Money Day 1

Lesson Overview
Title: Day 1: Money: Calculating the Change, Given the Total
Teacher candidate name: Lindsay Saienni
Subject: Money
Grade Level(s): 5th Grade
Duration: 45 Minutes
Unit Description: Students will become proficient in identifying coins and
their corresponding values. They will be able to add a
combination of coins and dollar bills to determine a total
bill. Lastly, they will be able to take a total bill and the
amount of money used to pay for it and determine the
change necessary using the “count up” strategy.
Lesson Description for Day: Students will demonstrate proficiency in identifying coins
and their corresponding values through manipulative
money with scenarios and simple written word problems.
PA Core Standards or Alternative Standard - CC.2.4.3.A.3
Standards: Solve problems and make change involving money using
a combination of coins and bills.
Standard - CC.2.4.4.A.1
Solve problems involving measurement and conversions
from a larger unit to a smaller unit.

Goals
Unit Goals: Given 5 various combinations of coins and dollar bills,
students will correctly identify the total amount of money
(without writing an addition problem) with 100%
accurately on at least 3 combinations.
Given a total bill and the amount of money used to pay for
the bill, students will calculate the change by using the
“counting up” strategy with no more than 2 errors.
Given items to purchase, students will calculate the total
cost, determine which coins and bills to use to pay for the
bill and calculate the change with no more than 2 errors.

Lesson Objective(s): Given a total bill and the amount of money used to pay for
the bill, students will calculate the change by using the
“counting up” strategy with no more than 2 errors.

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Methods
Anticipatory Set: So we’ve done our pre-assessments and now can see what
we know really well, what we kind of know but need extra
practice with and what we don’t really know at all.
So before we get started, let’s try to figure out some
different ways to represent coins, using less coins. *show
students a group of coins that can be simplified into
smaller amounts of coins* What coins can we swop so we
have less coins but the same amount? Awesome! Now that
we are feelig comfortable with this, let’s get started with
the new skill: giving change with no subtraction problem!

Introduce and Model New Here’s the problem we’re going to work with *have
Knowledge: displayed on board* “Bill spent $3.23. He gave the cashier
$4.00. How much change does he need?”

There are 3 steps involved in making change without

writing a subtraction problem.

The first is this *display number 1 on board* “Step 1:

Calculate”. You’re first going to figure out how much they
spent and how much they gave. Write on your
whiteboards how much they spent and how much they
gave. This one was easy because Bill’s total was already
calculated for us, but that won’t always be the case!

Now onto our second step *display on board* “Step 2:

Count Up”. Here’s where the money gets involved. Bill’s
total was $3.23 *display in money and have written* The
easiest way to do this is to always focus on 5’s and 10’s.
We look at the change first because we go smallest to
biggest. We have 23 cents. We can add 2 pennies that
equal 1 cent to 23 cents to make 25 cents which is equal to
a quarter. Now I’m going to swap my 25 cents for a quarter
like we did in the beginning because I find it’s easy to keep
track of it. So now that we have 25 cents and since Bill
gave $5.00 we’re trying to make our change get to a dollar.

There’s a few different things we can add to it. Let’s start

small, we can keep adding pennies until we get to a dollar
but that will require A LOT of counting and A LOT of
pennies. We could go by 5’s and keep adding nickels until
we get to a dollar, or 10’s and keep adding dimes. Notice
what I’m doing: 25 cents is far away from a dollar so I’m
trying to add to it bigger things to make the job easier.
Let’s do this one with dimes. I have 25 so I’m going to keep
adding 10 until I get as close to a dollar as possible: 25-35-

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 45… okay so now we’re at 95 cents. What can I add to 95
cents to get to a dollar? Remember a dollar is like 100. I
can add 5 pennies or a nickel and that will get me to a
dollar. So now we need to count how much we counted
up. *add* It looks like we have 77 cents here.

Okay so I’m done now, right? I figured out from 23 cents to

a dollar. Here you go Bill, here’s your change, 77 cents!
I missed something didn’t I? His total was $3.23 and he
gave $5.00. We only counted up to get to the next dollar
which is $4.00… what do we owe Bill with his 77 cents?
That’s right another dollar. So his total change is $1.77.

I said there were 3 steps and there’s still something left to

do.. I’m looking at my change and see A LOT of coins…
that’s a lot of change to be carrying around in your pocket.
So what do you think I can do with all this? I can simplify it!

*display* “Step 3: Simplify” Our final step is to figure out

how to give our customer less change because no one
wants to carry all of this around with them! So we can’t
simplify dollars so let’s set that aside. We can simplify
these coins though. *simplify coins, explaining your
thought process as you go* Now this is much better than
what we had before!

Provide Guided Practice: Okay so now we’re going to try the next one together: “Bill
spent $2.67. He gave the cashier $5.00. How much change
should he get?

So let’s try our first step together and you’re going to do

this with me. Step 1 is? *display on board* “Calculate”

The first is this *display number 1 on board* “Step 1:

Calculate”. You’re first going to figure out how much they
spent and how much they gave. Write on your
whiteboards how much they spent and how much they
gave. This one was easy because Bill’s total was already
calculated for us, but that won’t always be the case!

Now we’re going to go to our second step, which is?

*count up*
We’re going to first start with 67 cents and figure out how
to make 67 an easier number to work with. Using pennies,
show me how much you would add to 67 cents to make it
an easier number. That’s right, you would add 3 pennies to
get how much? 70 cents. Now on your own, choose

CAST©2006 Adapted from http://lessonbuilder.cast.org

 whichever coins you want to get 70 cents to a dollar.
*monitor students as they go* Okay, what do we have?

Now that we have gotten to a dollar, we’re really at what

number since we started with 2 dollars? We counted up to
get to $3.00. Bill gave how much to the cashier? That’s
right, $5.00 so if we counted up to $3.00, how many more
dollars do we need to add to get to 5? Show me with your
money. That’s right, $2.

Now that we’ve counted up, let’s do our last step which is
*simplify* Figure out how you can make your 33 cents in
less coins.

Let’s do another practice one together *use if needed*

Provide Independent Practice:
Wrap-Up
There is a worksheet in your Independent Folder to do on
your own.
Now that you know how to use the 3 steps to find the
change, I want you each to show me how to do it with this
last word problem. Jayden, you’ll show me Step 1, Jaxson
Step 2 and Kane Step 3. You can help eachother out if you
get stuck. Lisa spent $4.66. He gave the cashier $10.00.
How much change should she get? *allow students to have
you go through the steps. Provide support only when they
can’t figure it out even when supporting eachother*

Give Probe 3 using Seesaw: Calculate the Change: NO

Subtraction

Assessment
Formative/Ongoing Assessment: Students will be using whiteboards to answer parts of the
lesson used as formative assessment to check for
understanding.

Students will also be using manipulative money to

represent their answers throughout the lesson also used as
formative assessment to check for understanding.

Summative/End Of Lesson Using manipulative money students will solve the following
Assessment: problems using Seesaw:
1. Jayden spent $0.72 at lunch. He gave the cashier a $1.00
bill. How much change should he get?
2. Miss. Saienni spent $0.55 in the vending machine. She
CAST©2006 Adapted from http://lessonbuilder.cast.org
 put in a $5.00 bill. How much change should she get?

Materials
Teacher Materials:
● Whiteboard
● Whiteboard marker
● Powerpoint or other form of display to display steps and word problems
● Access to Seesaw for summative assessment
Student Materials:
● Whiteboard
● Whiteboard marker
● Manipulative money
● Ipad with access to Seesaw

Reflection
Part 1: Describe your planning (objective, activities, assessment) and the effectiveness of your
planning.

In this section, respond to each of the following questions:

● What strategies did you put in place to meet the needs of all students who participated in this
lesson?
● What changes did you make to the original lesson plan while you were teaching? Were these
changes appropriate?
● What changes to instruction, guided and/or independent practice would you make if you were to
teach this lesson again?

Part 2: Make a claim and cite evidence of the effectiveness of your lesson.

In this section, respond to each of the following questions:

● How many students did and did not meet your instructional objective? Cite assessment data to
support your claim.
● For students who met the objective, what lesson factors and instructional (or teacher) factors were
associated with their success?
● For students who did not meet the objective, what lesson factors and instructional (or teacher)
factors were associated with their lack of success? What instructional or management changes to
the lesson are needed so that all students could reach success?
● What kind of feedback did you (or could you) provide to students to facilitate learning?

Part 3: Self-evaluation and Goal Setting.

In this section, address the following:

● What specific strengths do you see emerging?
● What specific weaknesses to you need to address?
● What goals have you set in order to do so? How will you address these goals?
CAST©2006 Adapted from http://lessonbuilder.cast.org
CAST©2006 Adapted from http://lessonbuilder.cast.org