Intern Name: Page O’Connell, Kirklyn Wilson, Hannah Daniels, Mikayla Westra, Jocelynn Davila
LESSON PLAN TEMPLATE
Lesson Title
(Subject, Grade Level, Topic,
Length of Lesson)
Standards of Learning
Learning Targets
Necessary Prior
Knowledge
Student Materials
Teacher Materials
Activate Prior
Knowledge
Introduction/Hook
Instructional
Activities & Strategies
Key Vocabulary or
Concepts
Closure
Activity/Assessments
Accommodations
Money- Coin & Bill recognition and Making Change From $1.00
9th grade special education
30 minutes
Coin & Bill recognition and Making Change From $1.00
M-5 6 (SOL 5.4) Students will use currency for problems up to one dollar
M-3 8 (SOL 3.6 A) students will match and count coins through twenty five cents
I can recognise names of bills and coins.
I can determine how much bills and coins are worth.
I can make change from a one dollar bill.
Names of coins: penny, nickel, dime, quarter
Names of bills: $1, $5, $10, $20
Basic knowledge of what money is & an understanding of how money is used and
how it works.
N/A
Baggies
Fake money
Candy -5 cents
Stickers -15 cents
Little toys -50 cents
Pencils -10 cents
Clipboards
Our introductory assignment will help us assess where students struggle and how
much knowledge they already have on the subject.
Google slides guessing game: Each slide will have 2 pictures of different coins or
bills (ex: a $1 bill and a $5 bill), and students will be asked which one is worth a
chosen amount (ex: which bill is worth $5?).
1. Google slides guessing game Lesson Plan
2. Instructional lesson: teaching coin and bill recognition (video-
The Money Song | Penny, Nickel, Dime, Quarter | Jack Hartmann Money S… )
3: Around the school scavenger hunt shop: students will participate in a scavenger
hunt around Cox, where they will be led to different rooms to sell sweets and gifts
to teachers. Each teacher will be sold something for under a dollar, but will hand
students a $1 bill to pay. To move on to the next classroom, the student must use
their knowledge of coins to make change from the dollar and hand back the
appropriate coins.
$1, $5, $10, $20
Pennies, quarters, dimes, nickels, dollars
Around the school scavenger hunt shop: students will participate in a scavenger
hunt around Cox, where they will be led to different rooms to sell sweets and gifts
to teachers. Each teacher will be sold something for under a dollar, but will hand
students a $1 bill to pay. To move on to the next classroom, the student must use
their knowledge of coins to make change from the dollar and hand back the
appropriate coins.
Students will receive printed notes for what is covered in the video/lesson. They
will be allowed to use and carry these notes with them on the scavenger hunt.

Resources used while
planning this lesson
Mentors/buddies to walk with students and keep them on task.
Youtube for video-
The Money Song | Penny, Nickel, Dime, Quarter | Jack Hartmann Money S…
Slideshow-
Lesson Plan

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Page O’Connell, Kirklyn Wilson, Hannah Daniels, Mikayla Westra, Jocelynn Davila

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
We discussed aspects of our lesson plan among ourselves, Mrs. Nardelli, the SPED teachers, and the teachers
we pulled into our scavenger hunt activity. We started off by making a plan on our own, and then ran it by our
teachers before asking the participant teachers to help us with the final activity.

2. What parts of the instructional plan worked as you anticipated?

The video and scavenger hunt plan worked out almost perfectly! Although we were a student short from what
was planned, we were able to adapt quickly and move on easily.

3. What, if any, adjustments needed to be made once you began?

Since one of the six students was absent from the group, we had to rearrange groups for the scavenger hunt.
Luckily, this wasn't too hard and we were able to just join 2 of the groups and move on.

4. How well did you anticipate the materials needed? Did you realize you needed more or less as you taught
your lesson?
We were pretty spot on when assuming what materials were needed. Our note sheets came in handy when
asking students to walk us to the classes and tell the teachers how much everything costs, and the actual notes
were something we watched students refer to often. The only thing we thought they may need that most did
not use would be scratch paper and a pencil to work out the math with coins.

5. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
The students’ ability to give the teachers back change with little to no help was our evidence of their learning!
We asked questions throughout our scavenger hunt, and had the students manage the change and math of
selling the prizes for the activity. These things helped show us where the students were at, and it helped them
retain smaller pieces of information from our teaching.

6. If you could do this lesson again with the same students, would you do anything differently? If so, what?
Since we noticed the students struggled to keep up with our introduction activity, we would maybe spend more
time editing that slide to have them guess the name of each coin and bill based on the value and not the
appearance. This would be the only part of our lesson that we feel could use the most work if we were to try
and do this again.
7. Any last comments/reflections about your lesson?
We think our lesson went great and the students were so quick to catch onto everything we were teaching!
Their ability to grasp the information as quickly as they did was something that was very amazing to watch.
Although they will likely need a lot more work with making change, the students showed excellent talent as it
applied to recognizing the bills and coins and knowing their values.