LESSON PLAN

The following is a sample of the Lesson Plan format used by the University.
Lesson Topic/Focus:

Subtraction using money

Date:

23/06/2014

AusVELS Domain(s):

Mathematics

Year level(s):

1/2

AusVELS strand (s):

Number and Algebra

Lesson duration:

1 hour

AusVELS sub-strand(s):

Number and Place Value

AusVELS Dimension(s) or
Religious Education
Guideline:
Learning Standard(s)/Outcome(s):
Level 1: Students will represent and solve simple addition and subtraction problems using a range of
strategies including counting on, partitioning and rearranging parts
Level 2: Students will solve simple addition and subtraction problems using a range of efficient mental
and written strategies
Assessment:
Students use at least two different strategies to solve their own written problem
Teaching focus:
A.
(Chosen by Associate Teacher)
or
B.
(Your personal choice of skill development)
Ensure instructions for tasks are clear and easily understood
Background to the learning:
A.
Teacher (Teacher resources to inform your content knowledge)
Structure of subtraction problems
A range of strategies for solving subtraction problems
B.
Student (Identify Students background and current knowledge of topic)
Students have completed a series of lessons where they have been increasingly developing knowledge
of the inverse relationship of addition and subtraction, also using a range of different strategies to solve
written problems and applying their knowledge of written problems to write their own problems. In the
previous lesson the concept of money and its connections to subtraction arose through discussion, thus
this lesson aims to increase students awareness of the importance of money in everyday life and its
relevance to mathematics learning.
Lesson resources:
Apples4theteacher.com interactive 100 chart
ActivInspire on IWB using Australian money to solve subtraction problems; Flip book for
worded problems
Workbooks
MAB blocks

Lesson content:
A.
Introduction
Sitting on floor
Use interactive 100s chart to practice counting back by 5s and 2s

__5__ mins

B.

Development
__15_ mins
1. Present written problem to students on IWB in flipchart based on solving a subtraction
problem involving money where students need to find the amount left. Students solve
problem mentally then cross their arms to indicate they have found a solution. Ask a
student to show their answer using the coins on IWB and explain how they found their
solution discuss justification as class.
Is there only one way to solve this problem? Can you do it a different way?
2. Work together to find a range of ways to solve the problem, e.g. number line, MAB blocks,
counting back
How are MAB blocks similar to using money?
3. Present a second written problem where students need to solve how much money was
spent, i.e. the amount spent is unknown
How can we use our known facts of addition to solve this subtraction problem?
4. Work together to find a range of ways to find a solution to the problem and check by
placing the solution in to the original equation
5. Explain the individual task for todays lesson

C.

Consolidation, practice, extension

__30_ mins
Move to tables
1. Students use $10 and $6 as the values for a written subtraction problem they can use
these in any order e.g. I had $10 and bought some apples. I then had $6 left. How much did
the apples cost? Students write a problem using these values in their work books.
2. Students check answers and record thinking using two different strategies
Enablers remove the monetary value from the numbers; give a two digit and one digit
number
Extension increase the value of numbers for the numbers to be used use 2 two-digit
numbers; encourage writing questions where the end amount is already known, e.g. $20-?
=$11; check answers using two different strategies

D.
Closure
__10_ mins
Students return to floor
Some students share their problem with the class and class discuss how they could solve the problem
Class discussion about what they have learnt in todays lesson

Appendix: Additional worded problems for whole class

1. Laura went to the supermarket with $20 in her wallet. She bought $4 worth of ham
from the deli and $5 worth of green apples. How much money would she have in her
wallet after paying for her groceries?
2. Timothy went to Bunnings Warehouse to buy a new tree for his garden. He took $50

with him but only had $20 after he bought his new tree. How much did Timothys
new tree cost?