LEARNING SEGMENT PRE-PLANNING FORM

Description of Students:
Students are diagnosed with Autism and are between the ages of 13 and 15. The students skills range in
many different subject areas. Some students are verbal and some are non-verbal. Some students are
higher functioning than the other students in the classroom.
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Central Focus for the Learning Segment (must be ELA or Math):
Students will be able to:
List the value of a quarter, dime, nickel, and penny in dollar form.
Find the total monetary value of a set of quarters, dimes, nickels, and pennies.
Calculate change received on a purchase.
Count and make change for dollars.
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Academic/primary learning target(s), based on the central focus:
Academic-Primary: By the end of the learning segment, students will be able to identify the different
coins by their name and value.

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Baseline Data for the academic/primary learning target(s): N/A

Note: If you are missing baseline data for either learning target prior to planning your lessons, simply state that you will be
collecting pre-assessment data prior to instruction within the learning segment.
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Task Analysis for the academic/primary learning target(s):

Task:
Task Strategy
(a) Identify the coins by their name
(b) Group coins by their name (i.e. penny, nickel, dime,
quarter).
(c) Name the value of the coins
(d) Group coins according to their face value
Essential Subtasks
5. Add value together to buy something
4. Face value of dime and quarter
3. Face value of penny and nickel
HINT
Task Strategy: These are the steps, in order
(a, b, c.), of the actual strategy or
procedure you are teaching. You may use
more or fewer than four steps.
Essential Subtasks: These are requisite
skills necessary to do the task. Start with
one (1), the most foundational skill, and
then use as many subtasks as necessary. If
you identify that students are missing one
or more of the requisite skills, be sure to
include instruction and/or supports within
your lessons.

2. Identify dime and quarter
1. Identify penny and nickel (Template from Maag, 2004, p. 207)
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Functional/secondary or supporting learning target(s), based on students IEPs:
[Academic-Secondary/Functional]: By the end of the learning segment, students will be able to be
able to make changes of dollar bills.

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Baseline Data for the functional/secondary or supporting learning target(s): N/A


Note: If you are missing baseline data for either learning target prior to planning your lessons, simply state that you will be
collecting pre-assessment data prior to instruction within the learning segment.
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Task Analysis for the functional/secondary or supporting learning target(s):

Task:
Task Strategy
(a) Make changes for a dollar with quarters
(b) Make changes for a dollar with dimes
(c) Make changes for a dollar with nickels
(d) Make changes for a dollar with pennies
Essential Subtasks
5. Knowing how many pennies are in a dollar
4. Knowing how many nickels are in a dollar
3. Knowing how many dimes are in a dollar
2. Knowing how many quarters are in a dollar
1. Identify a dollar (Template from Maag, 2004, p. 207)
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References:
Maag, J. W. (2004). Behavior management: From theoretical implications to practical applications (2
nd
ed.). Belmont, CA:
Wadsworth.