LESSON PLAN (7)

Pre-service Teacher ‘s name: Date: 15/9/20

Jasmine McDonald

Year level/ age range & number of children: Highlight planning process:
 Year Level: Year 2/3 Planned collaboratively with Supervising Teacher
Planned collaboratively with peer
 Age range: 7-9 years old Planned independently based on ST lessons
 No. of Students: 46 students Planned Independently
Deconstruction of Supervising Teacher’s lesson
Estimated duration of the learning experience:
50 minutes

Prior learning and background of the children:

Students have varying levels of understanding in relation to this topic of money. Students have already participated in a range of
discussions and activities to determine their knowledge and understanding about Australian money (notes and coins). For example,
there have been many class discussions to talk about and show examples about money. Some of these questions to determine
student knowledge and understanding include:
- What is money? / what is money used for?
- What types of money do we have? (e.g. Australian, American, etc.)
- What type of money do we have? (Coins and notes)
- What notes and coins do we have in Australian money?

Students completed a task which required them to identify and record the money written values (notes and coins) with an image of
the note / coin. They used matching cards provided (values + images) to move around and decide where they should be placed
before recording the value next to its image. This was used to help determine students’ current knowledge and understanding about
Australian money. After analysing each students’ answers, it was evident that some students were a little confused about where to
place the digits when recording values in relation to the decimal point and where to place a 0 (dollars are on the left and cents are
on the right e.g. $01.00 was commonly written as $10.00).
To provide students with further opportunities to practice identifying Australian notes and coins and practice writing their values, a
money memory activity was completed. This required, students to turn the money cards upside down and try to find pairs. Once a
pair had been found, students recorded its value onto their mini whiteboards.
Students have begun looking at how to add Australian notes and coins.

*After the first 1-2 lessons, it was decided that a group of students the ‘stars’ needed additional support and further differentiated
activities to help them grasp a clearer understanding of Australian money. This group work together on the carpet with a teacher to
orally discuss their ideas together and then record their answers down.

To make relevant connections with the students’ prior learning and to continually determine student’s knowledge and
understanding about notes and coins in general, at the beginning of each lesson, a re-cap is done of what students’ have learnt
about in previous lessons. This is done through questioning and showing examples of the whiteboard for students to visually see to
help further cement key ideas. Some examples of questions that are asked include:
- What symbol do we need to use when writing how much something costs?
- What is the dot in the middle called? What is its purpose?
- How do we know the difference between dollars and cents?
This is also when common student mistakes are discussed, and examples are shown through using different scenarios to help
students.

The strategy that I will use in the beginning of the lesson to find out about prior learning will be to ask students a range of
questions through the use of ‘rapid recall’. The questions will be similar / some the same as previous lessons to further consolidate
prior learning and to determine what students know. To try and further connect with students and gain their interest. I will use
examples that can relate to them
e.g. If I went to the shops to buy a book that costs $5.00,
- what notes / coin could I use to pay for it?
- How do I write this value?
- How many dollars does it have?
- What side of the decimal point do I write the dollars on?
- How many cents?
- What side of the decimal point to I write how many cents it has?
- If it doesn’t have any cents, then what number do I write after the decimal point?

Learning intention (aim):

Learning intention: Add Australian notes and coins together to equal a range of values.

Learning area:
 Maths

Specific Topic:
 Money

Strand and sub-strand from the Australian Curriculum:

 Number and Algebra
 Money and financial mathematics

Australian Curriculum content description(s):

 Count and order small collections of Australian coins and notes according to their value (ACMNA034).

Elaborations:
- identifying equivalent values in collections of coins or notes, such as two five-cent coins having the same
value as one 10-cent coin.

- counting collections of coins or notes to make up a particular value, such as that shown on a price tag.

Relevant parts of the achievement standard from the Australian Curriculum:

By the end of Year 2, students:
- Associate collections of Australian coins with their value.

Success criteria for children (objectives):

Students have met the learning intentions when they can either:
- Add Australian coins together to equal a range of values
- Add Australian notes together to equal a range of values
- Add Australian notes and coins together to equal a range of values
‘I know that I can equal a range of values when I have identified combinations of coins to add together that equal the value’.
Success criteria for the teacher:
Things I expect to see during this lesson if learning is happening effectively include:
 Students working independently (at desks – ask for support when / if needed)
 Students who need additional support (on floor / at desks with me) discussing and having conversations with their peers
about different possibilities.
- E.g. What coins / notes can be added together to equal for example $20.00
 Students using manipulatives to move around
- Money cards
- Fake money (notes and coins) to move around and arrange in piles

Things that I will look for to gauge that the learning is happening include:
 Students working collaboratively to discuss ideas and possibilities
 To listen for discussions relating to the task / money
 Students using manipulatives e.g. money cards and / or fake money

Teaching strategies: Preparation/ organisation/ resources:

Teaching strategies that I will use in the lesson to maximise Preparation:
students’ engagement and higher order thinking in the lesson  Organising materials (task cards, worksheets, fake
include: money, money cards)
Teaching strategies:
Explicit teaching
Organisation:
- Going through task instructions / requirements /
expectations  Money pack:
- How to add notes and coins – explicitly showing - Money cards into glad bags
examples e.g. $2.00 you could use $1.00 + $1.00 = - Fake money in boxes
$2.00
 - How to write values – You need a $ symbol at the Resources:
beginning, followed by how many dollars, decimal  Money cards (own resource – already sorted into
point and then cents the amount of money has e.g. glad bags)
$6.50 ($6 and 50 cents).
 Fake money
Problem-based learning  Task cards (adding notes + coins)
- Work out solutions to a variety of maths money  Worksheets (counting + ordering money)
questions to become more active in their learning.  Maths – Money slides
- E.g. what coins could I use to equal $6.00
 Stars – interactive money shopping activity
Questioning
- Will be used to find out what students already know
- Why they did something e.g. why did you put the 5 on
the right side when writing $5.00
- How they worked out what coins to add together to
equal a certain value
- The processes they might’ve used

Using resources
- Using maths money cards (images and written values)
- Using fake money (notes and coins)
Hands on learning
- Using manipulatives such as money cards and fake
money to move around and put into groups.

Collaborative learning
- Students discuss their ideas and build on each other’s
ideas when determining which coins / notes they can
add together to equal certain values.

Integrating Technology
- Stars group  using technology on the interactive
board to buy items on the shopping list. They need to
look at the price of each item and select which coin is
the correct one needed to buy each item.

Differentiation (pre-core/core/extension/acceleration):

Differentiation will be incorporated into the lesson to cater for students with a range of learning needs. The task can be
simplified and also extended to account for different levels of learning.

Differentiation:
 Stars Group – support (Teaching partner to take group)
A group of students (the stars) need support, therefore, they work together on the floor with a teacher. They look at and discuss
their tasks together as a whole group. They work through slightly different tasks to the rest of the class as they are still gradually
developing their understanding about money and writing values of Australian notes and coins.
To get them interested, they will start the lesson by using technology to practice choosing the correct money to match the value of
each item on the shopping list. This task is simplified for them as there are only two options to choose from. E.g. A pear costs 50c
– do I use the $1 coin or the 50c coin? They are focusing on recognising key features of the coins to help when identifying the
correct coin to use, e.g. the 50c coin has the numbers 50 on it.
They will also work on a sheet provided where they will complete a similar task, but this time reading the questions on their paper
and drawing the correct coin to use to purchase items.
They can use manipulatives e.g. using the fake notes and coins to help them when identifying what coin to use. This will also help
them when adding multiple coins together.

 Floor support group (Me to take group)

The task will be differentiated for this group of learners to provide further support throughout the lesson. For example, they will be
able to work in a group with me providing this additional support. The task will consist of them finding different coins that they
can add together to equal a range of amounts of money through using manipulatives e.g. fake money (notes and coins) / money
cards to arrange into piles. They will then be able to record / draw the different ways of creating a particular value into their maths
books. During the lesson they will be able to work collaboratively, to discuss and build on each other’s ideas.
  Independent workers
Students who feel confident with the task requirements can work at their desks independently. This task is open-ended therefore,
they can approach it at the level that suits them best. For example, they may begin with using a single coin multiple times to equal
a value (e.g. $0.20 – x2 10c coins) or use combinations of coins (e.g. $0.20 – 10c + 5c + 5c).
They can be extended by coming up with some of their own questions / values to determine what notes + coins they could use.
Extension questions will also be available to them.

Opportunities to provide feedback:

Opportunities will be created throughout the lesson so that students can receive feedback on their learning. For example, direct
feedback can be given during the introduction stage of the lesson when students are answering questions. E.g. if a student gets an
answer correct (writing the value of $1.00 correctly) I will provide feedback so that the student knows that this was correct. This
can also help the rest of the class. I will say things such as yes, well done, the 1 is on the right side because the value = $1 and
there are x2 0’s on the left side because there are 0 cents.
Feedback will also be given to the whole class during the introduction / instructional stage of the lesson based on previous lessons’
work. For example, a common error found in students work includes them writing 1$ when drawing coins. This will be addressed
through targeted questioning in a whole group discussion.

Feedback will be given to individual students as I work with them or if they ask me any questions about their work. For example, if
a student shows me their work and they have written $00.50 instead of $00.05, I will give them direct constructive feedback at that
point in time. This will allow them to see the mistake and fix it rather than continuing to make the same mistake. It also allows
them time to continue practicing writing values the correct way.

Feedback can also be given to groups of students, particularly to the ones working collaboratively. For example, if they have only
used e.g. 5c coins to equal $0.50, I can provide feedback such as ‘are there any other ways you could = $0.50 using less coins?’

LESSON RUNNING SCHEDULE: Time frames

Transition: 10 minutes
Students will be transitioning from recess to the maths lesson.
Before coming into the classroom to start the maths lesson, students will all participate in 11:00 – 11:10am
interoception (breathing exercises) to relax their bodies, let go of any problems that have occurred
and clear their heads ready for learning.

Students will all participate in the maths general warm-up when they come and sit down on the
carpet as one big group. The warm-up consists of students firstly reading out the number they read on
each of the number cards. The second round, they say the rainbow number pair / fact (e.g. what
number they need to add to the one they can read on the card to equal either 10 or 20).

Introduction: 6 minutes
Introduce / recall what topic we are learning about in maths today – money.
11:10 – 11.16am
State learning intention - Add Australian notes and coins together to equal a range of values.

Rapid recall – a series of questions relating to prior learning will be asked.

- What is money? / what is money used for?
- What types of money do we have? (e.g. Australian, American, etc.)
- What type of money do we have? (Coins and notes)
- What notes and coins do we have in Australian money?
- What symbol do we need to use when writing how much something costs?
- What is the dot in the middle called? What is its purpose?
- How do we know the difference between dollars and cents?
- e.g. If I went to the shops to buy a book that costs $5.00,
- what notes / coin could I use to pay for it?
- How do I write this value?
- How many dollars does it have?
- What side of the decimal point do I write the dollars on?
- How many cents?
- What side of the decimal point to I write how many cents it has?
- If it doesn’t have any cents, then what number do I write after the decimal point?

Development: 5 minutes
Introduce / re-cap the task: Your task is to add notes and coins together to find more than one way to
equal different amounts of money. Draw and write your answers in your maths book. 11:16 – 11:21am
 - Go through an example together on the whiteboard.
Come up with at least 2-3x different possibilities for each amount.
For students who are finished – they can move onto completing the counting and ordering notes task.
1. How much is the total of each of the collections of notes?
- Go through an example together on the whiteboard (add notes + write answer in the box
next to each one)

2. Order these amounts of money from smallest to largest………

- Go through an example together on the whiteboard (use notes and coins to help by moving
around when ordering)

3. Order these amounts of money from smallest to largest………

- Go through an example together on the whiteboard (use notes and coins to help by moving
around when ordering)

Consolidation and practice: 25 minutes

I will use a checking for understanding strategy:
- Thumbs up = students feel confident and know what they are doing
- Thumbs sideways = students are a bit unsure
- Thumbs down – students are confused and need further support / explanation
 Students who put their thumbs up can move back to their desks to continue working on the
task independently.
 Students who put their thumbs sideways / down form a circle / or work at a group of desks
together where I can further support them to work on the task.
- This group of students will work collaboratively to discuss their ideas about what coins they
can add together to equal different values.
- They will use manipulatives e.g. fake money to move around and put into groups of coins to
equal different amounts.
- I will be able to provide feedback as the lesson goes on as I move around to different groups
of students while they are working.

Conclusion: 5 minutes
Students will pack up the materials they were using, put their maths books back in their
trays and come and sit back down as a whole group on the carpet.
A class recap will be done to consolidate students’ learning (adding notes and coins).
I will use the thumbs up, sideways and down strategy to allow students to reflect on how
they felt during the lesson / how confident they are feeling about what they learnt /
practiced.
- How confident do we feel with adding notes and coins now?
- Did today’s lesson help us to feel more confident with adding notes and coins?