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# Name: Jocelyn French Cohort: D1

Lesson Plan
Lesson Title: Making Change Grade: 5 Date: Wed. Dec. 5th
Subject/Strand: Math/Addition and Subtraction Unit: Decimals Location: Classroom Times: 9:15 – 10:55

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)

The big idea of the lesson is for students to understand how to calculate change from purchases.
This fits into the context of the unit by students having knowledge on adding and subtracting decimals and now bring that knowledge
to the ‘real world’.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

Number Sense and Numeration: Solve problems involving the multiplication and division of multi digit whole numbers, and involving
the addition and subtractions of decimal numbers to hundredths, using a variety of strategies.

## Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)

Number Sense and Numeration: Operational Sense: Add and subtract decimal numbers to hundredths, including money amounts,
using concrete materials, estimation, and algorithm. (A) (T) (K)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that

## We are learning how to add and subtract decimals.

We are learning how to make change.

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ X ] FOR [ X ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.

## I can make change from \$100. (A)

I can ‘buy items and make the change’ (A) (T)
I can understand why it is important to know how to make change (K)
I can verify 2 of my friends’ calculations. (A) (T)

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Do and write Students will buy items from a ‘pretend store’ I will use the success criteria as an
and figure out their own change. Students will assessment tool. I will record the
write down the information on a chart. information on a class list.

2018
Name: Jocelyn French Cohort: D1

## STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning:

Prior to this lesson, students will have learned how to add and subtract decimals, and add and subtract money.

## I.E.P. program implications: Accommodations, Modifications

There are four learning centre students in the learning centre during the math period.

## Students will be able to use notes from previous lessons.

Students will be able to work where they will be the most productive.

Learning Skills/Work Habits: [] responsibility, [X] organization, [X ] independent work, [ ] collaboration, [] initiative, [] self-regulation
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)

## Decimals, adding, subtracting, money, change

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

## Making change table

Pencil
Wipe board

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 0 - 15 (Indicate time breakdown of instructional elements)

## By the end of the lesson students will know:

I can make change from \$100. (A)
I can ‘buy items and make the change’ (A) (T)
I can understand why it is important to know how to make
change (K)
I can verify 2 of my friends’ calculations. (A) (T)

I will have the students work in their table groups. Each group “We chose…”
will have grocery store flyers and have to choose 4 items they “We had this much left over”
can by with \$10.00 and calculate the items. “We chose these items”
“We chose these items because”
They will then share what items they have chosen and how they
chose the items and what their total was.

“How can you find out how much money would be left over “We can figure out how much money would be left over by
from the \$10?” subtracting \$10 from our amount”

2018
Name: Jocelyn French Cohort: D1

After explaining how to calculate the change of everyone’s “this activity sounds like fun”
purchase. I will explain the activity they will be doing.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 15 – 60 (Indicate time breakdown of instructional elements)

I will have created a mini store in the class room. Each student
will have a certain amount of money to spend on “items”. “I’m buying this, this and that…”
Instead of the cashier calculating the change. They will have to “I think the change is this…”
calculate it themselves. They will also have to get 2 other people “Miss. French did we do this correctly?”
to calculate the change to verify their answers before checking
with me.

During this time, I will be walking around the class seeing what
they have decided to buy and how they are calculating the
change, as well as answering questions.

## Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 60 - 80 (Indicate time breakdown of instructional elements)

As a class we will review some of the examples of what they “It is important in case the computer makes a mistake.”
have ‘purchased’ and the change they have come up with. “There might not be a computer to make change and the cashier
We will end the discussion with why they think that it is might have to do it”
important for them to know how to make change if we have “We might have to make the change ourselves if we work at a cash
computers to do that for us. when we are older”
By the end of class students will be able to:
I can make change from \$100. (A)
I can ‘buy items and make the change’ (A) (T)
I can understand why it is important to know how to make
change (K)
I can verify 2 of my friends’ calculations. (A) (T)

## Extension Activities/Next Steps (where will this lesson lead to next)

The next lesson students will work with word problems with adding and subtracting decimals.

2018
Name: Jocelyn French Cohort: D1

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students from
“passive listeners” to “active participants”?
3. Was my behavior management technique
effective? Why?
4. Were students able to transition to the next
activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to address
their own learning?

Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions? Was a
balance between teacher and student talk
evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively
demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management technique
effective? Why?
6. Were students able to transition to the next
activity successfully?

Professional Educator
1. What factors may have influenced the
success of this lesson? Did I note and
respond to these elements appropriately?
2. How might I improve the effectiveness of my
teaching for my next lesson?