EDMA 262: MAI, Report, Lesson Plan, & Justification 1

Lara Perera, S00138514

EDMA262 Mathematics: Learning & Teaching 1

Assessment 2: MAI, Report, Lesson Plan & Justification

Student : Tia
Year level: 4
Nutshell statement.
The sole purpose of this lesson and form of assessment was to classify and
extend on the students; current abilities in working with money, taken
from the Maths Assessment Interview. The assessment gave an
understanding to what the student; Tia comprehended. Tia used a number
of methods to work out her answers, which included, counting on her
fingers, subitising and general known strategies. Tia however had a
misconception of not being able to subtract small amounts of money from
larger amounts. This assisted me to efficiently plan my lesson to cater to
her needs as well as well as giving indication as to what knowledge the
whole class has according to the learning intention. The lesson allows
children to practice their addition and subtraction strategies, and also
gives students the opportunity to reflect on what areas they find
challenging.

Tia had misconceptions of not being able to subtract small

amounts of money from larger amount. Recognising this difficulty
led me to effectively plan my lesson to cater to her needs as well
as well as giving indication as to what knowledge the whole class
has according to the learning intention

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 EDMA 262: MAI, Report, Lesson Plan, & Justification 2
Lara Perera, S00138514

Mathematics Lesson Plan EDMA262

Topic: Money Date:

Year Level(s): Lesson

4 duration:
60 Min
Mathematical Focus: Understanding various dollar values and how to use addition and
subtraction strategies when working with money.

Intended learning outcome:

Recognizing money values
How to add smaller amounts of money
How to subtract smaller amounts of money from larger amounts
Creating equivalent coin collections (same amounts, different coins)
Making change

Learning Intention:
Today we will learn practising our addition and subtraction strategies and applying them to
money.

Victorian Curriculum (VC): Students prior knowledge:

Year level(s): 3 Students already understand/know

Content strand(s): Number and Algebra
Sub-strand: Money and Financial Maths
Content descriptors(s):
Represent money values in multiple ways
and count the change required for simple
transactions to the nearest five cents
(ACMNA059).
Proficiency strand(s) and descriptor:
Problem-solving comparing large
numbers with each other (ACARA, 2014).
Reasoning includes using generalising
from number properties and results of
calculations (ACARA, 2014).
about this topic/mathematical focus,
and the skills already used:
Recognise the connection between
addition and subtraction and solve
problems using efficient strategies
(ACARA, 2014).
They represent money values in
various ways (ACARA, 2014).
Students correctly count out change
from financial transactions (ACARA,
2014).

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Lara Perera, S00138514

Assessment strategy/strategies: Key vocabulary/terms:

Work Samples/Poster Money
Observation Checklist ( Refer to Appendix Dollars
1) Amount
Coins
What will you analyse, in the Cents
evidence found in the assessment? Notes
Change
How did the students represent their Round up
thinking? Round down
Were there presentations of the amounts
of money correct?
In each for sections of the poster have
the students show their working out?
Analyse how they work independently
Resources:
and in-group task so I know how to plan
Print outs of notes and coins
for further lesson to cater for the class
Poster Paper
needs.
Markers
Interactive white board
Pencils
Money wallets
Shopping Catalogues
Glue Sticks
Scissors

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Lara Perera, S00138514

Lesson design
e5: ENGAGE, EXPLORE Focus question/s:
Lesson introduction (Whole TUNING IN): 12 MINS
How else can we
Each student is provided with a money wallet ( Zip lock bag represent $1.00? What
with play money). are some of the coins
Go through students money wallet as a class. Ask students that we could use?
what coins/notes they recognise in the wallet. Write these on
What coins/notes do
the board for students to see.
you recognise?
Write an amount on the whiteboard. In this instance, it will be
$1.00. If you only had 5cent
Students must read the amount of money that is represented pieces how many make
on the white board, and show one equivalent way of up a dollar?
representing the money.
Students are required to represent the equivalent amount of What do you notice
$1.00 using different coins. about the sizes and
As a class how would you find several different ways of shapes of the coins?
Does this make it easier
representing $1.00 with coins?
to recognise them?
Display your examples of the play money to an interactive
White board to show the students how they can represent the
amount, if they get stuck.
Repeat this activity with several dollar amounts, Eg. $2.00,
$2.50.

e5: EXPLORE, EXPLAIN, ELABORATE Focus question/s:

Development/investigation (Part - INVESTIGATING): 33 -
38 MINS Would anyone like to
Students will be at tables. come and show on
Continue with tuning in lesson but with different dollar the board what
amounts E.g. $5.00. strategy they would
Hand a shopping catalogue to students (1 between 2) and an use to find the total
A3 poster paper. amount of adding two
Tell students to fold their poster into quarters (model this in items together?
front of class).
Notify students to keep their money wallets on their tables. My total is $5.14, how
Students are able to use these to work out their answers. can we round this up
Each box or quarter will have a different prompt. Show to the nearest dollar?
questions on the board.
1st section Add two items together. What is your total? What kind of
2nd section Add three items together. What is your total?
strategies might we
use? For example:
3rd You have $5, Purchase one item under $5, how much
Using concrete
change do you receive? Explain your workings.
materials?
4th You have $10. Purchase one item under $10, how much
change do you receive? Explain how you worked this out.
Students are to cut and stick their items on their poster paper
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Lara Perera, S00138514

and show their working out, or explain how they achieved their
answer.

e5: EXPLAIN, ELABORATE, EVALUATE 10 MINS Focus question/s:

Plenary and conclusion (Whole REFLECTING and What did you find
GENERALISING): difficult about this task?

Students poster can be used for teachers to evaluate students What were some
learning. The posters will show indication of what counting, strategies you used to
find your answer?
addition and subtraction strategies students used.
Allow 10 mins for whole class discussion to reflect on their
findings. Did you round up any
amounts? For example I
had milk for $1.99,
would I need to round
this amount to the
nearest dollar?

Would we use these

activities in our
everyday lives? How?

Catering for diversity:

Enabling prompt:
For those students who find this task difficult, teacher will have a focus group on the floor.
Teacher may begin the task as a group, providing relevant examples.

Extending prompt:
For those students at standard level, work on activity at their tables. For students who are
higher, provide opportunities for extension, such as more challenging questions. Teacher has
money wallets prepared for high achievers. These money wallets contain different amounts
E.g. $54.10 or $30.25. Provide questions for students to work out using only the money in
their wallets.

English as additional language learner/dialect (EALL/D) learners:

Provide a sheet showing different coins and notes. Students must colour, cut and paste on
to a poster. Students must label each coin or note. This activity shows what money students

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Lara Perera, S00138514

can recognise.

Indigenous learners:
To facilitate the needs of an indigenous learner, prior to commencing the lesson the teacher
will spend 5 minutes to prompt students prompt knowledge about the coins. This will give
them an opportunity to share their knowledge on the topic. For E.g discussing what is on the
coins, who are the people? What are the native animals?

EDMA 262: Mathematics Learning &

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