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PRIMARY / JUNIOR LESSON PLAN

Name: Victoria Valente


Subject (s):
Mathematics
Intended Student
Outcomes

Lesson & Unit


Number Sense and
Numeration (Money)

Assessment

Rationale

Motivation/
Anticipatory Set
(MINDS ON)

Date: Feb.10/16
Time Estimate:
55-60 minutes

Grade: 3

Represent and describe relationships between coins and bills up to


$10
Estimate, count, and represent (using the $ symbol) the value of a
collection of coins and bills with a maximum value of $10
Add and subtract money amounts, using a variety of tools (e.g.,
currency manipulatives, drawings), to make simulated purchases
and change for amounts up to $10
Learning goal: to be able to use and count money well in order to
make proper purchasing decisions
Initial motivation activity can be used to determine how much the
students know about money (assessment for learning)
This structured exercise (both as a full class and in pairs) is an
informal observation of a students skills, and can be used by the
teacher to determine what to plan for further lessons
This lesson is to act as an introduction to working with bills,
building upon the grade 2 expectation that students can add and
subtract money up to 100
The worksheet (from partner work) and their math workbooks
(closure section) acts as a pre-instructional assessment of what the
students know, evaluating addition and subtraction of dollar
amounts (assessment for learning) before they start to work with
decimals in subsequent lessons (ex. $5.00 - $1.25 = $3.75)
Students can build upon previous knowledge of addition and
subtraction by applying it to the concept of purchasing items
Money is something that everyone interacts with on a daily basis.
Students should understand the concept of money so they are able
to make purchases in the future
Using fake money, students will also enhance their addition and
subtraction skills by determining what combination of bills and/or
coins they will need to pay for an item, and how much change they
will receive
Students will see the real-world application of these addition and
subtraction skills, since they will be using them in everyday life
Students can begin to understand the value of money and how it
can be used to purchased desired items
Grade 3 is when they begin to explore dollar amounts up to $10,
as opposed to grade 2 where they only added and subtracted up to
100
This lesson is intended to introduce dollar amounts between $1
and $10
Begin the lesson by discussing with the students what their
favourite possessions are, and then ask where do you think those
things came from? The students may respond by saying they came
from the store, or that someone bought it for them, etc.

Student Engagement/
Procedures
(ACTION ON)

Closure
(CONSOLIDATION)

Slowly change the direction of the discussion by bringing up how


we might have got those things (the answer you want to pull from
the students is money)
Pull out a $10 bill and ask the students what it is, then discuss
what/where/when the money might be used (do the same for $5
bill, toonie, and loonie)
Ask if the $10 can be used to buy the following items:
o A house (application why not?)
o A car (understanding will we have enough?)
o A TV (analysis do you think a TV costs more than a house?)
o An iPad/iPhone (evaluation why or why not?)
o A chocolate bar (remembering How much would it cost?)
o 2 chocolate bars (understanding total price for 2 bars?)
o 3 chocolate bars? (creating when would $10 not be enough?)
Ask for two volunteers to come up to the front of the classroom (1
to be a cashier and 1 to be a customer)
The cashier will have 3 items placed in front of them, with their
dollar values (stuffed animal, bag of popcorn, glow bracelets)
The customer is given a fake $5 bill; the class will be asked
which one of the items they can buy with the money they have
The cashier will then have to subtract to figure out how much
change to give back to the customer
Using more volunteers, incorporate the following questions:
o Will I have enough?
o How many items can I buy? (addition)
o How much more money will I need? (subtraction)
There will be two stations in this section of the lesson:
o (Group A) iPads or computers
o (Group B) Partner work
(A) Each student receives a computer or iPad to play Bus Drivers
Math, where they play the role of the bus driver to determine if the
customers pay enough to get on the bus; as the levels get harder,
students have to add bus fares together (for groups of customers) to
determine if the customers have paid enough
(B) Break students off into partners and have one of them take on
the role of cashier and the other as the role of customer; the
customer will be given the task of determining how much money
they should give the cashier based on a list of items provided; the
cashier will have to make proper change by subtracting the value of
the desired item from the amount the customer gives them; have the
students record their answers on a worksheet to be reviewed by the
teacher; have them switch after 10 minutes to give them the chance
to try out both roles
Have the two groups switch stations after 20 minutes
Develop word problems together with the students and solve them
as a class (on the chalkboard or whiteboard); for example, if Sam
has $8, does he have enough to buy a $2 candy bar and a $5 toy?
Use this time to gauge whether the class is picking up on the
concept of adding and subtracting money
Complete at least 2-3 word examples with the class, and have the
students show their work in their math workbook

Accommodations/
Modifications

Materials/Equipment/
Technology

Reflection

This lesson relies on the grade 2 expectation that they would have
already grasped the concept of adding and subtracting money; if
some students need a refresher, a few minutes can be allotted to
review this before picking volunteers
After informal observation of the student engagement portion of the
lesson, this can be used to judge what kind of word problems can
be posed in the closure section (if they are still having some
difficulties, revisit the concepts from the motivation section; if the
students are picking up quickly, the word problems in the closure
section can be slightly more difficult)
Be sure to avoid pairing two students who do not work well
together; this task requires constant observation to determine if
students are staying on task
Fake money ($10 bills, $5 bills, toonies, loonies)
Real money ($10 bill, $5 bill, toonie, loonie), for motivation section
Items for purchase:
o Stuffed animal ($7)
o Large bag of popcorn ($4)
o Glow bracelets ($2)
Computers or iPads:
https://www.sheppardsoftware.com/mathgames/money/busmathAS2.htm
Sheet for completing partner activity
Pencils/erasers
Chalkboard/whiteboard
I believe that the lesson overall went smoothly. The students responded
well to the teaching strategies, and seemed to be quite engaged in the
motivation aspect of it. The students were more interested in the lesson
when I made it more personal for them (it was the students store, so
they felt more connected to it, and the other students wanted to be
customers of their store). If I could have altered something, I would have
completed the addition (pairing two items) and subtraction (making
change) with the class as a whole instead of asking individual students
for the answers. The purpose of this would be so that the whole class
could see how the answer was being reached, in case some students were
not grasping the concept.