LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Emma Lowery
Shannon Brake Elkton Elementary School
October 16 at 1:30 p.m.
Date written plan is submitted to the practicum teacher
(Plan must be initialed and dated by the teacher when it is reviewedat least one day in advance.)
(Include the title of each of the following sections in your written plan.)

A. Making Change

B. CONTEXT OF LESSON

The pre-assessment that I will use is to have an interaction class discussion asking students if they can
identify certain coins/tell me the amount of a coin if I were to draw it on the board. I will also have
students do an example as a class of a situation as if I went shopping, and lost the bottom half of my
receipt. I will have students add up 3 values of an item I will already have prepared and presented
underneath the camera to be projected on the board. This is an appropriate activity because it shows to
me what students know, what they remember, and get them prepared to work with numbers in
decimals. It fits into the curriculum sequence because we have already discussed and learned how to
add and subtract with decimals, in addition to learning how to count money. We will be combining all
of this to learn how to make change and subtract 3 digit numbers with decimals. Children will be able
to grasp various concepts in his and her child development, and work on applying prior knowledge
they have adopted into new topics.

C. LEARNING OBJECTIVES
Students will understand how to
use coins and bills to figure out
the change they should receive
after purchasing an item.
Students will know that coins can Students will be able to count on
be used to find the change, starting and make change.
with the cost, counting on, and
stopping at that amount paid.

D. ASSESSING LEARNING
.
Students will demonstrate the appropriate amount of change leftover after they make a purchase by
demonstrating appropriate drawings in one of the centers with myself. I will use worksheets and
demonstration skills with the money manipulatives that we have. They will also be responsible for
identifying the different coins and their specific worth.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

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 he bills and coins and make change.

F. MATERIALS NEEDED
Worksheets (Mrs. Brake supplies them)
Bills and Coins Teaching Tool 36
Scrap Paper
Pencil

G. PROCEDURE
 (Include a DETAILED description of each step. Write what you will SAY and DO.)
Have students come in after recess and put their supplies away and sit down and clear desks.
Introduce the topic of making change We have learned to count money and the amount
each coin and dollar bill is worth, and today we are going to be talking about making change.
When have you received change? Why did you get change?
Students can say that they make change when they are at a store, give too much
money
Draw different coins on the board and have students identify what it is and how much it is
worth have smaller addition problems (i.e. 2 quarters, a few dimes, etc.)
Show ripped receipt (premade) under the camera and have students find the total of the 3
items I have purchased. Ms. Lowery is working at McDonalds. Mrs. Brake orders a value
meal and it costs $3.50. She gives Ms. Lowery a $5 bill. What would her change be? Use
the play money at your table or drawings to find out how much change you should get in any
way no paper use counting up method.
Students will count up to the nearest whole dollar, then add another dollar.
Some students may to continue to count with quarters.
I will model on the board different ways that the students have discovered this answer on the
board. I will then demonstrate myself:
On the board- What coin can we automatically add to the amount of $3.50 to make it
easy to skip count? How much money should I add to get to the full $5? Quarter.
What is the total now? Answers will vary.
We can keep using dimes to skip count until we get to $5. What other coin can we use
(and continue different processes)
Break out into centers (15-20 mins each)
Center 1 Ms. Lowery
o Practice with word problems (attached/provided) and have students
demonstrate with fake money to show his or her strategies.
Center 2 Math Specialist
o Hands on activity/game that will be predetermined by the specialist ahead of
time.
Center 3 Independent station overlooked by Mrs. Brake (also observing me)
o Students will be responsible for filling out the worksheet already put in their
math folders.
Closure comes from my center of wrapping up any confusing ideas. At the end of the 3
centers, have student clean up their belongings and line up to switch classes/get their belongings
to go home.

H. DIFFERENTIATION

This has met the needs of all students by having different teaching techniques and hands on learning.
We have a hybrid of class discussion/instruction as a whole group in addition to smaller group
instruction. Having students move around every 15- 20 minutes makes students alert and interested so
students do not get lost. The students who finish early will have worksheets strategically picked out to
get them thinking in those next steps and higher thinking. This extra work is found attached in the
worksheet.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation.

I think being prepared to having students not respond to my questions is something that can go wrong.
I believe it will be important for me to know what I want to ask the students ahead of time so I am able
to flow with the lesson if a student naturally brings up the next idea or the next point, and Im not
robotically reading off of my lesson plan.
Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.

I had to add in an activity to have the students demonstrate that they were comprehending what was going
on since there were a lot of students and a lot of numbers being thrown around. I handed out white boards
and dry erase markers to have students demonstrate the mathematical side of the equation of making
change. Once it was shown that they understood the subtraction side of this lesson, I handed out money
manipulatives and had them practice counting up. Once they did this, we were able to compare the
process that subtracting and counting up will result in the same answer. This was a beneficial change
because it was able to show me how far along the students were moving and how successful they were
feeling about connecting all of these dots.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did
they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are
valid?

The evidence I have are worksheets the students worked on in stations. These worksheets demonstrate
that they understand how to subtract money and how to make change, but we had a hard time making the
connection between counting up and making change. They were able to do both, but they werent
understanding the concept that you can count up and essentially add the numbers in the same way that
addition and subtraction are inverses of each other.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.

If I were to teach this lesson again, I would have incorporated a making change station with a fake cash
register. I would have used this to my best ability and demonstrated a simulation of checking out of a store
and demonstrating how cashiers count up and replicate the counting up process. I feel like this will show
the process of this a little bit clearer, and will make the students understand the real world example.
Handling the money physically can also help students comprehend this process.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?

If I were to teach this again, I would start my lesson with counting up and the process of making change
instead of starting with subtraction. If I started with the harder part of the lesson, then bridging the
connection between the two topics will be easier and may make more sense. It also fits my objective a
little bit more and makes it clearer to the students that counting up is the same process as subtracting. Im
glad I had this experience though so I can learn how to adjust according to my students needs.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?

I learned that young children as learners are very eager and excited to tell you exactly what they know.
This lesson has taught me that in some instances students are more eager to raise their hand to show you
that they care and are trying rather than actually knowing the answer and wanting to share that. I learned
this because for every question that was asked, nearly every student had his or her hand up to try to show
me that they knew what the answer was. When I called on various students, they had no idea what the
answer was, or even a guess. I believe they just wanted to show me that they tried, which counts for a
good amount as well.
VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

I have learned that a lot of this is going to be hard, especially in math class. I learned that it is sometimes
more important to go slow with a skill than to rush to get it all completed. For example, my lesson was
pushed and rushed a little because of a time constraint and I wanted to make sure I followed as much as
my written lesson as possible. This kind of backfired for me since when we got to the activity, the students
were struggling to keep up because they still did not understand the process behind it. I had to take a few
minutes at the beginning of each lesson to reteach some of the skills that were missing, but once I did this
the activity was more successful than anticipated.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?

I learned that Im really hard on myself and that could potentially make this whole process that much
harder. I learned that it is okay if students dont understand the concept the first time it is how you
handle it and adapt that matters most. Math is difficult and students get embarrassed when they get the
answer wrong and that discourages them from continuing on. Its important to encourage feedback, even
when its not correct to prevent this from happening.