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Daily Lesson Plan Template

Class: Third-Fourth Grade Math class (Inclusion-Students with Disabilities integrated with students without disabilities) Topic: Money Date: 4/23/2012-4/24/2012-4/25/2012 Time: 40 minutes per day (first 2 days) 80 minutes (third day)

Content Standards (Standards): Measurement and Data: Work with time and money-Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using dollar signs and cents symbols appropriately. Number and operations in Base Ten-Use place value understanding and properties to perform multi-digit arithmetic.

Technology Standards: Communication Tools: Use technology resources collaborating and brainstorming ideas.

Learning Objective(s): Given products to purchase with a 10$ budget, students will figure out total sum of all selected purchases using a calculator or paper and pencil. Given products to purchase with a 10$ budget, students will be able to make purchases using the dollar more strategy or figure out exact amount. Given products to purchase with a 10$ budget, students will verify that they have the correct change. Given a money quiz, students will be able to correctly answer questions.

Activities or Procedures (number: 1, 2, 3, etc): Day 1: 1.) The students will first be grouped into twos. One student with disabilities will be paired with a student without disabilities. Students will be asked to watch a tutorial (youtube video) on what they will do for the three day lesson. 2.) The students will start with a pre-activity. The student with disabilities will use touch money (coins with dots to represent 5 cents) to practice counting coins. The student with disabilities will practice counting coins up to 100. The student without disabilities will be creating a voki for the next part of the lesson. This student will create a voki that asks the student with disabilities money problems. 3.) The student with disabilities will watch the voki and complete the next part of the lesson (example: Sally wants to purchase a doll, it is four dollars). The student with disabilities will hand the student without disabilities the amount of money of each purchase. The student without disabilities will check for correct amount. Day 2: 4.) The students will begin the main activity. They will each be given a grocery store flyer and told that they have a budget of $10. They need to buy food for a dinner. The students will look through the flyer to decide what purchases they want to buy on their own. They will write purchases down (including the price). They will be using a google doc on a computer to discuss what purchases they want to buy. The student with disabilities will have the help of either a teacher or paraprofessional to do this. Together through the use of a google doc, they will decide on final purchases. 5.) The student with disabilities will add up purchases using his calculator and the paraprofessional will verify if the total sum is correct. The student without disabilities will use a paper and pencil to add up purchases. The students together will make sure that they are within his $10 budget. Day 3: 6.) The students will watch a Youtube video on making purchases at the grocery store. Then head across the street to the local grocery store. 7.) The student with disabilities will use the dollar more strategy to pay for purchases. For example, if the total comes to $8. 23, the student will round up to nine dollars. The student without disabilities will figure out exact amount. 8.) The students will receive change and verify for correct change using the touch money method or paper and pencil. 9.) During the task the teacher will observe the students and check for accuracy and fill in observation log. 10.) Students will be allowed to check that they received correct change using Wolfram Alpha. 11.) Students will take a short quiz on the computer together covering money.

Assessment and evaluation:

Students will be assessed and evaluated through ongoing observation. They will also have a worksheet to complete. They will be evaluated after they make their purchases to make sure the completed the task correctly. They will take a short quiz.

Materials needed: Observation log, paper, pencil, calculator, grocery store flyers, real money (dollar bills, coins), touch money, computer, worksheet, quiz

Other Important Considerations: In what ways does this lesson stimulate higher order thinking? What evidence do you have that all students are thinking beyond knowledge and comprehension? This lesson stimulates higher order thinking because students are having real-life experiences by using real money, going through ads and checking places for the best prices, budgeting, going to the store to make purchases. They are analyzing and evaluating while they are looking at different prices and budgeting.

How does this lesson reflect your knowledge of learning styles/intelligences? Are students with various learning styles/intelligences having their learning needs met? What evidence do you have of this? Students who are auditory, visual, and kinesthetic learners all have their needs met. Students who are auditory learners can listen to a voki from other students and listen to a podcast from me. Students who are visual learners are able to see the actual money to help them with the lesson. They will also be able to view Youtube videos, which will be helpful to both auditory and visual learners. Students who are kinesthetic learners are able to participate in a hands on approach to learning by actually using the money and going to the store to make purchases.

In what ways does this lesson reflect your appreciation of human diversity? (exceptionality, language, socioeconomic status, culture, family and community values) This lesson reflects my appreciation of human diversity because students with disabilities and students without disabilities are able to work together and both be actively engaged in the lesson. They are also able to experience community values by actually going out into the community to complete a lesson.

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