Math Switch Thursday

Teacher Candidate: Jessica Schuster

Date: September 25, 2014
Lesson Topic/Title: Counting Money and Making Change
Big Ideas/Essential Questions
Why do I need to know how to
make change?
Where/When would I use this
skill?

Subject: Math
Grade: 3

Content and Academic Language

Assessment
Learning Targets
Students will be evaluated by the
TSWBAT make change from $1.00 teaching staff while they are working on
by counting up at the object level. their dry erase boards. If time permits,
students will complete the worksheet on
their own and have a teacher check it.
They should be able to complete the
worksheet with 90% accuracy.

Student Voice
I can show amounts of money using different coins.
I can write amounts of money in different ways.
I can show how to make change from $1.00
Connections among facts, understandings, etc.
Skip counting
Relationship between coins

Student-Based Evidence
Look at student whiteboards during the lesson
Collect the Making Change worksheet

Differentiation, Cultural Responsiveness, and/or Accommodations for Individual Differences

This group for math switch is the below-average scoring group in the third grade. The lesson is already differentiated from
what the other two classes are learning.
In this group, students will each get a plastic bag of practice money to help them move from the object into the
transitional and abstract levels of thinking.
Required Schema and Language Demands
Students will need to know coin names and values.

Students should know how to skip count by 5s, 10s, and 25s as these values will help them in counting money.
Materials/Textual Resources/Technology Needed

Practice coins
white boards, markers, erasers
Making Change worksheet
PowerPoint/SMART slides
Integration with Other Content Areas

none
Co-Teaching Strategy Used
One Teach, One Assist the classroom teacher will circulate through the room to assist students as needed; the teacher candidate
will be responsible for teaching the lesson.
Teacher Roles in Lesson
Introduction
Good afternoon, third graders! Were going to just get started
again today with some practice on making change. You all
worked so hard yesterday!
Communicate Purpose and Learning Targets
Lets think about what that means again. Why is it important to
know how to make change? Yep I need to know how to make
change so that
1. If I buy something at the store, I can tell if the cashier
gives me the right amount of money back.
2. If Im selling something, like at a garage sale, I can give
my customers the right amount of money back if they
pay me with more than what their stuff is worth.
When I am making change, its like I am giving back the
difference in price between the amount of money that I am

Student-Based Evidence

none

Student voice response to question

given and the total amount that everything cost.

Facilitate Learning Tasks/Effective Instruction
So for example, If Im at the store and I want to buy a single
banana to eat for a snack later, maybe I will end up paying 65
cents for it. I dont have that much in coins, but I have a whole
dollar bill that I can pay with. A dollar is worth 100 cents, so I
will be giving the cashier more than what the banana is worth.
That means I need to get some money back!
But the cashier cant just take the dollar bill that I gave and rip it
in half and call it good, can they? No, theyre not allowed to do
that! Instead, they have to remember that $1.00 is equal to 100
cents in coins. If I owe them 65 cents, then they will keep that
much and give me the difference between $1.00 and 65 cents.
But how do I tell how much money to give them back? Well, I
use that strategy called counting up that we have been talking
about. So if I gave the cashier 65 cents, they would start at that
amount, and continue to count up until they make it to $1.00.
Then they would go back and count how much those coins are
worth. That new amount is how much change I would get back.
Im going to show you what that looks like. Im going to use the
coins up on the board, but I want you to follow along with me
and do what I do with the practice coins at your desk.
So, if I gave the cashier $1.00 but the banana was only worth 65
cents, I would make change by counting up from 65 cents. So I
would start in my head at 65, then I would grab 1 dime to make
75 cents. From there I can remember that I can skip count by
Quarters do you remember the little song that Ms. Wacholz

Student work the teachers will walk around and check

the students whiteboards for each problem, and help
them if the answer is wrong

talked about on the first day of math switch? 25, 50, 75, 100! So
with my dime I am at 75 cents, and now I will grab 1 quarter to
skip to $1.00.
Now that I am at $1.00, I can count up the change. I will start
with the quarter, which is 25 cents, and then the dime is ten
more, so that makes 35 cents. Thats how much change I would
get back from the cashier for my banana.
Lets do another one together. Maybe instead of a banana, I
want an apple that only costs 45 cents. I still paid with $1.00. So
in my head I am going to count up to $1.00, but I need to start
at 45 cents (rather than at 0) because that is how much I
already paid out of the $1 bill that I gave the cashier. So 45
one nickel makes it 50 cents, and if you remember the song,
now that I am at 50 cents, I can switch to using quarters. So one
quarter makes 75 cents, and then another makes $1.00. Im
going to go back and count them up again. I think 45 a nickel
makes 50, and then since I switched to quarters I skip to 75, and
$1.
[ discuss differences between nickel and quarter ]
Now I can count up the change to see how much change I get.
Ill start with my quarters 25, 50. And then one nickel, so Ill
switch to counting by 5s. 50 55. 55 cents is the amount of
change that I would get back.
Now try this one on your own. Lets say you went to the store
and picked out a packet of stickers for 80 cents. You gave the
cashier $1.00. Using your practice coins, show me what your

change back would be.

[ walk around and check students boards/coins then discuss
answer on SMART Board ]

Continue this process with the following amounts:

15 Cents

60 Cents

85 Cents

[ with these, if they do it with any coins, encourage that they got the
answer correct but also ask if anyone can/has made it in another way
]

Wow, I think were really getting the hang of it now! Lets try it again,
only this time Im going to make the totals a little bit harder. Just
remember that the strategy is still the same you think of what you
are starting at, and then count up the rest of the way to make 1
dollar.

Continue this process with the following amounts:

37 Cents

72 Cents

64 Cents

[walk around and verify answers then discuss and do it on the

board; ask a student if he/she would like to come up to the board and
move the coins to show the change ]

If theres time left hand out Worksheet and have students

complete at their desk. They can choose the item and the total
(under $1.00). Demonstrate how to fill out the worksheet (do first
two blanks in the box, practice/draw coins, and then fill in the last
blank.)

Closure
Now, before we leave, lets think about something. Why is it
important that we know how to count money and make
change? Turn to someone sitting next to you and share your
answer.
Extensions of Understandings and Learning
I want you to go home tonight and find some coins and try
counting them and pretend to make change. Ask someone at
home to help you practice. Try finishing the worksheet that I
will hand out to you now.

Student voice Think, Pair, Share

Student work making change sheet