Direct Instruction Lesson Plan Format

Date: 10/20/2014

DI BLANK

Grade Level: 3

Target Students:
Whole class
Theme/Topic: Learning the value & origin of each coin and dollar bill, and then using the
money as a way to practice mathematical skills.
Rationale: It is essential to learn basic mathematical skills and by using money kids not
only learn about the main currency that makes the U.S go round but they can learn history
behind all the dead presidents and historical figures on them.good
Common Core State and/or NC Essential Standards:
ISTE.Tech.Standards.1A.- using counting money app, and exploring origins of dollars bills
historical figures.
ISTE.Tech.Standards.1C- Students working together to help the one struggling with the
money related equations so that they may understand the material and be able to have fun
at recess.
K.NPA.2.02- Solving money related math equations with scenarios of supply and demand.
Good included ISTE
Behavioral Objectives / Performance Objective
Students will
1.
able to:
Students will work cooperatively with the teacher to solve the example
equations presented on the smart board. Followed by the class watching
and taking notes on a video about money, reflecting after the video by
having a class discussion about what the learned from watching the
video.thats a bit too much in one objective
2.
Students will explore the web links that contain the origins of money and
take notes. Followed by doing some equations by themselves on the iPad
app Counting Money. better
3.
To finish off the activity students will complete an exit pass consisting of
money math equations and listing facts about the historical ties money
has to our nation.
Student Friendly Objective or Essential Question:
What are the values and origin of the U.S. money coins and dollar bills?
Materials:
- Counting money App.
- Example Questions.
- Smart board.

IPad(one per child if possible)

Resource I used for video in beginning of class:
http://www.youtube.com/watch?v=xLyp24GsZ4A
Google

Time:

Lesson Activities
Introduction to the Lesson:
(Hook/Review/Intro.)

15 mins

Start the class by asking the whole class what they know about money in
general and what their personal thoughts on money are. Following that with
having the students watch a video put the link here too and explore the
provided web links to learn in depth about the origin of U.S. currency.
What links? -1 Heading in the direction of integrating technology using
iPads for money related math problems, also using the smart board to work
out examples with the class.

20 mins

Teacher Input/Modeling:
Have the students watch a video and explore before beginning the activity
and taking notes. I assume this is a different video what is the link? -1
Then have a class discussion where every student must name one new fact
they learned from the video. Then have students go to the provided web
links put up on the smart board that lead to the origins of Money in the U.S.
have them take notes then have another class discussion after.

Guided Practice:

15 mins

After the class discussion put a series of mathematical equations using

money,details list what equations -1 and have the class work out the
equations to find out values while walking from student to student giving
assistance where needed.

Independent Practice:

15 mins

Students will break off by themselves and work individually on iPads using
the app Counting Money to get some practice with mathematical
equations and money. The teacher will be walking around the class
observing, and giving assistance to students that need it. good

10 mins
Closure of the Lesson:
After finishing with the iPads, students will be given a simple task for an
exit pass. Where students will be required to complete an equation given on
the smart board, and state one fact about a dollar bill or money coin in order
to leave at the end of class for recess.

Evaluation/Assessment of Student Learning

Formative:
During the lesson the teacher should walk around the class taking mental notes when the
students are working individually on iPad.want to write these down someplace The
teacher should be looking for the students that are struggling so they know how many are
gaining something from this style of teaching and what must be adapted or modified to
their learning needs for the ones struggling.

Summative:
This is just a way for students to really get their mathematical brains working through
different representation like money. So as a product students learn a little history about
our countries government and currency, and better their mathematical skills. Ok but what
is the actual product? -1

Supervising Teachers Signature:

Student Teachers Signature:

Plans for Individual Differences

Early Finishers:
Have the students who finished early go around the class and assist their peers with the exit pass
which is the equation provided on the smart board and an interesting fact. ok
Late Finishers:
Have the students who finished early go around the class and give help to their peers who are
struggling. While the teacher does the same and provides assistance where needed. Ok but how
can you support these kids during the lesson by what you do?
Extension of Lesson:
To give the students a chance to keep working with money incorporated in their math skills, over
the duration of the next week Students will be asked to keep track of everything they purchase in
the next seven days and then bring the value of each purchase with them listed then. The class will
be asked to create their own money mathematical problem individually using the value listings of
each purchase brought in by the students. After the questions are created students will be required
to go around to their class mates and trade off their money math question having to answer a new
question with each class mate. This will cause the students to be very interactive with their peers
and working cooperatively to get the answer for each money related math question.nice
Exceptionalities:
Remembering what can be noted from students ZPD levels the teacher should pay close attention
to how the students in the class learn. Also noting the students that struggle with mathematics
giving them the option of getting extra help, and pairing them with other student that are doing
very well when they struggle with some of the money equations on the iPads.
English Language Learners:
The visual examples of the dollar bills and money coins on the smart board along with a lot of
repetition of the words and names of the values will help with understanding the meanings and
values of the math and money being presented. Good
21st Century Skills:
Encourages students to understand the everyday math that people do when using money. Also
sparking their natural curiosity with the connections of money to the history of our nations past

leaders and historical icons.

Learning Styles:
*Visual (spatial): This learning style is covered when the instructor presents visual

representation of money for solving math equations both on the smart board and on the iPad.

*Verbal (linguistic): This learning style is covered by repetition of the names of the values or

money and their origins for both English learners and non-English learners.

*Physical (kinesthetic/tactile):

Aural (auditory-musical):

Logical (mathematical): This cover the logical part of learning styles through the mathematical
equations done using money.

Social (interpersonal):
Solitary (intrapersonal):
46/50 much better but 2 days late so -20%, so 36/50