SPECIAL EDUCATION CAPSTONE LESSON PLAN TEMPLATE

[Math] LESSON [2] of [3]

[Making change for a dollar]

Teacher Jessica Barbis Date TBA
# of Students 6 students Time TBA
Grade Level (s) K-2 Duration 35 minutes
Structure X Whole class X Small group One-on-one Other
Central Focus
Summary
Central Focus:
Students will be able to:
List the value of a quarter, dime, nickel, and penny in dollar form.
Find the total monetary value of a set of quarters, dimes, nickels,
and pennies.
Calculate change received on a purchase.
Count and make change for dollars.

Academic Language Function:
Inform: Students will identify the different names of the coins. Order:
Students will order the coins in the correct order from least to greatest to
further their understanding of the value of the coins. Classify/Analyze:
Students will separate the coins into groups of the same value and then be
asked to separate them into groups that equal a dollar. Solve problems:
Students will then be asked to solve different money problems and then give
change of dollars in an activity.


Learning
Target(s)

Academic-Primary: By the end of the learning segment, students will
be able to identify the different coins by their name and value.

[Academic-Secondary/Functional]: By the end of the learning
segment, students will be able to be able to make changes of dollar bills.


Standard(s)


CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels,
and pennies, using $ and symbols appropriately. Example: If you
have 2 dimes and 3 pennies, how many cents do you have?
CCSS.MATH.CONTENT.4.MD.A.2
Use the four operations to solve word problems involving distances,
intervals of time, liquid volumes, masses of objects, and money,
including problems involving simple fractions or decimals, and
problems that require expressing measurements given in a larger unit
in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement
scale.
Lesson
Objective(s)


Lesson Objectives:

Students will be able to create coin combinations that are equal to one
dollar.

Relevant IEP Goals and Benchmarks:
If a learner needs a scribe, they are given one during this lesson to help
them write what needs to be written. If a learner needs pictorials to choose
their answers, they will be given them for them to be part of the lesson. If a
learner needs extra time to complete what is asked of them in this lesson,
they are given that as well.

Key Vocabulary


Keywords: quarter, dime, nickel, penny, value, identify, cent, dollar, equal,
amount, and groups.

Materials and
Resources




Teacher Materials:
Money Song on YouTube
http://www.youtube.com/watch?v=Wq3tVrTFcKk
Play dollar bills
Picture of dollar bill, quarters, dimes, nickels, and pennies
Markers
Whiteboard or SMART Board
Student Materials:
Pencils
Launch/
Anticipatory Set
5 Minutes


******ALL VERBATIM*******

What do you think these coins and this dollar have in common? Do you
think that when you give a dollar to a cashier when something is only 50
cent would you get back anything back?

What:
Boys and girls, today we are going to learn more about money and
how to make change for a dollar.

Why:
Boys and girls, we are learning about to group the coins together to
equal a dollar because it is important for students to be able to make
changes for a dollar using the coins. You will need what you learn
today when you go to a store, restaurant, or mall because then you will
know if you received the correct change back.

How:
First I will show you the different ways to use the same group of coins
to make changes for a dollar bill. Then we will try to make change for
a dollar using different groups of coins to equal a dollar such as: 3
quarters, 2 dimes, and 1 nickel. Then you will practice on your own
making groups of the same coin to equal a dollar. You may also try to
make change for a dollar by using different groups of coins as well.

Introduce the topic:
Before we begin, what do you remember about the coins that we
learned about yesterday?











Instruction
15 Minutes


******ALL VERBATIM*******

Input: First, we will start off today by watching this video about how to make
change for a dollar. Money song on you tube:
http://www.youtube.com/watch?v=Wq3tVrTFcKk.

Modeling:
The teacher will but a big dollar bill on the white board or have the dollar bill
on the SMART Board and then have the pictures of the other coins
underneath. First the teacher will go over how many quarters are in a dollar
bill. Then on to dimes, nickels and lastly pennies, for the pennies the
teacher can have a picture that just says 100 pennies to save on paper and
easier for the students to see how many pennies are in a dollar. The
teacher should over this grouping multiply times to make sure the students
are understanding this new concept before moving on to the next.

Once the students have a good understanding of what the teacher is doing
with grouping the same type of coins into groups that equal a dollar, the
students will be asked to do this on their own. The students will have a bag
with all the different coins in it where they physically can pick up the different
coins and group them into groups that equal a dollar. This is where all the
teachers in the room will walk around the classroom to make sure all the
students understand this new concept. When the student comes to
counting the pennies they may need extra assistance to make sure that they
have 100 pennies in their group that makes a dollar bill.



Structured
Practice and
Application
10 Minutes






******ALL VERBATIM*******

Structured Practice:
The students will then have the chance to practice with a partner how to
make changes with using different coins such as: 50 pennies and 2
quarters. The teacher will just observe the partners to see if they
understand how many coins that are needed to equal a dollar bill. After the
students have about 5 minutes of trying this with their partners, they will
come back as a class to go over ideas of how to use different coins to make
change for a dollar bill.

Independent Practice:
The students will then do a worksheet where they will write how much of
each coin such as: penny, nickel, dime, and quarter is used to make
changes for a dollar.

Extension or Sponge Activities:
Students would be able to play money games on the computer if allowed in
the schools or as a class play money bingo. Also, as a review the teacher
could give the students another worksheet that has the students actually
using different coins to make change for a dollar bill.


Closure
5 Minutes


******ALL VERBATIM*******

The teacher would conclude the lesson with having the class come back
together as a whole class and review that 4 quarters equals a dollar, 10
dimes equal a dollar, 20 nickels equal a dollar and lastly 100 pennies equal
a dollar. Also, this will be a chance for the students to ask questions about
what they learned today and if they have any comments about it. The idea
of repetition will hopefully reinforce what was learned today.
Assessment
Lesson
objective
being
assessed
Type of
assessment
(Informal or
Formal,
Formative or
Summative)
Description/
format of
assessment
Modifications to the
assessment so that all
students can
demonstrate their
learning
Evaluation Criteria
What are the criteria
(scores/rubrics) that
will demonstrate
student learning
(related to the
learning objectives
and central focus)?
Students
will be able
to create
coin
combination
s that are
equal to one
dollar.

Informal The students
working with a
partner to try to
make change
for a dollar
using different
coins such as: 5
dimes and 2
quarters.
The assessment is
already modified to
meet all the students
needs of the
classroom.
This would be an
observation, where
the teacher would
observe how the
student is doing and
take mental notes or
write it down to see if
they are
understanding the
new concept.
Same as
above.



Formal The students
will then do a
worksheet
where they will
write how much
of each coin
such as: penny,
nickel, dime,
and quarter is
used to make
changes for a
dollar.
The assessment is
already modified to
meet all the students
needs of the
classroom.
This would be a
graded assessment
that would be based
on if they correctly
wrote down the
different groups such
as: 4 quarters, 10
dimes, 20 nickels,
and lastly 100
pennies equal a
dollar. This would be
a grade out of 4
points.
Materials and
Resources
Bibliography
Teachers pay teachers. (2012). Retrieved from:
http://www.teacherspayteachers.com/Product/Math-Lesson-Plans-
Unit-on-Money-FREE-235630
You tube video: Money Song
http://www.youtube.com/watch?v=Wq3tVrTFcKk