KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Alyssa Sedor

Cooperating Teacher: Mrs. Emily Caracappa

Group Size:

25

Date: 2/9/16
Coop. Initials

Allotted Time 55 Min Grade Level 3rd

Subject or Topic: Money: Subtraction

Section 934

STANDARD:
CC.2.4.3.A.3 Solve problems and make change involving money using a combination of
coins and bills.
I. Performance Objectives (Learning Outcomes):
1. The third grade students will apply subtraction strategies by
correctly completing money word problems.
II. Instructional Materials
Computer/Smartboard
25 Worksheets
25 Dry Erase boards/markers
The Big Buck Adventure
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students understand how to count, read, and write money.
2. Students can add money with and without regrouping
3. Students understand how to converts cents to dollars and vise
versa.
4. Students understand how to make change for $1, $5, and $10
B. Key Vocabulary
1. Money: a current medium of exchange in the form of coins.
2. Number Bonds: a simple addition sum
C. Big Idea
1. Students will understand strategies to help them quickly
subtract money.
D. Content

1. Subtract money in different ways with regrouping and without

regrouping.
IV. Implementation
A. Introduction
1. Teacher will review subtraction strategies.
2. Teacher will introduce new strategies to be taught.
B. Development
1. Teacher will teach the students how to change dollars and cents
to cents then subtract strategy.
2. Teacher and students will complete multiple strategies until
strategy is grasped.
3. Teacher will have students subtract money while aligning
decimals.
4. Teacher and students will complete multiple strategies until
strategy is grasped.
5. Teacher will hand out worksheet (see attached).
6. Students will work individually to complete worksheet.
7. Students will hand worksheet into the math pocket.
C. Closure
1. Teacher will read The Big Buck Adventure by Shelley Gill.
D. Accommodations/Differentiation
1. Redirect attention
2. Limit the number of questions
3. Read directions aloud
E. Assessment/Evaluation Plan
1. Formative
a. Worksheet
2. Summative
a. Unit test at the end of this chapter

V. Reflective Response

A. Report of Student Performance in Terms of Stated Objectives (Reflection on

student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
For this lesson, I stated my objective the same as the day before since this
is day two of my subtraction lesson. The objective is: The third grade
students will apply subtraction strategies by correctly completing money word
problems. This lesson the students had to work in their groups to complete a
subtraction worksheet. The worksheet was out a total of six points. Out of 22
students, 13 of them received a 100%, five students received an 83%, three
students received a 67%, and one student received a 50%. The class average
for this worksheet was an 89% or 118/132.
Remediation Plan
For this lesson, I would have the students who scored below an 80% to
work together with me in a group so we can discuss what they are not
understanding and so we can work through different problems together to see
where they are making their mistakes. I would also suggest taking home extra
work after we meet to get in more practice with the subtraction strategies.
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
What could I do to improve my lesson for next time?
Next time I want to explain the worksheet better because the students seemed to
be confused by it more than I expected.
How was I with time management and classroom behavior?
Timing was off because of the early dismissal and the 2 hour delay that we had.
Students were noisy today but that was expected due to the interruptions the past couple
of days.
What was one part of my lesson that went well?
The students enjoyed making their own money amounts and solving those
problems.

VI. Resources (in APA format)

Gill, S., Tobola, D., & Lin, G. (2000). The Big Buck Adventure. Watertown, MA:
Charlesbridge.