Saretsky+Lesson+Plan


 * This lesson's activity worksheets has been taken from the Money Instructor website. It can be found out the following website:** http://www.moneyinstructor.com/ws/ws0142.asp

Next, I will show them examples of how to add coins together. For example, I will place two nickels on the overhead projector and write a five under one nickel and a five under the other nickel. In between the two fives, I will add a plus sign into the equation. The projector will then read “5 + 5”. I will then ask them to provide me with the answer to this addition problem. After this demonstration, I will pass out a practice "coin math" worksheet which include six questions of adding different coins together. We will work on the first problem on the worksheet together. I will show them a few different effective ways in which they can set these problems up in order to solve them. The students will then be asked to complete the rest of the worksheet individually, at their seats. I will walk around the class seeing if any student needs extra explanation or demonstration on how to ass coins together. When they have finished the practice worksheet, we will go over the answers together, aloud.
 * Title:** Money and Fraction Matching
 * Grade Level:** Third Grade
 * Approximate time to teach:** 45 minutes
 * Materials and Resources:** Overhead Projector; dry-erase marker; the four different types of coins; coin math worksheet; money matching worksheet; mathematic notebooks; pencils
 * Introduction:** To begin my lesson, I will use prior knowledge by asking the students what they already know about coins. I will ask them if they can tell me how many types of coins there are and if they can name them all. I will make a list of the types of coins on the overhead projector. I will then ask the students what they already know about fractions. Finally, I will explain to the students that we will be learning how to identify the different coins, add coins together, and then be able to represent the coin values as fractions.
 * Lesson Development:** First, I will begin by informing the students that we will be doing an activity called Money and Fraction Matching. I will start by placing each coin, individually, on the overhead projector, beginning with the penny. I will label this coin a penny and then hand out pennies to each student. I will then ask them to write in their mathematic notebooks, characteristics and properties of the penny based on what they see. I will do the same for the rest of the coins. By doing this, the students will have a list of what each coin looks like.
 * Coin Math Worksheet 1:** [[file:Coin Math WS 1.doc]]

I will then explain how the cents value of money is always represented over 100. I will demonstrate by writing examples such as $0.25 is the same as 25/100. I will then provide practice "money and fraction matching" problems for the students in which we will work on the first problem together. These practice problems will consist of adding different coins together and then representing the value as a fraction. They will then be instructed to complete the worksheet with their table groups. I will be walking around the room seeing if any groups are having any difficulties. When the stduents have completed this worksheet, we will come back together and go over each problem, determining the answers.
 * Money and Fraction Matching Worksheet 1:** [[file:Money Matching WS 1.doc]]


 * Closure:** After we have gone over the answers to the "money and fraction worksheet", I will go over any areas of difficulty that the students might have had throughout the activity. For example, if a student was having trouble determining the fraction that represents a coin value, I will again, demonstrate how to go about doing this to the entire class. By doing this, I will be helping the students who were having trouble have a better understanding of this concept and for the students who had already understood this concept, it will simply be a review for them. Finally, I will call on students to help me name each coin and their money values, in order to reiterate the lesson being learned.


 * Assessment:**
 * Objective 1:** Students will be asked to complete a "name that coin" worksheet on their own.
 * Name that Coin Assessment Worksheet:** [[file:Assessment Name that Coin.doc]]


 * Objective 2:** Students will be asked to complete a "coin math" worksheet on their own.
 * Coin Math Assessment Worksheet:** [[file:Coin Math WS 2.doc]]


 * Objective 3:** Students will be asked to complete a "money and fraction matching" worksheet on their own.
 * Money and Fraction Matching Assessment Worksheet:** [[file:Money Matching WS 2.doc]]


 * Multiple Choice Assessment:** Students will be asked to complete a multiple choice assessment on their own.


 * Learner Factors:** This lesson accommodates different developmental levels of students in a few different ways. First, when I ask the students for their prior knowledge, I will be calling on volunteers to provide information. Any student that does not already have knowledge on coins will not volunteer and will not be called upon. Therefore, the students will not feel embarrassed and pressured for not having prior knowledge.The purpose for going over the first problem, as a class, on the Coin Math Worksheet, is for any students who were having trouble understanding my demonstration on how to add coins together. As mentioned earlier, I will be walking around the classroom offering addtional explanation and demonstration for any student who may need it. In terms of the Money and Fraction Matching Worksheet, I had once again, gone over the first problem for demonstration on how to go about solving each problem. For completing this worksheet, since the concpet of representing a money value as a fraction is more complicated, I instructed the students to work with their table groups. By doing so, if a student is having difficulty, they have their classmates there to assist and support them in understanding. Often, it is easier for a student to give an explanation on how to do something to another student because they may have a better idea of where they are coming from and what exactly they may not understand.


 * Environment:** I have no issues of safety for my activity. All students will remain in their seats at all times. Their desks are already placed with other desks to form tables so even when the students are working in groups, they will not have to leave their seats.

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