Laura Malesky

February 25, 2016

3rd

Lesson Plan
Grade Collaboration Class

1. TEKS:
(1) Mathematical process standards. The student uses mathematical processes to
acquire and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the
workplace
(4) Number and operations. The student applies mathematical process standards to
develop and use strategies and methods for whole number computations in order to
solve problems with efficiency and accuracy. The student is expected to:
(C) determine the value of a collection of coins and bills
OBJECTIVE:The students will add a collection of money and use it to make
purchases without going over their amount.
2.BIG UNDERSTANDINGS:
Counting money and making sure you have enough to make a purchase are skills
students will need the rest of their life. Every day in the real world they will deal
with money from buying a soda to paying bills.
3.ASSESSMENT EVIDENCE:
Class, we have been working on identifying coins, their value and adding amounts
together. Today we are going to continue these skills by using the coins I give you to
purchase things in the make-believe store I have set up. After shopping, you will
bring the item or items along with your money to the register. You will pay me the
correct amount for the items. I will be checking for understanding of the value of
your collection of coins. For special education students in this classroom they
would need a goal to be set. Examples: Only pick one item to purchase, or 1 out of 3
correct tries. The special education student can be given just a few coins to be
responsible to adding up and spending. It depends on the student.
4.OPENING HOOK:
Ask the children if they have ever bought a small item with change that they had?
What would happen if you didnt have enough money? Ask three 5 th graders to act
out short 5 minute pre-planned skits about using coins provided to purchase items
from our classroom store. One skit can be where they had the correct amount for
the purchase and one can be where they had to put back an item because they
didnt have enough money. (The 3rd graders will like the 5th grade interaction. The
quick skits will get the 3rd grade students motivated to visit the store themselves.)

5. INSTRUCTIONAL STRATIGIES/STUDENT ACTIVITIES (Gradual Release 4

step model):
*As a whole class the teacher will demonstrate the use of her coins when buying
item/items at the store. She will discuss with the class the amount of money she has
by using the Elmo so the students can clearly see the coins as they discuss their
value. She will then show the student the store and items with prices attached.
They will discuss what she is able to buy according to the amount of money she has.
*She will then discuss with the students how much money they have to spend.
When all students have identified their amount, they will get in groups of like
amounts. (There will be four groups - groups 1,2,3 & 4) At this time each group will
discuss with their amount and the item/items they can purchase. The teacher will
walk around helping the groups at this time.
*The teacher will then match together group 1 with 3 and 2 with 4. These paired
groups will practice with each other purchasing item/items. Cooperative learning
can be a powerful tool especially with careful grouping. Teacher will monitor the
groups and assist if needed.
* Finally it is time to check for understanding of the TEKS. Each student will act as a
consumer and will purchase an item or items from the store. The teacher will be the
cashier and will be checking for understanding. Did they make a good purchase with
the amount of money they had? Did they go over? Which students need a review?
Did the students need more than one try to succeed? Some of the general
education students might have been successful buying more than one item with
their allowed amount, while the special education group might be successful in
purchasing one item with their money. Maybe their goal would be one correct try
out of three for example. The teacher can use a quick checklist to keep record of
those that mastered the objective and those that did not.
6.MATERIALS/RESOURCES:
Coins for students and teacher
ELMO
Grocery items with prices on them set up like a store
Cashier Station
Assessment sheet to track understanding
7. GROUPING PATTERNS:
For this money activity, special education students will work with general education
students in carefully selected groups. Cooperative leaning/Peer tutoring can be very
beneficial. It is important to know which students would be helpful, which students
cannot be grouped together, etc. You want to get the most out of your grouping.
8. ENDING SUMMARY/RELFECTION:
After the activity we can come back together as a group and discuss this shopping
activity. Maybe questions like:
Would you like to try it with a different amount of money?
Would you change the prices of the items?

What if I told you that you had to purchase three items with your amount given?
What could you buy? or Would you have enough?
What would you change about this activity?