Assessment- Money Lesson Plan

Name: Elana Hoenig Lesson Title: Money in the Bank Duration of Lesson: 30 minutes

Subject: Math-Money Grade: 3rd

I. General Goal/Instructional Context: Students will learn to make equivalent sets of money, as part of a Money unit in Mathematics. II. Instructional Objective: Given a specified dollar value, students will produce two equivalent combinations of money. III. Instructional Procedures: • Prepare value card sets (index cards) with bill/coin amounts written on one side (i.e. $1.45). • Make one set and then photocopy and laminate for each pair of students. • For each student, prepare a container to be the “bank” and a handful of play bills and coins of each denomination: 5 dollar bill, 1 dollar bill, pennies, nickels, dimes and quarters. • Introduction: Review with students how to determine a bill/coin combination for a specific amount.  Write $0.50 on board and brainstorm with students- which coins would they combine together to make this amount? (at this point they should know how to add bills/coins together to make a specific amount).  List each combination on the board.  Write $1.35 on board and ask students which bills and coins combined together make this amount.  List each combination on the board.  Discuss with students that there are multiple ways to represent a specific amount of money. • Do Now: Hand out blank index card to each student.  Instruct them to write their name/date on one side and draw a horizontal line across the middle of the other side.  Write $1.20 on board and instruct students to record on index cards two bill/coin combinations for the specified amount.  Collect index cards from students. • Activity: Students will play a game involving the creation of different coin combinations.  Divide class into student pairs and distribute materials.  Explain the rules to the students: One student chooses a card and names the value. Each student uses his/her play money to create a bill/coin combination. Their partner checks to make sure their amount is correct. If the amounts are correct, each student drops the money into his/her bank. Students will take turns choosing a

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new card and naming the value. Play continues for about 15 minutes. Closure: Go over game together.  Choose a card from one of the students’ set.  Name and write the value on the board and specify certain bills/coins student can use to make the specified value.  Ask two student pairs to list on board combinations that make up listed amount.  Ask students if they agree.  Repeat sequence three times or until period ends.

IV. Materials/Equipment: • Play money (bills and coins)-used to determine bill/coin combinations for specific values during the group activity. • Blank index cards-used to record bill/coin combinations during the “Do Now”. • Value card sets- provide students with specific monetary values during the group activity. • Small containers-used as “bank” to hold play money. • Whiteboard & markers OR blackboard and chalk-used to present information to students. V. Assessment/Evaluation: First, the introduction to the lesson serves as an opportunity for informal and formative assessment. If the students have trouble naming combinations of bills/coins, the teacher must modify his/her explanation of equivalent sets of money. Next, the teacher will check for students’ understanding by assessing their index cards filled out during the “Do Now”. Also, in the process of play, students will see that there are many possible solutions to putting bills and coins together to equal a specified amount. The teacher will observe students combining their play money into the specified amounts. Lastly, during the closing activity the teacher will evaluate students’ understanding through their participation. Additionally, I will readminister items #3 and #5 from pretest to determine the extent to which they have attained the instructional objective. VI. Follow-up Activities: I would reinforce this lesson by assigning a worksheet for homework which resembled the activity. They would have to list equivalent sets of money for a specified value. To extend this lesson, I would plan a follow-up lesson where a pair of students would purchase items from the “classroom store” and each partner would have to “pay” using a combination of bills/coins which differs from his/her partner. For less advanced students, I would work only with one type of coin denomination at a time. I would create value card sets that only list coin amounts and have students build that combination using the coins being discussed. VII. References: I referred to the U.S Mint website, www.usmint.gov.