Differentiated Lesson Plan

Work subject to Jacqueline Whelan

as part of the course Inclusive Classroom: Part I

PED3142 (D)

Mireille Loussouko 7031464

Anne Qian ​300167547

University of Ottawa

Due Thursday, February 11th, 2021

 Backward Design Lesson Plan
Subject Mathematics Grade/level Grade 4, Academic
Strand Financial Time 50 minutes
Literacy (minutes)
Planning Stage One: Desired Results
Brief Description
The objective of this lesson is to help the students develop confidence when making informed financial
decisions. Throughout the unit, students will develop a range of skills to understand the importance of
money management as consumers of the world. Creating instructional materials based on real-life
context will help students apply their mathematical knowledge and allow them to understand how
useful and applicable money is in the world outside of school. By the end of the lesson, students will
have learned and developed their own perspective on various methods of payments, or the cost of
transactions involving multiple items priced in whole dollar amounts, not including tax and the
relationship between spending, saving and its behaviours. Since socialization and productive
collaboration are part of learning mathematics, students will strongly be encouraged to work
independently and in small groups to foster their understanding of concepts.
Readiness
We did not differentiate based on students’ readiness because we assume they already know Canadian
coins and bills and how to calculate the change in simple transactions. Therefore, we have created
different instructional approaches to support each student and their learning.
Lesson’s Guiding Question ​(What will students be able to answer at the end?)
What are ways we can save money? What does it mean to budget? What real-life applications does
finance have in our day-to-day lives? Can the way we use our money alter our behaviour? What does it
mean to make informed financial decisions?
Overall & specific expectations for this lesson ​(Include numbers and descriptions from Ministry
documents)
Overall expectation:​ Demonstrate the knowledge and skills needed to make informed financial
decisions.
Specific expectations:
● F1.3 Explain the concepts of spending, saving, earning, investing, and donating, and identify key
factors to consider when making basic decisions related to each.
● F1.4 Explain the relationship between spending and saving and describe how spending and
saving behaviours may differ from one person to another.
Prior Knowledge Activation ​(Prior to this lesson, students will have...)

Prior to this lesson, students will demonstrate an understanding of the value and use of money by
recognizing Canadian coins and bills, representing various amounts, and calculating the change in
simple transactions

Planning Stage Two: Learning experience and instruction

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Learning Goals: ​“clearly identify
what students are expected to
know and be able to do, in
language that students can readily
understand.”
Discuss with students and post:
1. Learning Intentions
Today I will develop a range of
skills to understand the
importance of money
management as consumers of the
world
2. Why?
So that if I am giving a small
amount of money, I will know
how to make critical financial
decisions.
Work Skills and Habits
(Highlight or circle those addressed
in this lesson)
✔ Responsibility
✔ Organization
✔ Independent work
✔ Collaboration
✔ Initiative
✔ Self-regulation
✔ Others
Resources and Materials
(What do you need for this lesson i.e.
Youtube clip, chart paper, markers)
❖ Currency manipulatives
❖ Pen/crayon
❖ EduGAINS – Financial
Literacy
❖ Epic (a digital reading
platform)
Planning Stage Three: Three Act Lesson Plan
Act 1
Success criteria: ​“describe in specific terms what successful
attainment of the learning goals looks like.” (Growing
Success p. 33)
Success Criteria for this Lesson:
* I can use my problem-solving skills to make informed
economic and financial decisions
* I can identify various ways to save and budget a
specific amount of money
* I can be aware of behaviours impacted by financial
choices and how they may differ from one person to
another.
Learning Environment
(Student Groupings; transitions; physical set up):
➔ Students will be provided with paper bills and
coins (ie. currency manipulatives)
➔ Students will learn how to handle money through
a hands-on shopping experience
➔ Students will have the option to work
independently or collaboratively during the
shopping activity and then have a whole-class
discussion about their experience and learning.
Technology Integration
(Will students need personal devices and/or internet
connections?)
Students will use a variety of tools and materials to help
deepen and extend their understanding of financial literacy
and technological concepts while utilizing their
problem-solving skills.
● Calculator (optional)
● IPad
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Set (Hook): ​Focuses attention on the learning intention to come. Provides a framework for the
learning, and examples/analogies for understanding. Promotes interest and involvement and bridges
from the past lesson(s)/learning or prior knowledge.

Three Types of Hooks​:

1. Orientation​ – introduce, motivate, focus on new learning (hook to engage the brain),
2. Transition​ – links prior knowledge (relevance, meaning) through examples, analogies,
activities, lets the brain know that new things are coming (novelty)
3. Evaluation​ – questions, examples, activities, quizzes, games that are student-centred,
evaluation will inform instruction (what do they need to know next)
Timing:​ (Number of 10 min
minutes)
Description: ​This lesson will start with ​an open-ended question: Suppose a relative of yours gives you
CAD 15 during the holidays, what is the first thing you would do with that money?​ The purpose of
this question is to determine whether or not students have the capacity to make informed financial
decisions.

Act 2
Development:
Provides experiences that guide and support students.
Introduces content that is meaningful and relevant.
Challenges the students without frustrating them.
Actively engages the students.
Involves a range of instructional approaches and activities.
Timing:​ (Number of 30 min
minutes)
Description: ​After this cooperative learning, the teacher will then present the basics of money
management and its relevance to our society while using Google slides. Students will be asked to
read a chapter of ​The Kid's Allowance Book​ to deepen their understanding of money management.
Afterwards, they will participate ​in the shopping activity​. This activity requires setting up four tables
in advance in each corner of the classroom that serves as "stores" (e.g. food store, bookstore,
equipment store, and toy store). Volunteer teachers will help facilitate this activity by being the
"cashier" at each "store." Each student (or "customer") will be given CAD 15 (i.e. paper bills and
coins) to purchase any items from the "stores." Students will decide how they would like to spend
their money and be asked to keep track of their transactions in the spending diary (this handout is
distributed at the beginning of the activity and needs to be submitted for a descriptive feedback
lesson). At the end of this hands-on activity, students are also required to calculate their remaining
amount.

Iris

Differentiation based on student:​ ​Learning preferences

DI structure:​ Process
Rationale: ​ ​During the reading task, the teacher will assign Iris an iPad to listen to the chapter of the
book using the Epic App, a digital reading platform. Listening to the chapter of the book is an
excellent strategy because Iris is an auditory learner. While she is completing this task, the teacher
can speak to her privately to explain the following activity before announcing it to the class. (For
example, “Iris, you have 2-minute before we begin the shopping activity”). Since Iris likes to know

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what is next during the school day, allowing her to be aware of the changes will help her be mentally
prepared and reduce her chances of becoming upset. This strategy will assure Iris that she is on the
right track.

Jamie
Differentiation based on student:​ ​Learning preferences
DI structure: ​Learning environment, Process
Rationale:​ ​While Jamie is working on the reading task individually, the teacher can provide him with
a pair of noise-cancelling headphones to cope with sensory overload. This strategy will prevent Jamie
from being easily distracted by the hum of fluorescent lights or the classroom noises. Furthermore,
Ikuta et al. (2016) have demonstrated the effectiveness of earmuffs and noise-cancelling headphones
to cope with hyper-reactivity to auditory stimuli in children.​ ​Besides, since Jamie likes physical
education, the teacher can incorporate physical activities in the lesson, such as hopping or jumping
on one foot from store to store to keep Jamie engaged. Schmidt et al. (2016) suggest that
classroom-based physical activities positively impact children’s attention during the school day.

Avery
Differentiation based on student: ​ Interests
DI structure: ​Product
Rationale:​ ​The teacher can have a learning contract with Avery about the spending diary to be
submitted at the end of the lesson. Avery will have a significant role in determining the assessment
criteria and format of her work, for example, the option to provide her work in an artistic format.
Since Avery has a wild imagination and enjoys drawing, providing her with a sketchbook is an
excellent strategy because it will allow Avery to visually record her expenses and artistically express
his/her ideas. This strategy combines Avery’s interests in arts with the math curriculum, therefore
keeping her motivated during class time and reinforcing a positive attitude towards math. Aiken et
al. (1985) suggest that students working under learning contracts develop a greater sense of
personal responsibility for acquiring study skills.

Act 3
Closure​: Brings together ideas, ​helps students to make sense​ of what they’ve learned
(metacognition), highlights key ideas, reinforces, summarizes. Involves the students in actively
consolidating their learning.

Three Basic Kinds of Closure:

1. Review –​ students tie the learning in a concise manner – revisit, rethink, restate,
synthesize/summarize
2. Transfer​ – reinforces key ideas, ask students to make connections to real world
3. Serendipity​ ​– natural but unplanned closure – a “teachable moment” occurs through a student
response/question, unusual event, sudden insight/connection
Timing:​ (Number of 10 min
minutes)
Description:​ ​During class discussion, the teacher will ask students to reflect on their shopping
experiences using a limited amount of money and summarize what they have learned from this lesson.

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To further consolidate their learning, students will also be asked to think of two things they could have
done better in real-life contexts.

Terrence
Differentiation based on student:​ ​Interests
DI structure: ​Process
Rationale: ​ ​Since Terence is not struggling with the course content, the objective is to motivate him
to connect to the school. Throughout the lesson, Terrence can be paired with another student (i.e. a
"buddy") that he gets along with to reinforce social connections in class and keep him engaged in the
learning. During the class discussion, Terrence can share his thoughts verbally with his peers. Building
such a relationship will help him feel a connection to the school. During the shopping portion, the
teacher can check-in on Terrence and his partner to see how they are doing. The teacher can ask
them (for example, "Did you find any items that were interesting?"). This question will stimulate
Terrence in an active discussion. It is also an excellent way for the teacher to show interest in
Terrence's learning, which could help build a positive teacher-student relationship. Sauer (2012)
states that considering students' interests and developing relationships with them will foster
students' growth and social connection.

Bailey
Differentiation based on student:​ ​Interests
DI structure: ​Content
Rationale: ​ ​ An excellent strategy to keep Bailey occupied is by creating an activity Duo-tang (paper
folder), which can be used after regular seatwork. This folder should include mandala colouring
pages and crosswords puzzles. The crossword puzzles on Financial Literacy key terms will increase
Bailey’s understanding of the course material. Suppose Bailey is in a French Immersion classroom; in
that case, the teacher should create challenging crosswords (i.e., ask Bailey to translate English
words into French to find them in the puzzle). Lottering et al. (2018) explain that crossword puzzles
increase critical thinking and problem-solving skills.
Assessment Tool ​(Gathering data to check for understanding)
Using bullet points, briefly describe your assessment strategies (for, as, of), the tools will you use,
and for what purpose.
★ Teacher observation
★ Open-ended questions
★ Activities relevant to real-life contexts
★ Student/teacher conference
★ Daily work
★ Spending diaries

  

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 Spending Diary Template

Items Bought Amount Spent Amount Left

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 References

Aiken, J. H., Koplow, D. A., Lerman, L. G., & Ogilvy, J. P. (1985). The Learning Contract in
Legal Education. ​Md. L. Rev.​, ​44,​ 1047.

Ikuta, N., Iwanaga, R., Tokunaga, A., Nakane, H., Tanaka, K., & Tanaka, G. (2016).
Effectiveness of earmuffs and noise-cancelling headphones for coping with
hyper-reactivity to auditory stimuli in children with Autism Spectrum Disorder: a
preliminary study. ​Hong Kong Journal of Occupational Therapy,​ ​28(​ 1), 24-32.

Lottering, R., Hans, T-R., Lall, M. (2018). The Impact of Crossword Puzzles on Students'
Performance: Does Pre-exposure to Puzzles Matter?

Nathan, A. (2006). ​The Kids’ Allowance Book​ (0 ed.). iUniverse.

Sauer, K. (2012). The Impact of Student Interest and Instructor Effectiveness on Student
Performance. ​Education Masters​.

Schmidt, M., Benzing, V., & Kamer, M. (2016). Classroom-based physical activity breaks and
children's attention: cognitive engagement works!. ​Frontiers in psychology,​ ​7​, 1474.