Teacher: Ms.

Eye
Subject Area: Math
Grade Level: 3rd grade
Lesson: Money Counts
Standards Addressed: Math 3.8
Time requirements: Total time- 1 hour and 20 minutes. 10 minutes on anticipatory
set/objective/purpose. 15 minutes on input and modeling, including activating prior
knowledge and instruction. 30 minutes checking for understanding and guided
practice. 20 minutes of independent practice. 5 minutes checking and reinforcing
understanding by summarizing lesson. Independent practice continued in
homework; no summative assessment given.
Materials/Resources Needed: Play money, enough for students working in pairs to
make $5.00. Accompanying 3.8 worksheet. Plastic bags for money. Example bag for
demonstrations.
Procedure:
Getting the Students Ready:
1. Learning Objective: Students 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.
2. Anticipatory Set: About 5 minutes of asking students about money: what
they already know, what it can be used for, etc.
3. State the lesson objective(s): Today we will learn how to count money,
compare value, and make change. Value in money is how much a coin or bill
is worth. Sometimes, you dont have the exact amount of money you need to
pay for an item, so you use a bill or coin worth more than the cost of the item
to pay for it. The cashier will make change by subtracting the cost of the item
from the value of the money you gave him. (I anticipate this wont take
longer than two or three minutes.)
Direct Instruction:

4. Input and Modeling: 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.

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.
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.
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.

5. Check for Understanding: Asking the students questions about the

material, asking students who understand to demonstrate their
understanding on the board.
6. Guided Practice: Have students work in pairs. Each pair has a bag of money
with a different amount in it. Have students count amount and check it with
their partner. Go around to each pair and check understanding, make
suggestions, and show examples.
Independent Practice:
7. Closure: Check understanding again by asking more questions and reviewing
key concepts.
8. Independent Practice: Have students come up with possible combinations
of $5.00 using dollars, half-dollars, quarters, dimes, nickels, and pennies. Fill
out on worksheet for seatwork. Additional worksheet given for homework.

******
The following is NOT part of a Madeline Hunter lesson plan, however, for the
purposes of learning how to plan, please answer the following questions:

1. What instructional strategies are being used? Is this adequate?

Why? I used classifying and comparing to show the differences between the
values of the given coins and bills. I summarized key points of the lesson. I
reinforced effort and provided recognition by asking students at the end of
the lesson to share their examples of different combinations of $5.00. I used
practice in the form of the worksheet and the activities on it. I used pictures,
concrete representations/kinesthetic activities (students completed activities
using play money), and cooperative learning (students worked in pairs). I set
goals and asked questions at the beginning of the lesson, and provided
feedback throughout. The students grasped the concepts well, so the
strategies I used seemed adequate.
2. What learning styles are being addressed? Is this adequate? Why? I
began by giving visual representations and explaining the lesson verbally.
Students with kinesthetic learning styles had the chance to better understand
the material during the portion when pairs worked with fake money. This was
adequate because I used the three core learning styles.
3. What level of Blooms taxonomy am I expecting the students to
operate on? Is this adequate? Why? Remembering (asking students
what they already knew about money and value at the beginning of the
lesson), understanding (answering questions), applying (counting money on
their own), analyzing (identifying the differences between coins and bills),
evaluating (making decisions and coming to conclusions regarding value and
money), creating (coming up with different combinations of $5.00). Initially, I
did not expect the students to operate on all levels of the taxonomy, but the
way the SOL was set up allowed me to initiate all levels, and the students
demonstrated a relatively thorough understanding. I believe using all levels
was more than adequate, as it helped the students learn better than I
anticipated. I expect their achievements of the taxonomy levels to grow as
their grasp of the concepts strengthens.