Lesson Plan: Cash Drawer Counting Date:_10/16/17____

Teacher: Kelly McGonagil

Students (first names): MM
Scheduled Subject: Math Time: 10:30—11:00
Grouping/Arrangement: One-on-One Intervention
Curriculum (name and page reference): Self-Created. Addresses skills needed to successfully
complete Star Math.
Essential Question and Big Idea: Supports
Why do we need money?
Lesson Objective (use measurable criteria):
When using a money counting sheet, the focus learner will indicate number of
coins and bills in the cash drawer with 80% accuracy.

Standard (include number and text)/IEP Alignment:

Essential Element: EE.N-Q.1-3: Express quantities to the appropriate
precision of measurement.
Essential Element: EE.N-CN.2.b: Solve real-world problems involving addition
and subtraction of decimals, using models when needed.
IEP Goal: The focus learner will add within 20 using a calculator and various
supports.

Prior Instruction & Learning:

-The focus learner has mastered counting to 20 and identifying numbers.
-The focus learner knows how to sort coins and dollar bills.
-The focus learner can identify coins and is learning their individual values.
Communication Skill (what does the student need to be able to say to demonstrate -The student will
understanding?): be provided a
verbal prompt as
-Prior to the activity, the student will engage in orally reviewing coins and their needed to assist in
values. the counting of the
coins and bills.
-The student shall indicate they are finished counting the cash drawer by These may include
using the phrase “I’m Done” after each completed coin and bill. The student “Use your money
will indicate the amount counted by saying “There are________(pennies, sheet,” “Make sure
nickels, dimes, quarters, ones, fives, tens, twenties.) to match them,” or
“Let’s try again.”
-If needed, the student shall ask for help by using the phrase “I need help”
Lesson Materials: Money visual aids.
Smartboard, Computer, Money support sheets, Cash drawer (coins and bills),
Cash drawer worksheet, pencil, calculator.
Assessment Tools/Data Collection Procedures:
The cash drawer worksheet will be scored for accuracy. Additional scores will
be obtained through mathgames.com as the student engages in extra practice
independently.

Time Instructional Strategies/Learning Tasks Supports

10:30- Opening
10:35 -We have been learning about money and the value of coins and
bills or how much each one is worth. What kind of things do you like
to spend money on? Our teachers at Arrowhead love to spend
 money on our cookies and Café lunches, so to prepare for that, we
need to set our cash drawer with the appropriate amount of money.
-First, let’s review what we know. Review coin identification and
values on the powerpoint. (5 slides).
10:35- Explicit Instruction/Learning Tasks.
10:50 -The student will
1. “Now, we need to get our cash drawer set up for tomorrow’s be provided a
Café. Today that is going to be YOUR job! We will need to verbal prompt as
COUNT and RECORD how many coins and dollar bills we needed to assist in
have. I want you to use these sheets to help you count each the counting of the
coin and each bill.” (Review how to use the visual aids.) coins and bills.
2. “When we are counting each coin and bill, we will record that These may include
number on our cash drawer worksheet. So, it is important “Use your money
that you let me know when you are done counting, and tell sheet,” “Make sure
me what number you reached.” (Review cash drawer sheet, to match them,” or
and what we need to record.) “Let’s try again.”
3. Model: “Let’s start with the pennies. Use think aloud
strategies to model counting the pennies. “I am going to take -Money visual
the pennies out one at a time and match them to the circles aids.
on my money counting sheet. 1…2…3…4…when I am done,
I will write the number I stop on, on my cash drawer sheet.
4. Guided Practice: “Let’s try the nickels together. Using our
money support sheet, count nickels and record answer on
the student’s worksheet.
5. Independent: “I think you are ready to try this on your own!
Remember to match the coins to your money counting sheet
and then record the answer on our cash drawer worksheet.
Say ‘I’m done’ when you’re all finished.” (Watch and provide
feedback accordingly. Provide verbal prompts if needed.”
10:50- Closing.
11:00 Great Job, MM! You helped us get the cash drawer all set for Café,
and I liked how you _________ (Separated the coins first, used your
money sheets to help you count the coins, asked for help if needed,
said I’m Done.) Now let’s finish up on the computer, I think there are
some fun games to help practice a little more. Student will complete
3 mathgames.com assignments.
Reflective Notes – Before teaching lesson
What could go wrong? How will I prevent/address it?
MM is familiar with activity, yet it is challenging for him. Following the learning segment, I may
adjust instruction to reflect previously learning skills should his performance on the activity be low.
Additionally, he may get off task, and walk away from the station he is counting, as he is highly
distractible. Should this occur, I will redirect him back to his work. This verbal reminder is typically
sufficient, as he is a very compliant student.
What are my plans for generalization, maintenance and/or self-directed use of the targeted
knowledge or skills?
The skills worked on throughout this lesson will be generalized during our Café days. Students will
arrange the room on Monday to reflect our serving line for Tuesday’s lunch. In prepping our
stations for this weekly event, students must prepare the cash drawer with an appropriate amount
of money needed for serving our customers. Students count the money before and after Café, to
reflect money earned. This is typically a self-directed task.