KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Alyssa Sedor

Cooperating Teacher: Mrs. Emily Caracappa

Group Size:

25

Date: 2/16/16
Coop. Initials

Allotted Time 55 Min Grade Level 3rd

Subject or Topic: Math: Money Review

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 strategies learned to solve
money problems by correctly completing multiple money
problems.
II. Instructional Materials
25 Scoot Grids
25 Riddle Sheets
25 Chapter tests
Coins book
If You Made a Million book
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 and subtract 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. No new vocabulary in this lesson.
C. Big Idea

1. Students will understand how strategies learned will help them

solve problems involving money.
D. Content
1. No new additional content in this lesson.
IV. Implementation
A. Introduction
1. Teacher will explain that today will be a review day for money.
2. Teacher will remind students their test is tomorrow.
3. Teacher will read If You Made A Million by: David M.
Schwartz.
B. Development
1. Teacher will ask students if they have any questions regarding
the addition or subtraction strategies they learned.
2. Teacher will review questions with students.
3. Teacher will explain the game Scoot.
4. Teacher will set Scoot cards up around the room.
5. Students will play Scoot.
6. Students will hand grid sheets into Math pocket.
7. Teacher will explain Riddle worksheets.
8. Students will choose which riddle they would like to solve.
9. Teacher will pass out worksheets.
10. Students will work independently to complete worksheets.
11. Students will turn worksheets into Math pocket.
12. Teacher will pass out Chapter 10 test.
13. Students will independently complete test.
14. Students will hand test into Math pocket when complete.
C. Closure
1. Teacher will read Coins by: Dana Meachen Rau
D. Accommodations/Differentiation
1. Redirect attention when necessary.
2. Limit the number of questions.
3. Read directions aloud
E. Assessment/Evaluation Plan
1. Formative
a. Grid worksheets
b. Riddle Sheets
2. Summative
a. Chapter 10 test.

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)
This was the final lesson in my money unit. During the lesson, the
students played a money scoot review game and then took their chapter 10
tests. My lesson objective was, The third grade students will apply strategies
learned to solve money problems by correctly completing multiple money
problems. The Scoot game was worth a total of 15 points. Six students
received a 90% or above, 12 students received an 80-89%, two students
received a 70-79%, and one student received a 60%. The class average for this
review activity was an 83% or a 263/315. The chapter 10 test was worth a
total of 25 points. 13 students received a 90% or above, two students received
an 80-89%, six students received a 70-79%, and one student received a 59%
or below. The class average for this test was a 93% or a 509/550.
Remediation Plan
I was very happy with the result with the math tests. Majority of the
students received either an A or B on the test. For those students who received
a 79% or below, I took a closer look at their tests and found that the majority
of their errors came from simple addition or subtraction mistakes. I would
plan to spend part of a math class reviewing how to regroup properly when
subtracting as well as making sure the students understand that when they
subtract the larger number always goes on top. Question 25 on the test had the
students set a subtraction problem up and many of the students who got that
problem wrong, were wrong because they placed the smaller number up top
which messed up their regrouping and in the end their final answer.
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?
I would set the scoot cards up around the room because the students got confused
as to where they were rotating to.
How was I with time management and classroom behavior?
I needed more time to play school with the students. The other two worksheets I
had planned were just filler activities in case we had extra time.
What was one part of my lesson that went well?
The kids enjoyed the game and getting out of their seats. It was a nice change to
their normal day.

VI. Resources (in APA format)

Rau, D. M. (2005). Coins. Milwaukee, WI: Weekly Reader Early Learning
Library.
Schwartz, D. M., & Kellogg, S. (1989). If You Made a Million. New York:
Lothrop, Lee & Shepard Books.