Teacher Candidates: Melissa Ernst, Elliot Ramirez, Kathleen O Connor, and Kim Yezzi

LESSON PLAN

Teacher Candidates: Melissa Ernst, Elliot Ramirez, Kathleen O’Connor, and Kim Yezzi

Date: 8-13-03

Grade Level/Course: Grade 3/Math

Instructional objectives: This lesson will: Teach students to identify coins as fractions of a whole dollar.

Specific learning outcomes: Students will be able to: 1. Understand the relationship among pennies, nickels, dimes, and quarters in comparison with one dollar. 2. Volunteer to complete a chart on the board that breaks down coin relationships into fractions (attached). 3. Determine how many coins are needed for specific snack items, and how much would be left over. 4. Complete a ditto that asks what fraction of a dollar a specific coin equals (attached). 5. Use model coin and dollar manipulatives to aid in the solving of problems.

NJCCS 4.1, CPI #2 NJCCS 4.2, CPI #3 NJCCS 4.3, CPI #7 NJCCS 4.5, CPI #1 NJCCS 4.6, CPI #6 NJCCS 4.8, CPI #4

Instructional Procedures: A. Focusing Event: Review and Question: Ask, “Does anyone here collect coins?” Say, “Boys and girls, I have four new state quarters in my hand. How much money do I have?” (One Dollar) Ask, “If I gave one of my new quarters to Elliot, how much would I have left?” (75 cents) “So if I break down my quarters like this,” (Write on board) 1/25 1/25 1/25= 3 quarters “I have three quarters.” Say, “Boys and girls, can anyone tell me how to write three quarters as a fraction?” (Write) ¾ Say, “So, if I have 75 cents, I have ¾ of a dollar.” B. Teaching Procedures: Introduce Chart Say, “Boys and girls, do any of you like to buy snacks at lunchtime?” (Yes) Ask a few students what kind of snack they like to get at lunch. Ask those volunteers how much that snack costs. Ask how many coins that requires. Say, “Well today Kathleen is going to show you a chart that will tell us what coins we need for each snack.” (Present chart) (Sample attached) Have students volunteer to fill in spaces on the chart, which shows monetary value broken down into fractions. Teacher and student work together to demonstrate strategy for coming up with each value.

C. Check for Understanding: Kim will hand out ditto to each member of class (attached) along with “coin” manipulatives. Each teacher will work with one group to complete the ditto and answer any questions. The teacher will be able to assess student understanding by working one on one with students. When each group is finished, go over the ditto as a class.

D. Provisions for Active Student Involvement: Students will have the opportunity to come to the front of the room and help complete a chart. Students will be able to volunteer various answers to coin and fraction questions. Students will work in groups and with the teacher using manipulatives to complete a ditto.

E. Closure: Observe students as we go over fraction ditto. Review and discuss procedure. Assign homework: Choose a fraction of a dollar at random. Represent this fraction in coins by drawing a picture:

Example: 2/10 = 10 10

Assessment: Listen for explanations connecting coins and fractions of a dollar. Ask students to show their strategies in breaking down coins into fractions. Observe students group work with manipulatives. Check homework tomorrow. See that fraction and coin amounts are equal.

Material and Technology: Paper coin and dollar manipulatives Poster board Markers Ditto 4 quarters