a timely manner.

EN.FC.: Autism Spectrum (Social Difficulties)

- When eliciting class feedback and responses, call on this student only when they raise their
hand to avoid any negative social interactions. Instead, check in often with this student one-
on-one, as to avoid singling them out in front of the class.

MJ.RR.: Other Learning Disabilities

- While this student reads and understands English well, they do struggle with speaking the
language. Direct questions towards this student in their small group, as to not make them
uncomfortable in front of the entire class

CH.RR.: Attention and Organization

- While working with the ELL students after the item-choosing, pull this student to the back
table to get them started, keep them on task, and provide assistance and scaffolding during
subtraction.
- Check in often during full class discussion to make sure this student remains on task.

J.CV.: Attention and Organization

 - Check in often during full class discussion to make sure this student remains on task.
- Allow this student to perform any jobs/tasks needed to keep them engaged

For Accelerated Learners:

SC.CG.:
- Direct higher-level questions and constantly scaffold towards deeper thinking when this
student is chosen in class discussion.
- Encourage this student to act as a rover during practice work time. This is not only helpful to
the other students in the class, but gives this student a sense of autonomy in relation to their
own learning.

VI. Resources (in APA format):

(On the whiteboard, simulating a real fast food restaurant board)

- See attached

(Order Sheets—one for each group)

- See attached