Wayne State University College of Education

Lesson Planning Framework for Effective Instructional Design

Teaching Intern(s): Elizabeth Bails

School: Lutz
Grade and Subject Area(s): 13th (ages 22-26) and life skills/math
Lesson Title: Rounding up to the Next Dollar
Time Needed for Lesson: 25-30 minutes
1. LEARNERS & LEARNING ENVIRONMENT
a) Engaging and Supporting Diverse Learners:
Demographics:
When looking at the demographics of my students, I looked at many different
characteristics such as gender, race, linguistic background, and special education
status. I have provided multiple pie charts below to depict the approximate
percentages in these specific categories. Also, the linguistic background of the
students in the class is 100% speak English as their first language and 1 student or
about 5% of the class speak Spanish as their second language.

Gender
Females
55%
Males 45%

Race
Hispanic
5%
African
American
28%
Caucasian
67%

Special Education Status

AI 5%
Mild CI 28%
Moderate CI
67%

Students' Strengths

So far in my experience in the classroom, it seems that many of the students do

very well when we are using real life representations and make the lesson
something that the student can relate to. All of the students in the classroom have
had interactions with money. This is why we are using actual items that could be
found in a store and money that looks real.
Students' Needs
The students in the classroom have an understanding of money and how much it is
worth. On the other hand, it is hard for some students to round up to the next dollar
because they tend to look at the change or decimal.
b) Universal Design for Learning:
I arranged the classroom so that the students would be able to see the front of the
room as well as work with a partner at their table. I also kept in mind that a few
students use peripheral vision and do not look straight on at people or objects.
c) Materials & Digital Tools Needed:

Fake money ($1, $5, and $10 bills as well as 1, 5, 10, and 25 cent coins)
Items from classroom to use as items to purchase (chips, tea, pop tarts,

stapler, etc.)
Laminated paper from show the money board that ask students to round to
nearest dollar

2. OUTCOMES & ASSESSMENT

a) Learning Outcomes, Content, Skills, and Thinking ToolsKnowledge
Students Will Construct as They Engage in This Lesson: Students will be
able to:
State Standards:

CCSS.MATH.CONTENT.5.NBT.A.4 : Use place value understanding to round

decimal to any place.
(I used this 5th grade common core standard because there are not any common
core standards for the grade of students that I am teaching. This standard applies to
the lesson and the lesson can help students when purchasing products in the
community.)
Student Outcomes:
As a result of all the activities in this lesson and further practice in the community,
the students should be able to round up to the next whole dollar. For example, if
Sally goes to the store to buy a soda for $1.29 and does not have the correct
change, she will know that she should give the store clerk $2.00.
Students will work with a partner to round up to the next whole dollar. The student
will identify the dollar in the amount of money (Ex: $1.25, student will identify the
$1). Next, the student will proceed counting to the next number in sequential order(
Ex: start at $1, the next is $2).
b) Assessment and EvaluationEvidence of Student Learning:
Teacher will conduct an informal assessment when the students are working
together to round up to the next dollar. Teacher will walk around the classroom and
observe the students working together as well as sit with the groups of students.
Teacher will complete an informal assessment every day when students complete
the money board on the wall and are asked to round up to the next $.
3. INSTRUCTIONAL PRACTICE

a) IntroductionEngaging Students, Activating Prior Knowledge, Setting

Lesson Goals:
Teacher will ask the students to think about the last time they purchased an item.
How did you pay for it? did you have the exact change? If not, what did you do?
b) Instructional MovesEngaging Students in Actively Constructing Deep
Understanding
Teacher will ask students what they would do if they were at a store and did not
have the exact change to pay for their item. Class will try to problem solve and then
teacher will transition into rounding up to the next dollar. Teacher will then explain
that we have to look at the dollar and not the change to be able to round to the next
dollar. For example, if the teacher is rounding $18.78 up to the next dollar, he/she
would cover up the .78 and look at the 18. Teacher would then begin to count up
from 18. To practice this, the teacher will have a few students come up to the front
of the room and pretend to purchase an item (Ex: chips, stapler, paper clips,
stickers, etc.). The student will have to tell the class how much the item is ( based
on the price tag) and then write the amount on the board for everyone to see. The
student will then explain how they are going to round up to the next dollar, because
we will only have dollar bills to pay for the items. If the student is stuck, another
student can come up to help.
After this, the students will work in pairs at their desks to practice rounding up to
the next dollar. Teacher will put multiple items with price tags on them in the middle
of each table so that the students can practice.
c) ClosureStudents Summarizing and Synthesizing Their Learning:

For closure to this lesson, the teacher will call up a pair or two of students to
demonstrate how they rounded up to the next dollar using their item and its' price
tag.
Lastly, we will brainstorm places or situations in which this will be useful to them.
4. REFERENCES & RESOURCES:
www.corestandards.org
5. PROFESSIONAL RESPONSIBILITY
a) Teacher Reflection:
When reflecting on this lesson, I believe that it went very well, but there is always
room for growth and improvement. The strengths of this lesson include the real
items and real life situations that were presented in purchasing items. Also, the
students were very engaged and attentive throughout the lesson. Then, to improve
this lesson, I would make it more interactive so that the students are all moving
around throughout the classroom. I could even set up different stores for the
students to go to. On the other hand, I would not want to make the lesson too young
for my students that are ages 22-26. This is also a skill that can be practiced the
next time we go out on a Community Based Instruction (CBI) trip.