Lesson Plan Edu216

Kelly Rakus
Gwynedd Mercy University

School of Business and Education
Name: Party Planning Grade/Level: Grade 3
Topic: Adding and Subtracting Money
PA Core or Academic Standard(s): To solve problems and make change involving

money using a combination of coins and bills.
Big Idea(s): Find the total price of a purchase within a budget.
Essential Questions: How can you ensure you have enough money when you get to the
register? How can you plan a party with a specific amount of money?
Objective/Performance Expectation: Students will be able add and subtract with money
within a budget.
I. PLANNING AND PREPARATION:
1. Briefly describe the students in your class, including those with special
needs. Explain how you will meet the needs of ALL learners
(Differentiated Instruction).
My students are second graders. I have two students with special needs and three students
who are gifted. To ensure I meet all the students' needs, I will work within small groups
over complete lessons. This will allow students to work at their own pace.
2. List the specific standard and expectations as outlined in the PA

Core/Academic Standards (SAS).
The standard is CC.2.4.3.A.1 Solve problems and make change involving money using a
combination of coins and bills.
3. Explain the psychological principles/theories you used in constructing this

lesson and explain how it is manifested in the lesson. (2 points)
One principle I used for this lesson was Piaget's schema theory. This allows the students
to make a connection between the real world and what we talk about in the classroom.
This is manifested at the very beginning of the lesson with an opening question.
1
II. CLASSROOM ENVIRONMENT:
4. Describe the effective classroom routines and procedures resulting in little

or no loss of instructional time.
Before the lesson begins, there will be play money in bags ready for each student to use.
This will be handed out at the beginning of the lesson and used as a visual aid.
5. Identify what you will do to set clear standards of conduct and behavior
management of student behavior.
I will explain that there is no touching the money bags until the ‘magic’ word is said.
Once it is said, the students will be able to use the money to complete problems or show
their understanding. Students will also have prior knowledge of behavior that is and is not
allowed within the classroom from the beginning of the school year.
6. Identify what you will do to establish expectations for student

achievement. (
Students will be expected to complete each problem as the lesson goes along. There will
be checkpoints within the lesson to ensure each student is understanding.
III. INSTRUCTION:
List Materials Needed
7. Motivation Activities/Strategies: (1 point)

How will you generate interest or focus your lesson for the students?
I will ask if students have ever helped their parents plan a party or go shopping with their
parents. This will allow students to make the real world connect to what we are learning
and how they can apply it outside of the classroom.
8. Prior Knowledge Activities/Strategies: (1 point)

How will you activate prior knowledge, build background, or review
previous lessons?
I will start with simple addition and subtraction problems to remind them of math skills
they already have. This will allow the students to practice the skill and gain confidence
before adding on to what they already know.
9. Sequence of Lesson: What learning activities/strategies will you use to

engage the students in the learning? What will students do to use and
apply new concepts or skills (independent practice if relevant)? How will
you monitor and guide their performance? Include relevant vocabulary.
(Please use bullets to sequence your lesson) (3 points)
● Start with interest questions: Have you ever helped parents go shopping? Have
you ever helped parents plan a party? That is what we are going to focus on today
● Review addition and subtracting from prior knowledge
● Start adding money with the play money on their desk
○ Start we specific amount and add more or subtract some
2
● If students are ready, they may try adding and subtracting money without the play
money. If they are not ready, they may continue to use the play money as an aid
● Explain small or individual work
○ A worksheet that will talk about planning a party with a specific amount
of money allowed
○ Students who need extra help with work within a small group with me
○ Students who finish the worksheet quickly will be given another
worksheet to add and subtract money without using the play money aid
● I will monitor students progress by completing one-on-one check in with each
student to ensure they are understanding what was taught
● At the end of the lesson, I will ask students to share what they bought for the party
and how much money was left over. I will also have a handful of students share
how they completed the worksheet.
10. Level of Learning/Assessment Evidence (1 point)

How will you know if students grasped the material? What
techniques/strategies will you use to assess learning (Bloom’s Taxonomy)?
Identify what informal and/or formal assessments you will use to monitor
student learning. Also identify if this will be formative or summative.
To ensure students are grasping the material, I will ask them to complete a problem using
the play money. Then I will talk about the classroom and see if work was shown correctly
or not. One summative assessment will be having some students share with the class what
they bought for the party and how much money they had left over. Another summative
assessment will be asking students how much money they have spent so far while
working within a small group or individually.
11. What will you do to bring closure to the lesson? How will you summarize
this lesson and preview the lesson that will follow? (2 points
To bring the lesson to a close I will ask students to share what they bought for their party.
Following up with that, I will ask one or two students to share how they ensure they have
enough money. I would then connect this to what last lesson taught to show how we
added onto what we learned and how next we will learn more by combining money in a
different way.

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Kelly Rakus

Gwynedd Mercy University

Name: Party Planning Grade/Level: Grade 3

Topic: Adding and Subtracting Money

PA Core or Academic Standard(s): To solve problems and make change involving

Big Idea(s): Find the total price of a purchase within a budget.

I. PLANNING AND PREPARATION:

2. List the specific standard and expectations as outlined in the PA

3. Explain the psychological principles/theories you used in constructing this

4. Describe the effective classroom routines and procedures resulting in little

6. Identify what you will do to establish expectations for student

List Materials Needed

7. Motivation Activities/Strategies: (1 point)

8. Prior Knowledge Activities/Strategies: (1 point)

9. Sequence of Lesson: What learning activities/strategies will you use to

10. Level of Learning/Assessment Evidence (1 point)

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