UNIT GOALS & OBJECTIVES

UNIT GOALS & OBJECTIVES

Standards of Learning:

VA SOL Math:

3.4) The student will estimate solutions to and solve single-step and multistep problems

involving the sum or difference of two whole numbers, each 9,999 or less, with or without

regrouping.

3.8) The student will determine, by counting, the value of a collection of bills and coins whose

total value is $5.00 or less, compare the value of the bills and coins, and make change.

Unit Goals:

Students will identify reasons why we use money from their own experiences in order to

become cognizant of saving and spending money.

Students will be able to determine the value of a collection of bills and coins by counting

them using both manipulatives, pictures of coins, and numerical representations of

money.

Students will be able to compare the value of the collection of bills and coins using the

words greater than, less than, or equal to and the symbols <, >, and =.

Students will demonstrate their progress by scoring a higher percentage on the same

assessment packet they answered at the beginning of the unit.

Students will be able to correctly make change based on 6 out of 8 word problems by

applying the STAR strategy and translating the word problem into an equation or picture

in order to solve it.

Students will be able to score a 75% or above on the summative test by counting the

collection of coins, comparing values, and solving single-step and multi-step word

problems.

ASSESSMENT PLAN

I. Pre-Assessment:

The pre-assessment consists of 19 questions that ask students to count a collection of

coins, compare the values of coins, and solve word problems asking for change. These

questions are similar to the summative county-wide money test. Students had about an hour

to complete the pre-assessment; they worked around the room with clipboards and dividers.

Prior to beginning, I had told them that they could skip a problem if they did not know the

answer, and that I expected it to be difficult because we hadn’t reviewed or learned the

material yet.

II. Other Assessments:

During the unit, I conducted various forms of formative assessments:

Informal Observations: Students worked in whole-class settings where I could

walk around and check their work/answers and take notes of who was doing well,

who was having trouble, how students solved the problems, and what common

mistakes they made.

Homework/Class work: I collected both homework and class work to assess

common errors and decide who would benefit from small group work. I also used

student responses to create extension activities that were cross-curricular and

based on students’ interests (writing coupon word problems, finding the value of

their name, reading a book and tracking the spending, making words worth a

certain amount of money and adding up their value, etc.)

Questions: I asked students to explain the steps they took to solve word problems

so they could think aloud their thought process and, if necessary, find any

mistakes. Common questions included:

o Why?

o How do you know what to do?

o What should you underline and why?

o What did you do to solve the problem?

o What does that mean?

III. Post-Assessment:

The post-assessment was the exact same as the pre-assessment. I gave out the post-

assessment as a warm up, and students finished it during the math period the day before the test.

This way, students were able to practice counting, solving word problems, and comparing values

of coins. For the results comparing the pre and post assessment scores, see the Data Analysis

section.

IV. Summative Assessment:

Orange County Public Schools has county-mandated summative assessments worth 60%

of students’ grades. The ESL students in my classroom qualify to receive some services based on

their WIDA scores, and so I read their test aloud to them the first time, but they had to check

their work and re-read the test individually. Students had as much time as they needed to

complete this final unit test to simulate the SOL testing environment. Like the SOL grading

system, students did not receive partial credit for their answers.

LESSON PLANS

Money Measurement Lesson Plan

Thursday, February 21st

Topic: Money Pre-Assessment

Grade: 3

SOL: 3.8) The student will determine, by counting, the value of a collection of bills and coins

whose total value is $5.00 or less, compare the value of the bills and coins, and make change.

Objectives: Students will use their prior knowledge about money to answer a pre-assessment

test by performing addition and subtraction with money and counting the value of a set of coins.

WIDA Standards:

ELP Standard 3: The Language of Mathematics, 3-5. English language learners will

process, understand, produce, or use Level 3 Developing: coins have names and value;

use manipulative to make connections and build relationships between values of money;

giving change involves skip counting or writing an equation to find the remainder of

money.

Materials:

Money Pre-Assessment Test

Pencil

Clip-board

Pencil

Scratch paper

Divider

Whole-Class Instruction:

1. Explain to students that this is a pre-test that will NOT BE USED AS A GRADE.

Students should try their best on it, because it will affect what they learn about for the

next two weeks! Remind them to take their time and show their work. If they don’t know

a question, circle it and come back to it.

2. Pass out the test. Ask them, by group, to get a divider and a clipboard. Students may

work around the room.

3. Read aloud the test to the ELL students on the side table.

Closure:

4. Collect Packet. If time allows, go over what they know about money, what it is, why we

use it.

Assessment:

Formative Assessment:

o Pre-Test: This test will be used to see where various students are in understanding

the value of coins and giving/counting change, so instruction can be adjusted to fit

their needs. This assessment will be given again towards the end of the unit on

money to assess what students have learned, prior to their actual county-mandated

test.

Modifications for Diverse Learner Needs:

Students have about 45 minutes to complete the test. Those that do not finish may have

extra time to complete the test.

This test is a pre-assessment to serve as an outline of what students might need extra

practice working with money.

Modifications for English Language Learners:

Key vocabulary: value, change, receive, bill, greater than, less than, equal

Language objectives: Students will be able to listen to the pre-assessment test read aloud

to them and follow along to show their work and circle the letter that corresponds with

their answer.

Supplementary materials: This is a pre-assessment, so there are no supplementary

materials. The ELLs may have it read aloud to them to ensure that they understand the

vocabulary. The test also has pictures of money to help them with the value of the coins.

Scaffolding techniques/Interaction: Reading the pre-assessment aloud will help the

ELLs with unknown vocabulary. This test has been previewed to ensure that there isn’t

cultural bias.

Review/assessment: The pre-assessment will also help the teacher gauge what the ELLs

do and might not understand or know quite yet. This assessment is read aloud to them, so

they can ask clarification questions on words they have not yet encountered.

Additionally, the teacher will assess how they do throughout the lesson on counting,

participating, and reviewing facts they know or have learned.

Measurement-Money Lesson Plan

Friday, February 22nd

Topic: Money Introduction: What do you know?

Grade: 3



Objectives: Students will be able to identify the name and value of each coin, and put coins and

bills together to make illustrate the value of the given amount using the “$” sign and a decimal

point.

WIDA Standards:


process, understand, produce, or use Level 3 Developing: coins have names and value;

use manipulatives to make connections and build relationships between values of money;

use words to describe which cost is more expensive or less expensive.

Materials:

Coins & one-dollar bill

Pictures of coins

SMART Board

Play money (coins)

Response Sheet

Pencils

Anticipatory Set:

Talk in groups about money; why we use it, what it is. Then, make a list on the SMART Board

about what students believe/know. The teacher can ask: Why should we care about money?

Whole-Class Instruction

1. Hold up coins and pass them around to the class while on the carpet. What is the name of

the coin? How much is it worth? Begin with penny, then nickel, then dime, then quarter.

2. Explain the rhyme: Five pennies is one nickel, two nickels is one dime, two dimes and a

nickel make a quarter every time.

3. How man cents are in $1.00? 100 pennies. How many nickels? Count by 5s to figure out.

How many dimes? Quarters?

4. The class will count by 5s, 10s, and 25s to 100. Every time the teacher claps, the students

should say the next number in the sequence.

5. Read over who/what is on each coin from the Who’s Who worksheet. Each student will

get one to reference later on in the unit, when they design their own coin.

6. The teacher will explain to students that for the next two weeks, they will be exploring

money in math! They will learn about the coins, how to count money, and how to give

change.

Guided Practice:

7. Students will pair the coin with its value and begin creating relationships between the

coins.

8. After naming the relationships between the penny, nickel, dime, quarter, dollar, and five

dollar bills, students will work in their table groups to make different combinations of

coins for certain amounts of money.

9. The teacher calls on one child from each group to get bags of coins for each of their

group members.

Example: the teacher will write on the board and say an amount of money, such as

$.61. She will ask the students what it says, and discuss how we know it’s not

$61.00 because of the decimal point and the place value. The “6” is in the tenths

place, and the “1” is in the hundredths place. Then, she asks the students to make

$.61 with their coins. The teacher models how she would do this and write it in

the response sheet. This sheet has a space for the initial amount, and space for

students to make pictures of combinations of coins representing $.61. Then she

asks students to share their answers. Once a few students share and get different

responses, they can record the ways to make $.61 on their response sheet.

Group/Individual Practice:

10. The teacher will write and say aloud 5 different values. After each problem, she gives

students time to come up with their answers and show each other how they made the

amount. They write the way they solved it on the response sheet, along with others ways

that their peers combined coins.

11. After each problem, the teacher calls on individuals to come up to the SMART Board and

show the class how they made it using the pictures of coins. Students record the

responses on the response sheet so they see that there are different combinations of coins

that equal a certain value.

12. Then, students compare values on a SMART Board activity. This requires them to add up

the values and compare if one is greater than, less than, or equal to another.

Closure:

13. Around the world: Students go around the room and share one thing they know/now

know about money.

Assessment:


o The teacher should observe the students as they work in their groups to come up

with ways to count coins. Note who is excelling, who might need a little more

review or scaffolds.

Can the ELL identify the names and values of coins?

Modifications for Diverse Learner Needs

Social Studies Connection: Explore whose face is on each coin/bill. Relate this to Grecian

coins as well; how are they similar/different?

Have picture of the coins/bills on display along with the English word next to them and

each coin’s value.

Place Sam, Henry, and Jennifer, the student with ODD and mood swings, in supportive

groups.

Modifications for English Language Learners

Key vocabulary: penny, dime, nickel, quarter, dollar, five-dollar bill, dollar sign,

decimal point, place value, tenths, hundreds

Language objectives: Students will be able to point out the different coins and orally

identify the names of coins and their values.

Supplementary materials: manipulatives (fake coins); SMART Board with pictures of

coins; written out names of coins

Scaffolding techniques/Interaction: The teacher should use visuals and manipulatives

to ensure that both students understand the coin she is referencing. She should also

provide opportunities for them to identify coins and their values.

Review/assessment: Additionally, the teacher will assess how the ELLs do throughout

the lesson with their counting, participating, and reviewing facts they know or have

learned.

_________________________’s Money Sheet

Directions: Write the value of the money on the line. Then, draw different ways to make the value! You should have at least 2 different ways!

1. ______________________

Ways to make this value:

2. ______________________ Ways to make this value:

3. _____________________

Ways to make this value:

4. _____________________ Ways to make this value:

Come up with your own amount of money. Write it below. Then draw how you could make it using coins!

Measurement-Money Lesson Plan

Monday, February 25th

Topic: Money Counts! Counting Bills & Coins, Comparing Values, and Making Change

Grade: 3



Objectives: Students will be able to count a collection of coins whose total value is worth $5.00

and make 9 different combinations of a certain amount of money using play money.

WIDA Standards:


process, understand, produce, or use Level 3 Developing: the names of each coin; the

value of each coin; words to count the value of a set of coins; manipulatives to make

connections between values of money.

Materials:

Play money (coins and bills)

Plastic bags labeled with letters, A, B, C, D, E, F

Money Counts Recording Sheet

Wkst # 31: Greater than, Less than, Equal To

Pencil

SMART Board

Doc Cam

Anticipatory Hook:

Morning Work worksheet will serve as a review of counting and comparing values of money.

This will be looked over before math to serve as an assessment of which students need extra help

with identifying and counting coins.

Review morning work.

Count by 25’s. How many dollars would the class have if each person had $0.25?


1. Tell students to imagine that the class has been given a special present—a gift certificate

to purchase $125.00 worth of books from a book club. Prior to selecting and purchasing

the books, students will need to practice their money-counting skills, using bags of

money. Ask: Why is it useful to practice counting money? This is to get students to

connect what they are doing to their own experiences/the real world.

2. Display a combination of coins and bills that equals $5.00 (e.g., 3 one-dollar bills, 4

quarters, 5 dimes, 9 nickels, and 5 pennies). Demonstrate how to count the value of the

money starting with the largest denomination of bill or coin. Continue to count, working

toward the coins of lesser and lesser value until all the money has been counted. Repeat

the demonstration with a different amount of money. Remind the students that they can

use their skip-counting skills for counting the coins.

3. Distribute copies of the Money Counts Recording Sheet to students. Group students into

pairs, and give each pair a bag of play money. Explain that each bag contains a different

amount of money worth $5.00 or less. Direct one student in each pair to count the value

of the money and write it down. Then, have the other student in each pair recount it to

verify the amount. If the two totals agree, have pairs record the letter of the bag and the

amount of money in the bag in the first chart on their recording sheets. If the totals do not

agree, have the pairs recount the money slowly and carefully together.

4. Have partners put the money back in the bags, exchange bags with other partners, and

repeat the counting and recording process. Have students continue exchanging bags until

they have practiced counting at least five collections of coins and bills.

5. For the second part of the lesson, ask students to suggest a combination of coins and bills

that equals $5.00. Model recording the suggested combination on a chart similar to the

one on the recording sheet. Then, have students work in pairs to create and record nine

different combinations of coins and bills that equal $5.00.

6. For the last part of the activity, demonstrate the process of making change for a five-

dollar bill, using two different skills:

Counting on—i.e., starting with the amount to be paid (the purchase price), counting

forward by cents to the next dollar, and then counting forward by dollars to reach the

amount from which you are making change ($5.00)

Mentally calculating the difference between the amount from which to make change

($5.00) and the amount to be paid (purchase price)

Individual/Group Practice:

7. Students work in pairs to count the money and come up with different combinations.

Closure:

8. Go over Money Count worksheets in groups so students can discuss their answers. Then,

have different pairs come up to write their combinations on board.

9. Ask students to make a list explaining how to figure out the amount of change you should

receive when you use a five-dollar bill to buy an item that costs less than $5.00. (They

write down how they figure out how much change is needed.)

Assessment:


o Morning worksheet serves as an assessment to whether students can identify coins

and add up the value to compare values.

o Ask questions such as: What is the fewest number of coins that you could use to

equal 37¢?

o Discuss why it is important for you to know how much change you should receive

when you pay for an item at a store.

o Circulate during the counting of the coins and bills to verify that students are using

the correct strategies, e.g., counting on, skip-counting. Note who is having difficulty

identifying the coins and bills, skip counting, counting on, writing the values, and/or

comparing amounts, and give help as needed.

o Collect and assess the completed recording sheet.


Repeat the exercise, using advertisements from stores such as toy stores, grocery stores,

and clothing stores.

Discuss which human resources need to know how to calculate money and make change.

List types of capital and natural resources they may choose to spend their money on.

Allow students to use calculators.

Allow students to use scratch paper to create combinations of coins.

Encourage students to draw coins or write the values instead of just adding in their heads.

Have students who need a challenge work with larger amounts when making change.

Use real coins, fake money, pictures of money, and numerical representations.



decimal point, place value, equal, trade



Supplementary materials: manipulatives (fake coins); pictures of coins; names of coins

displayed.




Review/assessment: Do students add up the value of the coins and can they compare

them? Can they make different combinations of coins to equal $5.00?

*This lesson was adapted from Virginia Department of Education Enhanced Scope and Sequence

lesson entitled Money Counts. Retrieved from

http://www.doe.virginia.gov/testing/solsearch/sol/math/3/mess_3-8.pdf

http://www.doe.virginia.gov/testing/solsearch/sol/math/3/mess_3-8.pdf

Money Counts Recording Sheet Name: Date:

Part I: Money Bags

Bag letter Total value of coins and bills

Part II: Combinations of Coins and Bills Worth $5.00

Example Number of one-dollar

bills

Number of half-dollars

Number of quarters

Number of dimes

Number of nickels

Number of pennies

1

2

3

4

5

6

7

8

9

Part III: Buying Books The title of my book is _______________________________________________.

The cost of my book is _______________.

The change that I would get back after buying my book with a five-dollar bill is _______________.

The coins and bills that equal the cost of my book are the following:

Total value

Number of one-dollar bills

Number of half-dollars

Number of quarters

Number of dimes

Number of nickels

Number of pennies

Measurement Money Lesson Plan

Tuesday, February 26th

Topic: One-Step Word Problems with Manipulatives

Grade: 3

SOLs: 3.4) The student will estimate solutions to and solve single-step and multistep problems


regrouping.



Objectives: Students will solve money word problems dealing with bills and coins whose total

value is $5.00 or less using either counting on, STAR, or subtraction strategies with 80%

accuracy.

WIDA Standards:


process, understand, produce, or use Level 3 Developing: words to describe which cost is

more expensive or less expensive; vocally name the multiples of $0.25; the STAR

strategy to underline information and solve one-step money word problems; pictures or a

an equation to find how much change is necessary.

Materials:

Fake money (coins and bills)

SMART Board with Comparing Money Activity.

Graph Paper/Scrap Paper

Poster with STAR strategy displayed

Pencils

Anticipatory Set:

Skip-count by 5s, 10s, and 25s to 100. Complete the SMART Board Activity.

Pose the following problem to the class:

Malachi wants to buy a hologram Pokémon card that costs $2.50. He has a $5.00 bill and

gives it to the cashier. How much change should he get back?


1. Give the class a minute to think about the problem, examining the question and what it is

asking them to do.

2. Ask them: How would we solve this problem?

3. Let the students share their answers, with the teacher repeating the students’ answers in

her own words. This will help students with their comprehension and metacognitive

abilities.

4. The teacher will use direct instruction to explain to the class how to count on from the

higher amount.

5. The teacher shows the students how to write down important information using the

STAR mnemonic:

Search the word problem. (HIGHLIGHT OR UNDERLINE)

Translate the words into an equation.

Answer the problem.

Review the solution.

6. Then, the teacher goes through the steps with the students. Highlight or underline $2.50”,

“$5.00”, “change”, and “get back?” and talk about the start value and how they are

finding the end value. Ask the class, $5.00…is that greater than, less than, or the same as

$2.50? How do you know?.

7. The teacher then writes $5.00-$2.50 and asks students to solve it using either/and fake

coins and math. Invite students to share their solutions/the process of solving it.

8. The teacher shows them and reads aloud the next problem:

I have $5.00 to spend on a toy. I decided to buy a racecar to give to my cousin.

The racecar costs $3.35. How much change should I receive?

9. She writes down the starting amount, $5.00, and then writes draws a racecar and writes

down $3.35. The teacher underlines the words “change” and “should I receive”. She

writes a subtraction sentence and explains how we need to find out how much money the

person gets back, so we find the difference.

10. She models how to write the sentence and calls on students for the subtraction steps.

11. The teacher models how if there’s a unit in the word problem like money, we need to

label our answer, so we must put the dollar sign “$” and a decimal point. Ask what would

it mean if we forgot the decimal point? If we forget the $? They would be naked

numbers!

12. The teacher models how to find the answer by drawing and using the fake coins. She

starts with the purchase price—the amount to be paid, and counts on until she reaches

$5.00 with the coins and dollar bills.


13. Students are allowed to get up quietly and get a bag of fake money; they know that these

are in the basket on the front desk.

14. The teacher passes out the Spending Money Worksheet. This worksheet should be

opened on the SMART Board so students can share how they solved the problem and the

class can see their peers’ steps visually. This will help Sam and Henry as they hear it and

see it.

15. The class does the first one together. Then, students may work with their group mates or

on their own. They must try it on their own before they ask for help!

Closure:

16. Ask the class: What is difficult about word problems? What is easy? Why should we

practice solving word problems?

17. As a class, students can play the cash out game found online at

http://mrnussbaum.com/cashout/. Students make change by choosing the right coins.

18. Homework: SOL Daily Review Sheet (supplied by MT).

Assessment:

Informal Assessment:

o Observations: The teacher walks around during individual/small group work and

takes note of students who are struggling. Additionally, the teacher can take a

http://mrnussbaum.com/cashout/

tally of the number of people/who missed which problems, and the times of errors

they made.

Modifications for Diverse Learner Needs

Allow students to work with a partner.

The opportunity for students to share with the class how they solved a question gives

them a higher degree of agency. This will place Jennifer in a more powerful position and

will motivate her to participate.

Pull students that have trouble with subtraction to work in a small group with teacher.

Allow students to use fake money as manipulatives.

Model how to draw pictures of coins to count on, or how to set up the subtraction

sentence.



decimal point, place value, change, receive.

Language objectives: Students will be able to orally explain how they solved the word

problem using either fake money, or both fake money and calculations.

Supplementary materials: manipulatives (fake coins); STAR strategy written out,

SMART Board with pictures of coins; written out names of coins




Review/Assessment: Collect worksheet to review and assess to see how the ELLs are

doing.

Measurement: Money Lesson Plan

Wednesday, February 27th

Topic: Counting & Comparing Money

Grade: 3



regrouping.



Objectives: Students will be able to identify the value of a set of coins 90% of the time. Students

will also be able to translate a word problem into an equation to solve two-step word problems.

WIDA Standards:


process, understand, produce, or use Level 3 Developing: numerals to stand for the value

of a set of coins; an equation to solve a word problem sentence; manipulatives to make

connections between values of money.

Materials:

Money Counting worksheet

Pencil

SMART Board & Counting Up Money Activity

Fake Coins/Bills

Money Problem worksheet

Scrap Paper if needed

Anticipatory Set:

Review how to count the value of a set of coins and compare two sets of monetary amounts

using the SMART Board Activity. Have students come up to the board to show how they solved

each problem and counted the set of coins; talk about alligator mouths eating the GREATER

number.


1. Today will be whole class the entire time, because they need to know how to think about

what a word problem is asking.

2. Pass out a piece of scrap paper to each student.

3. Go through many of the problems, reviewing how to skip-count, count on, and strategies

like crossing off the coin once you count it so students practice counting. Ask students to

share how they got their answer as well.

4. Use the S.T.A.R. strategy and check to see if students are underlining key information.

They must be able to tell why they are underlining it.

5. Solve the word problems step by step, acting them out if need be. Students cannot go on,

they must check their work.

6. Go around the room to check their steps and ensure that they are showing their answers.

Provide assistance to those who require support.

Guided Practice:

1. Pass out the Money Word Problem Practice worksheet.

2. Again, to ensure that all students know what to do, the class as a whole must wait for

teacher instruction before moving on.

3. Read the first problem aloud, showing it on the SMART Board as well with the Doc cam.

What key information should we underline? What is the first step?

4. Students need to understand that first they need to figure out either the purchase price, the

value of the collection of coins, and then what the question is asking them to do.

5. Go through each problem step by step. Once the teacher gives a student the okay to

continue, they may.


6. Students may work on numbers 4 and 5 by themselves. The teacher will provide

encouragement to those that need assistance.

Closure:

7. Ask “Why is it important to read the question and what it’s asking?”

8. What is hard about word problems? What is easy?


Extension--Social Studies: Do all people have the same amount of money? Do you think

all people can buy the same types of foods?

Put students in cooperative groups with a mixture of abilities and based on social

characteristics. Ensure that the Jennifer is in a group of peers with whom she interacts

well.

Leave an example word problem on the board for students to reference. Visuals and

examples that model strategies help serve as a reference for Sam and Henry.

Depending on student needs, write down a sample question that students can include in

their word problem with their own values.



decimal point, place value, tenths, hundreds, value, greater than, less than, change,

cashier



Supplementary materials: manipulatives (fake coins); SMART Board with pictures of

coins; written out names of coins




Review/assessment: The anticipatory set serves as a review of how to count coins. The

teacher should assess how the ELLs do with word problems, what aspect they struggle

with or how to challenge them.

Name: ______________________

Spending Money Word Problems (Remember: STAR)

1. Sarah had 2 one-dollar bills in her pocket. She found 5 nickels in her jacket. How much

money did she have then?

2. What is the value of 4 one-dollar bills, 3 quarters, and 1 dime?

3. Brady really wants to get a joke book from the book fair. The book costs $3.50. Brady gives

Mrs. Jones a $5.00 bill. How much change should Brady get back?

4. Olivia wants to go to the aquarium. She has $5.00 to spend on a souvenir or gift from the gift

shop. Olivia wants to get a dolphin key chain for $2.27. How much change did she receive?

5. Evan wants to go get a wrestling sticker. It costs $.79. If he gives the cashier a $5.00 bill, how

much change should he get back?

6. Juan had the amount of money pictured below. He bought a pack of gum for $0.75. How

much change did he receive?

Measurement Money Lesson Plan

Thursday, February 28th

Topic: Grocery Shopping

Grade: 3



regrouping.



Objectives: Students will be able to determine whether a food item is greater than, less than, or

equal to $5.00 with 100% accuracy. Students will also be able to work in groups to create word

problems that ask students to make change from $5.00 or less.

WIDA Standards:



more expensive or less expensive; manipulative to make connections between values of

money.

Materials:

Coupons from local grocery stores

Scrap Paper

Scissors

Pencils/Markers

Graph paper


SMART Board with Money Practice & Making Change Activity

Doc Cam

Anticipatory Set:

Ask the class: Why do we need money? Is it important? We need money to buy the tools

to grow food, or to buy food. We need food to survive.


1. The teacher will guide a class discussion on how and why humans use money.

2. Show the students the coupon books. Pass some out to each table and invite students to

go through and cut out food items they would like to buy that are LESS THAN $5.00.

Ask students for an example of a value that is less than $5.00 and greater than $5.00.

3. Show them how to cut around the shape AND the price.

4. For students that are a little quicker, challenge them to write how much they would have

to spend if they purchased all the food amounts.

5. After 5-10 minutes of allowing them to go through and cut out items less than $5.00,

make a few comparisons between items by having students share their items and writing

their values on the board.

6. As a class, count up the value of the coins on one section. Then, have students come put

their item up if it is < the value of the coins. Students will have to choose to compare two

items and write the greater than (>), less than (<), or equal to (=) sign between them; this

should be review!

Guided Practice:

7. Model how to write a word problem about food items. Think aloud so students can follow

your strategies and thought process. Every word problem must have a question.

8. Put students in their cooperative learning groups to write their own word problem. They

know the expectations of the groups, but be sure to reiterate them.

9. As a class, brainstorm ways of asking for change in word problems. Write these so

students can see them.

10. Explain to students that in addition to the regular respect rules about working in groups,

in this particular activity they must: Write in complete sentences; write a problem asking

for change; use at least two of the items they cut out.

11. Then, students in each group discuss how to solve their word problem.


12. Students get into groups to draft a copy of their word problems. Once they have one, they

can raise their hand to propose it to the teacher. The teacher asks them to explain how

they would solve it to her. This is to check to see what strategies they are using/if they

got the right answer. When the teacher gives them permission, they can write it in marker

on a clean piece of paper.

13. If some groups take longer than others, challenge them to writing another word problem.

14. Share each group’s word problem under the doc cam. Use the STAR strategy to have

students solve each problem on a new piece of paper.

Closure:

15. Depending on the amount of time left, open the Money Practice & Making Change

SMART Board activity. Have students write out their work on the Response Sheet.

16. When the teacher goes around and checks, ask one student to go up and write how they

solved it on the board.

Assessment:


o Observe/take note of students that had trouble with greater than or less than to be

pulled aside for remediation.

o Observe who has trouble in groups.

o What strategies did students use to solve their word problems.

o Ask: How can we solve word problems? What are some strategies we can use?

o Collect Response Sheets to go over and count as a class work grade.

o Money Review homework will serve as an informal assessment. Students MUST

SHOW WORK.


Extension--Social Studies: Do all people have the same amount of money? Do you think

all people can buy the same types of foods?

Put students in cooperative groups with a mixture of abilities and based on social

characteristics. Ensure that the Jennifer is in a group of peers with whom she interacts

well.

Leave an example word problem on the board for students to reference. Visuals and

examples that model strategies help serve as a reference for Sam and Henry.

Depending on student needs, write down a sample question that students can include in

their word problem with their own values.






Supplementary materials: manipulatives (fake coins); coupons; manipulative fake

coins; SMART Board Activity

Scaffolding techniques/Interaction: The teacher explains orally and visually each step

of the lesson so students know what they should be doing. Students have to compare

prices of food items using <, > and =. Students also have the opportunity to work together

to come up with a word problem and solve other groups, illustrating their understanding

of word problems and the STAR strategy.

Review/assessment: Can the ELLs compare values using <, >, and =; how did they show

their work on their response sheet to the SMART Board activity?


Friday, March 1st

Topic: Exploring Word Problems

Grade: 3

SOL:



regrouping.



Objectives: Students will be able to use the S.T.A.R. strategy to read a word problem, figure out

what steps they need to take to solve it, write an equation, and solve it.

WIDA Standards:




money.

Materials:


SMART Board Activity

Pencil

Money Word Problem Worksheet

Scrap Paper

Anticipatory Set:

Act out a word problem with making change, using enlarged paper money and items in the room.

Asks students how much I have, and how much it costs. They need to understand they have to

compare the two values to see what they need to do. Students will then subtract the purchase

price from the amount of money to find change.


1. Today will be whole class the entire time, because they need to know how to think about

what a word problem is asking.

2. Pass out a piece of scrap paper to each student.

3. Go through many of the problems, reviewing how to skip-count, count on, and strategies

like crossing off the coin once you count it so students practice counting. Ask students to

share how they got their answer as well.

4. Use the S.T.A.R. strategy and check to see if students are underlining key information.

They must be able to tell why they are underlining it.

5. Solve the word problems step by step, acting them out if need be. Students cannot go on,

they must check their work.

6. Go around the room to check their steps and ensure that they are showing their answers.

Provide assistance to those who require support.

Guided Practice:

7. Pass out the Money Word Problem Practice worksheet.

8. Again, to ensure that all students know what to do, the class as a whole must wait for

teacher instruction before moving on.

9. Read the first problem aloud, showing it on the SMART Board as well with the Doc cam.

What key information should we underline? What is the first step?

10. Students need to understand that first they need to figure out either the purchase price, the

value of the collection of coins, and then what the question is asking them to do.

11. Go through each problem step by step. Once the teacher gives a student the okay to

continue, they may.


12. Students may work on numbers 4 and 5 by themselves. The teacher will provide

encouragement to those that need assistance.

Closure:

13. Ask “Why is it important to read the question and what it’s asking?”

14. What is hard about word problems? What is easy?

Assessment:


o How did students do with the SMART Board review?

o Which students consistently stare at the problem or don’t know what to do? What

students might need extension activities?

o What errors are students constantly making?


Students receive whole group instruction to ensure they are moving at the same pace and

listening to what is being discussed.

Students share their solutions and how they got them, thus allowing them to think aloud

their thought process.



change, cashier, cost, value

Language objectives: Students will be able to read/listen to a word problem read aloud,

and solve it by highlighting important information and translating it into an equation.

Supplementary materials: manipulatives (fake coins); enlarged bills.

Scaffolding techniques/Interaction: The ELLs have received either extension or

additional practice during previous lessons. Today’s lesson is whole-class instruction to

ensure that they go step by step before rushing through it.

Review/assessment: Informal assessment during the lesson of their work, in addition to

continual assessment of their homework and class work throughout the unit.


Monday, March 4th

Topic: Money Stations

Grade: 3

SOL:



regrouping.



Objectives: Students will be able to identify and count coins, make change from $5.00 or less,

create their own coin, and write responses to open-ended questions about money.

WIDA Standards:




money.

Materials:


Pencils

Scratch Paper

SMART Board

Doc Cam

Practice Review Worksheet

Anticipatory Set:

Count the money in the money jar. How much did they earn? How much more do they need to

earn to get to $15?

Whole-Class Instruction/Guided Practice

1. Today is a review that they are going to do before working in small groups the following

few days.

2. Pass out the worksheet and project it using the Doc Cam.

3. Remind students that they need to do one step at a time and show their work neatly.

4. Use the STAR strategy to solve these problems. Go over the first question together,

asking what words to underline and what we need to do. What is the question asking?

5. Illustrate what the students say you need to do, and then talk about why we are doing this.

6. Go step by step for each problem, then let students try the last two on their own. They

need to show the teacher their work and get it checked before going on.


7. Students work on the problems and at each step show the teacher their work.

Closure:

8. Illustrate a word problem by acting it out. Have students write down the important

information and solve it.

Assessment:


o Which students may still need remediation? Which students extension?

o Check each student’s work when walking around the room to check for common

mistakes.


The class starts out as whole group instruction but then moves to individual groups to

allow students their own pacing.

Illustrate each equation on the board so students hear it and see it.

Invite students to share their work in order to think aloud their thought process.



decimal point, value, receive, change

Language objectives: Students should be able to translate a word problem into an

equation and solve it using algebra.

Supplementary materials: manipulatives (fake coins)




Review/assessment: Informal assessment while walking around the room and gathering

information


Tuesday, March 5th


Grade: 3

SOL:



regrouping.



Objectives: Students will be able to identify and count coins, make change from $5.00 or less,

create their own coin, and write responses to open-ended questions about money.

WIDA Standards:




money.

Materials:


Computers

“How much is your name worth” sheet

Directions for what to do at each center

Examples

Alexander Who Used to Be Rich Last Sunday

Pencils

Scratch Paper

SMART Board Timer

Anticipatory Set:

Explain stations and expectations. They must work quietly, respectfully, and try their best

because their work will be collected.


1. Introduce the different stations. Today, students will spend time working at different

stations that focus on money, counting, making change, etc. Sometimes, students will

work with the teacher at this time.

2. Today, students will work at 1 station, and they will get to do a few more tomorrow.

They know the rules for how to work with centers/stations equipment, using the

computers, and working together. Remind them that the teacher expects them to be

responsible and respectful!

3. There will be 5 centers with 3-4 people at each. (Groups at each center have been

predetermined by the teacher based on ability/remediation.) One group of students will

work with the teacher. The students know that when the teacher is working with students,

they cannot interrupt her. They know to quietly ask a neighbor. Sam and Henry have

designated students they can ask.

4. Station Description

a. Computers (4 students)

-At the computers, students have the opportunity of going on specified website to

practice counting money. They can go on the following websites:

http://www.apples4theteacher.com/java/counting/money.html (easier)

http://www.eduplace.com/kids/mw/practice/3/ep3_01.html


http://mrnussbaum.com/scottienickel/ (harder)

-These websites are all on our class portaportal, so students will be able to easily

access them.

b. How much is your name worth? (Adopted from www.mathwire.com.) (3

students)

-Students must calculate the cost of their name using the assigned letter values.

Then they must show two different ways to pay for their name and record them on

the How much is your name worth worksheet. To differentiate, students can find

the values of their first names, last names, first and last names, etc.

-On the back, they make as many words out of the word beautiful that they can,

then add up the total cost.

c. STARING YOU!

-Students will solve word problems written by their peers and about each other! If

they finish, they may read Alexander, Who Used To Be Rich Last Sunday and on

the scratch piece of paper, track his spending.

d. Adding Money!

-Students will count the value of money in the bags, then compare them.

-Each bag has a different amount of money.

Guided Practice:

5. After going over the directions and posting them at each station, assign students to a

station based on pre-determined groups. When they hear “Give me 5!” they know to

freeze, put back what they’re doing, and listen.


6. Allow them to work at 1 station for 15 minutes. The group that isn’t at a station will

practice giving change with fake money based on catalog items. Explain what they will

be doing, run through it once, and then walk around and observe the other groups.

Closure:

7. “Give me 5!” to wrap it up.

8. Ask students to put the supplies back in the baskets/folders.

9. Ask them if working with money is easy?

Assessment:


o How did students do with keeping track of Alexander’s spending in the book?

o How are students working at the math stations?

o Collect the work they did at stations b-d to assess whether they followed

directions and completed it correctly.

http://www.apples4theteacher.com/java/counting/money.html

http://www.eduplace.com/kids/mw/practice/3/ep3_01.html


http://mrnussbaum.com/scottienickel/

http://www.mathwire.com/


These stations allow students to work on various aspects of math, in addition to

incorporating reading, writing, and social studies.

The activities can be modified at each station to meet various students’ needs.

Students can get remediation time to work with the teacher or practice material they need

additional help mastering.

Allow the use of dictionaries for students to look up unfamiliar vocabulary.

Allow the Sam and Henry students to talk a partner if they have questions.




Language objectives: Students will be able read a packet of information, add up the total

value of a collection of coins, follow game direction to make correct change, write a

response to a question on money, or design their own coin.





Review/assessment: The teacher collects individual work to document how students are

doing, whether they followed directions, etc.

Name: ____________________________

Money Word Problems. Created by YOU and starring YOU!

Directions: Solve each problem. Use a scrap piece of paper if you need to. Number each problem and make sure your name is one it!

1. Destiny went to the store and got a movie to watch. It cost $12.39. She paid $13.50.

How much change did she get back?

2. Ms. Sands went shopping and she wanted to buy a dress but it was $12.00. Ms.

Sands gave $19.98 to the cashier. How much money did she get back in change?

3. Logan buys Mountain Dew, Diet Pepsi, and Pepsi for $3.25 each. He has ten dollars

to give to the cashier. How much change will he get back?

4. Evan has a fruit tray that costs $14.99. He gives the cashier a $20.00 bill. How much

change will he receive?

5. Hayley wanted candy for her friend Danica. The candy costs $11.00. She paid $16.00.

How much does she get back?

Money Review

Count the money and write the amount in the box. Then compare and put >, <, or = in each circle.

1.

2.

.

3. The class bought 3 new pencils. Each pencil cost $0.25. We gave the clerk $2. How much change should we get?

4. Destiny had the amount of money pictured below. She bought a deck of cards for $0.65. How much change did she receive?


Monday, March 11th


Grade: 3

SOL:



regrouping.



Objectives: Students will be able to score at least a 75% on this post-assessment packet after

completing a unit on money.

WIDA Standards:




money.

Materials:

Math Review Worksheet & Packet

Post-Assessment

Pencil

Manipulatives (Coins & Bills)

Anticipatory Set:

Count the money in the money jar to see how much they have earned and how much more they

need to get to $15 and earn lunch in the classroom.


1. During today’s lesson, students will work individually on the post-assessment packet,

which is the same packet that students answered during the pre-assessment lesson.

2. Students need to use S.T.A.R. to figure out what important information must be

highlighted and what steps they need to take to figure out their answer.


3. Students work individually.

Closure:

4. Collect post-assessment and go over certain vocabulary phrases.

Giving change: you need to have the purchase price or cost, and the amount of

change.

Cashier: Person who works at a store that you give your money to when you pay

for a good.

Total value: You need to add up each item or value to find the total value

Assessment:

Formative Assessment: The post-assessment packet has questions similar to questions on

the test. The teacher will collect this to assess learning gains pre and post instruction.


These stations allow students to work on various aspects of math, in addition to

incorporating reading, writing, and social studies.

The activities can be modified at each station to meet various students’ needs.

Students can get remediation time to work with the teacher or practice material they need

additional help mastering.

Allow the use of dictionaries for students to look up unfamiliar vocabulary.

Allow the Sam and Henry students to talk a partner if they have questions.




Language objectives: Students will be able read a packet of information, add up the total

value of a collection of coins, follow game direction to make correct change, write a

response to a question on money, or design their own coin.





Review/assessment: The teacher collects individual work to document how students are

doing, whether they followed directions, etc.


Tuesday, March 12th


Grade: 3

SOL:



regrouping.



Objectives: Students will correctly solve counting, word problems, and comparative problems

asking them to compare the value of a collection of coins on a county mandated summative test

75% of the time.

WIDA Standards:




money.

Materials:

Dividers

Scrap paper

Pencils

Money Assessment Summative Test

Anticipatory Set:

Encourage students before the test—they are stars and smart cookies. They know they can take

their time and should really think about what the question is asking them. High five each other!


1. Ask students to clear their desks and get out a pencil. Then get a divider.

2. Pass out the tests and scrap paper. They must write their names on both!

3. Sam and Henry can take a seat at the side table, unless they choose not to.


4. To emulate the SOLs, students have as long as they need to take the test.

Closure:

5. Assess the test to see what kinds of questions with which they had trouble.

Assessment:

Summative Assessment:

o Measurement: Money Test


The ELLs may have the test read aloud to them unless they would like to try it on their

own.

Students may use scrap paper so they have more room to solve and show their work.

Students have as long as they need to complete the test.



decimal form, change, receive, cashier

Language objectives: Students will be able read and listen to questions and solve the

problems by counting money, recognizing pictures of coins, and using the S.T.A.R.

strategy.

Supplementary materials: scrap paper

Scaffolding techniques/Interaction: Students have had a variety of instruction

throughout the money unit, ranging from whole-class instruction to small group and

individual attention. They have used manipulatives, enlarged money, and pictures of

coins and bills to familiarize themselves with the coins and their values.

Review/assessment: Assess student progress from both the pre and post-assessment, and

on the summative assessment.

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