EDUC 347 Calvin College Lesson Plan Format

Universal Design/Access

Teacher: Dani Roskamp Date: November 27 Subject/Topic/Theme: Math

I. Objectives
What is the point of this lesson? What is the Big Idea?
Finding the correct payment amount for items purchased from a store.

How does this lesson fit into a unit or long term plan?
This lesson will help the students be able to go to a store and make a purchase of multiple items having only a certain
amount of money.

The Learner will (your objectives):

 Add up the total of the item that were chosen
 Round up a total of money to the nearest dollar or exact change based on the student
 Find the correct bills needed in order to make a purchase of a distinguished amount

Connection to Standards (Common Core, GLCES, Extended GLCES)

CCSS.MATH.CONTENT.5.NBT.A.4
Use place value understanding to round decimals to any place.

II. Before You Start

Identify Prerequisite Skills (modified Task Analysis)
Students should be able line up numbers appropriately when adding and use a calculator. They should also be able to get
an idea of what it means to round.
Assessment Method (How will you know what student knows)

Students will be given a worksheet where they will add up amount of both the items and they will round up to the
nearest dollar. I will then assess the students by having them find the correct bill amount to pay me in order to get the
items.
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest

The students will write their numbers
on their papers for how much money is
needed as well as use physical money
to pay for the items.
Options for Language/Symbols
The teacher will clarify and review
vocabulary such as “rounding” before
the lesson takes place.
Teacher will repeat phrases and use
short phrases when needed.
(Justin)
Students will be able to use a calculator
if needed
(Isabella)
(Justin)
Options for Expression
Students will be writing their
information on a piece of paper and
using money to represent their answer.
Justin and Isabella– determine if a 5,
10, or 20 dollar bill is used for this
purchase
Emily – find the correct bill and the
correct amount of change needed for
Students can choose the products they
buy from the store.
Students will be using money to buy the
items which is something they would
be doing in their everyday life
Options for Sustaining Effort &
Persistence
Students can choose many items if
needed for a challenge. Students can
keep their items under a certain
amount for a challenge.
Isabella and Justin – choose 2 items
Emily – choose 5 items

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Universal Design/Access

the purchase

Options for Comprehension Options for Executive Function Options for Self Regulation

Tie in lesson with buying groceries at
an actual store. Continue to review if
we were to buy groceries would we
give the cashier less or more money
than the items cost.
Materials Needed and Arranged
Students will receive a goal of the Show students that they can use this
amount of money their purchase when they go to stores.
should be under.
Justin and Isabella – two items under
10 dollars
Emily -5 items under 10 dollars

Worksheet for addition and rounding

Dollar bills
Grocery store items
Pen or pencil

Instructional Space Arrangement

The students will all be in “U” shaped desks in the back of the room with a table group. The grocery store items will be
set up on a side table for students to grab when needed.

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III. The Plan

Time Parts Teacher Activity Student Activity
5 min Motivation/ The teacher will show the
Engagement/ students the store filled with
Opening groceries they can pick from. She
will tell the students that they are
going to be using this store to find
items to purchase.

The teacher will start out
introducing the activity and
reminding the students how
they’ve been learning how to
round to the nearest dollar when
adding up two items. She will ask
the students what it means to
round. If they are having a hard
time she will help them define it.
35 min Development The teacher will instruct each of
the students to grab items from
the store in order to add.
-If the student is at a lower
level they can grab two items in
order to add.
-If the student is at a higher
level they can grab anywhere from
3 to 5 items.
-If the student is at an advanced
level they can grab 5 items from
the store that must add up to be
under 10 dollars.
The students will look at the sheet
given to them in order to
remember the activity they began
last time.
The students will grab anywhere
from 2-5 items from the store. The
students that are working in pairs
will each grab one item so that
they are able to work together
and will add up their item and
their partners item. The students
that are working individually will
grab the number of items from the
store.

The teacher will allow the
students that need more help to
use a calculator.
The teacher will have the students
that are more advanced to solve
the problems in their preferred
method of addition on their paper
The students will write the total
for each of the items on their
sheet and line up the numbers.
They will add these numbers
together.

Once the numbers are added

together they will write the total
on their paper and will round up

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Universal Design/Access

the amount to the nearest dollar.

The students will then write this
number on their paper.

The teacher will have bills laid out The student will look at the bills
on the desk in front of each of the and give the teacher the correct
students. She will have the amount needed to make their
students give her the correct purchase. They will try to make
amount needed to pay for the the purchase using the least
purchase. number of bills possible.
-If the students all ones the
teacher will prompt them with
questions asking what another
way they can pay for the item is.
5 min Closure Once students are done with their The students will tell the teacher
worksheet the teacher will ask the why learning this will be helpful
students when it would be helpful for them. They will give examples
to know how much money you of when they would do this when
need to make a purchase. buying items.
If the students are struggling the
teacher will prompt them with
questions such as, “Do you ever go
shopping with your parents?”
The teacher will prompt the
students in order for them to
understand that by doing this they
will be able to know how much
money it is to pay for their
purchases.

IV. Reflection
Reflection on the lesson and student learning. Did you follow the plan? Was the plan effective? What
evidence do you have that the plan did or did not accomplish your Objectives? What will you change
for the next lesson – Access options, Materials, the Plan, the Assessment?

When reflecting on my lesson I thought that it went well for the most part. However, after going
through the lesson there were definitely things I would’ve done differently. Being able to reflect on this
lesson has helped me to learn ways that I can adapt my lessons to the students.
At the beginning of my lesson, I thought that Isabella and Justin both understood and
remembered what it meant to round up to the nearest dollar. Justin was able to clearly recognize how
to round up to the nearest dollar with only having to self correct twice. Isabella also only self corrected
once for rounding up to the nearest dollar. Something else that I thought went well was that this helped
work on their future goal at the end of the unit. The students are planning on going to Target to
purchase two items that are under 10 dollars. Once they get back they will be wrapping these presents
for their family. During the lesson, I made sure to emphasize that using the money to make a purchase
is important because this is what they will be doing on their Target trip. I also made sure to mention that
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Universal Design/Access

you when using only bills you want to round up your purchase to the nearest dollar so that you can get
some change back and aren’t giving the cashier too much money. I thought I made the connection
during the lesson that the number rounded up on their paper would end up being the amount they paid
me but if I didn’t I must have missed that.
Something that I didn’t account for that I think could have gone better was the down time that
Justin had between problems. Normally, during math time I just work with Isabella but Isabella and
Justin are in the same skill level group. Usually, although I normally work with Isabella, Justin and
Isabella have always worked on the same materials and problems. In my original lesson, I stated that
there was an adaptation based on the skill level of the student. Since Justin and Isabella have always
been doing the exact same work, I hadn’t realized to start making adaptations until it became too late
which I wish I had done earlier. Going through the lesson, as I started to notice Justin was moving
quicker, I could’ve made an adjustment. Towards the end of the lesson I started to notice this. Also,
going into the lesson, my teacher recommended that I could have Isabella and Justin work together to
grab some items and use the same numbers. After finishing the lesson however this was an adaptation
that I wish I had made earlier accounting for all of the down time that Justin had in between the
problems. I also had a worksheet in which I made the boxes bigger for Justin and Isabella to work with.
I brought them to class with me but when my teacher handed me the other sheets they have normally
been using I felt bad switching them out. There were certain aspects of my lesson that I had follow a
similar pattern to my previous lesson because it was something that my teacher had wanted to be
taught.
In addition, if I would have worked with Emily during my lesson I would’ve had her work with
more items. If she seemed to be understanding that pretty well I would then have moved on to rationing
her items and budgeting them. One of Justin’s IEP goals was using 5, 10s, and 20s in a purchase.
Originally, it would’ve worked the best to have him use all of these during this lesson. However,
originally, I had only planned on him working with using 5 dollar bills in his purchase because on their
Target trip they will be taking soon they will buying two items for less than 2 dollars. Granted, if I would
change this lesson next time I would have Justin add some items so that he would reach a payment in
which he would be required to use the 10 dollar bill. Isabella’s IEP goals referred to making purchases
using 1s, 5s, and 10s. She started out using just ones in her purchase. I was trying to help her to
understand that a five dollar bill was the same as having 5 one dollar bills. This wasn’t something that I
had seen them talk about in previous math lessons which is something that I wished I was able to work
with her on prior to this lesson. Something that I wished I had done was take away some of her one
dollar bills so that they would be forced to think about how she could make this payment using other
bills. This is something that I think would’ve been helpful for her to grasp this concept.
If I were to change this lesson in the future and teach rounding another way without specifically
using money I would give the students a pyramid themselves. This could really be anything in the
shape of a triangle. So, for example, if the students were doing a unit on the forest or nature you could
make a tent. They would cut it out and then color it and on the edge outlining the pyramid would be the
numbers 1-9. On the left side of the pyramid would be the numbers 1-4 and above that it would say
round down. On the right side of the pyramid it would say numbers 5-9 and would say round up. After
the students had each created their own pyramids they would this to help them round when looking at
numbers. So, if a number on their worksheet was 1.70 they would look at the 7 and notice after looking
at their pyramid that they need to round up. For students that are having an easier time with this they
can be rounding more complicated numbers like 1.34 and work on rounding to the nearest 10s spot.
Students can even begin to do this in their head and get an idea of the price and start practicing without
looking at their pyramid. By using this method of learning to round students would be able to start to do
rounding mentally. That way, when they go to the store to buy gifts this starts to point them in the right
direction to work on budgeting.