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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT


LESSON PLAN FORMAT

Teacher Candidate:

Alyssa Sedor

Date: 1/28/16

Cooperating Teacher: Mrs. Emily Caracappa

Coop. Initials

Group Size: 24

Grade Level 3rd

Allotted Time: 55 Min.

Subject or Topic: Math: Money

Section

934

STANDARD:
CC.2.4.3.A.3 Solve problems and make change involving money using a combination of
coins and bills.
I. Performance Objectives (Learning Outcomes):
1. The third grade students will express an understanding of
money by using their prior knowledge of money to correctly
solve money-related problems.
II. Instructional Materials
Pictures of Coins and Bills
Computer/SmartBoard
Youtube Video: Coins!
25 Worksheets
25 Pre-Test
Coin Counting book
25 Parent Letters
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students understand how to count, read, and write money.
2. Students understand how to converts cents to dollars and vise
versa.
3. Students understand how to make change for $1, $5, and $10.
B. Key Vocabulary
1. Money: a current medium of exchange in the form of coins.
2. Number Bonds: a simple addition sum
C. Big Idea
1. Students will understand what each coin and bill represents.
D. Content
1. Students will understand the importance of money.

IV. Implementation
A. Introduction
1. Teacher will ask students if they can remember all of the coins
and their values.
a. Penny, nickel, dime, quarter, half dollar, dollar coin.
2. Teacher will display pictures of coins on board as they are
named.
a. If a coin is not named, teacher will introduce coin to
students.
3. Teacher will ask students if they can remember all of the bills
and their values.
a. $1, $2, $5, $10, $20, $50, $100.
4. Teacher will play Coins! Youtube video for students.
5. Teacher will explain that they will be working with money for
their next math unit.
B. Development
1. Teacher will give each student a pre-test for the chapter (see
attached, formative assessment).
a. Teacher should explain that this is not graded, but used
to see what they remember from last year.
2. Students will independently complete pre-test.
3. Students will turn pre-tests in to math pocket.
4. Teacher will display blank pre-test on SmartBoard.
5. Teacher will have students solve problems on the board
together.
6. Teacher will hand out student workbook worksheet (see
attached, formative assessment).
a. Teacher will instruct students not to write their names
on the top of the paper.
b. Teacher will explain that the students will pass paper to
their right after they solve a problem.
c. Teacher will instruct when to switch.
7. Students will complete worksheet.
a. Whichever worksheet they finish is the one they will
keep.
8. Teacher will pass out take home note to parents about the
chapter (see attached).
9. Students will pack papers away in their folders.
C. Closure

1. Teacher will read the The Coin Counting Book by: Rozanne
Williams.
2. Teacher will tell students what they will be doing tomorrow.
D. Accommodations/Differentiation
1. Directions should be read aloud to the class.
2. Limit number of problems students should solve.
3. Redirect attention when necessary.
E. Assessment/Evaluation Plan
1. Formative
a. Pre-Test
b. Worksheet
2. Summative
a. Test at the end of this unit.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
For this lesson I stated my objective as The third grade students will
express an understanding of money by using their prior knowledge of money
to correctly solve money-related problems. Since this was the first lesson of
my unit, the pre-test, which was worth 10 points, was the main part of the day.
I wanted to give the students ample amount of time to complete and check
their work before handing it in. There are 22 students in this class. Of these 22
students, eight of them scored a 90% (A) or above, five students scored a 8089% (B), six students scored a 70-79% (C), and three students scored a 59%
(F) or below. The class average for this pre-test was an 79% (C) or a
174.5/220.
Remediation Plan
The remediation plan for the pre-test will be the following unit.
Throughout this unit I will be doing a variety of hands-on activities. These
activities will call for individual, partner, and group work.
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)

What could I do to improve my lesson for next time?


Next time I would want to change my pre-test because I think the test directions
could have been more clear.
How was I with time management?
I thought my time management went well. I didnt get to my entire lesson but I
didnt expect to because I wanted to give the students all the time they needed for their
pre-test.
What was one part of my lesson that went well?
I thought my money review went really well, all the students were involved and
eager to answer questions.

VI. Resources (in APA format)


https://www.youtube.com/watch?v=aajLkveG750
Williams, R. L. (2001). The Coin Counting Book. Watertown, MA: Charlesbridge.

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