McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Teacher: Olivia Martin

Date: 01/06/15

Title of Lesson: Making Change

Cooperating Teacher: Dr. Alison Reddy

Core Components
Subject, Content Area, or Topic
Math: Measurement
Student Population

17
Learning Objectives

SOL 3.8 The student will determine, by counting, the value of a collection of bills and coins
whose total value is $5.00 or less, compare the value of the bills and coins, and make
change.
Virginia Essential Knowledge and Skills
The student will use problem solving, mathematical communication, mathematical
reasoning connections, and representations to:
Make change from $5.00 or less
Materials/Resources
White board
Marker
Fake/play money
Items to use in stores
Computer/display screen
Students need Slates/markers
MathDonalds Board
Center Change worksheet
iPads
Homework worksheet
Safety (if applicable)
Time
(min.)
5min

Process Components
*Anticipatory Set
Review homework (only choose a few problems: 3) complete on the board for whole
class to see. Ask students to help you solve to maintain interest
*State the Objectives (grade-level terms)
Today we are going to continue in learning how to make change.

8-10
min

*Instructional Input or Procedure

Remind of definition-Define change: The difference in money between the cost
of an item and how much money you give to pay for the item (Knowing that
difference is a clue to tell us that we will be subtracting)
Brief review: Values of coins and dollars

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

5-8 min

This day there will be four centers: 1-MathDonalds 2-Making change worksheet
3-AmazingCoin app 4-With me for differentiated instruction

*Modeling
Going over homework problems and model instruction in individual guided math
groups.

*Check for Understanding

Center with me for differentiated instruction-Guided Math
Weakest: -----, ----, ------, ------- - Step by step staying within $1 or less
parameters.
Go over a couple of problems step by step to help reinforce process and
remediate subtraction

Medium: -----, -----, ------, ------ step by step with problems going up to $5
Medium: -------, ----, --------, -------, step by step with problems going up to $5
Review process and give challenge problems for that level
Strong: -----, ------, -------, ------, ------: Multi-step problems
Review process briefly and give a challenge problem (multi-step
introduction)
*Guided Practice
Centers
MathDonalds: Students will take turns being the cashier and the customer.
As the cashier, the student will take the orders of his/her group mates, figure
out their change and hand the customer the change. As the customer, the
Centers
student ordering will check the work of the cashier by using the Questions
will
to ask myself and our double checking procedure (Inverse)-slate. Once the
rotate
cashier has helped all of their customers, they will change places and rotate
every
jobs. Each student will take turn as cashier and customer. (REDDYS
10-15
GROUP)
min
Making Change worksheet: Students will complete the classwork sheet
following the directions and using their partners to check work and explain
their answer. (Extend by explaining why)
3rd Grade Math App- iPad center where students will play games making
change from their purchases.
*Independent Practice
Centers: Please refer to Guided Practice centers entitled Making Change

Worksheet and 3Rd Grade Math iPad.

Assessment
Formatively assess students when they are with me for Guided Math and
differentiated instruction
Homework: Making Change Homework sheet (Find change, check change, and
draw change)
*Closure
Review Making Change Worksheet
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Enrichment: hands on centers (Mathdonalds)

Remediation: Guided math groups with me

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Learning Style: Tactile, auditory, visual

Classroom Management Issues (optional)
Be very detailed in center guidelines and procedures.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

Students met objectives. Mathdonalds really went well. Students LOVED that center and had a lot of
fun and it served as a great reinforcement tool.
Next day need to really go over multi-steps and remind students to be consistent in using money
symbols.
Ideas for later: Make Mathdonalds a whole week center by using it for different levels of understanding.
Day one-Students order 1 item Day two-Students order 2 items Day three- Silent center where students
use the setup to solve a worksheet.
Need to have a plan for students who have finished the required work and are sitting around wanting to
do something.
Cooperating Teacher Feedback:

Stars:

Always good to begin with a review from day before

Explained/reviewed how to make change

Kids were sooo excited about Mathdonalds!!!

Excellent choice of centers-They all are excellent reinforcements

Students were engaged and excited about each center.

Stairs:

Make sure you tell students what to do in case they finish a center earlyExample a
challenge problem

*Denotes Madeline Hunter lesson plan elements.

Intern Signature

Cooperating Teacher Signature

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Date