ED 568A
Special Education
Mathematics
MATHEMATICS: MONEY
Ages 9 and 10
SITTON ELEMENTARY SCHOOL
Spring, 2012
Michael Jensen
University of Portland
School of Education
1
TABLE OF CONTENTS
Overview....................................................................................................................3
Lesson Schedule........................................................................................................4
Graphic Organizer.....................................................................................................5
The Community, School, and Classroom.................................................................6
Unit Goals.................................................................................................................8
Lesson 1...................................................................................................................10
Lesson 2...................................................................................................................15
Lesson 3..................................................................................................................20
Lesson 4..................................................................................................................24
Lesson 5..................................................................................................................28
Assessments............................................................................................................32
Work Sample Reflection.........................................................................................37
Examples & Materials…………………………………………………………………………………38
2
OVERVIEW
This five lesson series on money was taught to 4th and 5th graders in a
Learning Center classroom in a public elementary school in Portland, Oregon.
Each of the 8 students involved were receiving special education services and did
not show an adequate understanding of money for students of their ages. This
lesson series was based on authentic, real-life scenarios involving money. Visual
aids such as graphic organizers and cartoons were used to help place the students
in time and space and help them develop a personal conceptual understanding of
the use and value of money.
3
LESSON SCHEDULE
Pre-Assessment (3/5/12)
Lesson 1: Money Introduction (3/12/12)
Lesson 2: Using Money in Stores Part I (3/13/12)
Lesson 3: Using Money in Stores Part II (3/14/12)
Lesson 4: Money Story Problems (3/15/12)
Lesson 5: Money Review (3/19/12)
Post-Assessment (3/22/12)
4
GRAPHIC ORGANIZER
5
THE COMMUNITY, SCHOOL, & CLASSROOM
Sitton Elementary School is located in Multnomah County, Oregon, which
covers most of the Portland metro area. Multnomah County contains a large
white population of about 77%. 11% of the population is Hispanic, 7% black, 1%
American Indian, and 7% Asian, according to the 2010 census. The median
household income in Multnomah county is nearly $50,000 a year.
Sitton Elementary School is a ethnically diverse K-5 school located in the
St. John’s neighborhood of North Portland. It is home to a SUN after-school
program which provides child care, enrichment and other community support
programs to help foster a stronger community atmosphere. Head Start provides 2
full-day classrooms for 3 and 4 year old at Sitton. 2 CASA Start social workers
work out of Sitton, and the school hosts both Northwest Reading Clinic services
and Playworks support for recreation and prosocial behavior development.
Sitton staffs a full-time PE teacher, librarian, ESL teacher, and technology
teacher, as well as two reading specialists, 2 Life Skills special education teachers,
and one resource room special education teacher. Sitton has 3 full-day
kindergarten classes.
Sitton is a Title 1 school in which 83.7% of students receive free and
reduced lunch. As of 2010, Sitton was 30% White, 25% Hispanic American, 20%
African American, 9% Asian American, and 5% American Indian, with a small
fraction of a percent unspecified. In 2010 there were 307 students total.
This work sample was taught in a learning center classroom at Sitton.
There were 8 students in the class, 2 ten year-olds and 6 nine year-olds. All but
one of the students were boys. 3 students were Hispanic, 3 were white, one was
African American, and one was American Indian. One student was designated as
having a specific learning disability, while 3 students were designated as having
both a specific learning disability and a language/communication disorder. One
student was diagnosed with only a communication disorder, one student with
6
emotional disturbance, one student with other health impairment, and one
student with autism spectrum disorder.
7
UNIT GOALS
1) The student will be able to accurately calculate change from monetary
transactions involving 1 cent – 10 dollars.
2) The student will be able to identify the value of United States currency,
and know the names of each common form of that currency (e.g., nickel,
quarter).
3) The student will be able to calculate sums using different configurations of
US currency.
Oregon State Standards:
Mathematics:
2.1.2 – Understand and apply base-ten numeration, and count in multiples
of one, two, five, ten, and one hundred.
2.2.5 – Determine the value of mixed collections of coins to $1.00.
2.3.3 – Demonstrate an understanding that using different measurement
units will result in different numerical measurements for the same object.
3.1.2 – Recognize and demonstrate that sizes of fractional parts are
relative to the size of the whole.
4.1.6 – Represent money amounts to $10.00 in dollars and cents, and
apply to situations involving purchasing ability and making change.
Literacy:
8
EL.05.WR.16 – Spell correctly
Goal number one, “The student will be able to accurately determine
change from monetary transactions involving 1 cent to ten dollars,” is based
largely on Oregon State standards 2.2.5, “Determine the value of mixed
collections of coins to $1.00,” and 4.1.6, “Represent money amounts to $10.00 in
dollars and cents, and apply to situations involving purchasing ability and
making change.” Standard 2.2.5 is essentially the 2nd grade proto-version of 4th
grade standard 4.1.6. Though the students being taught in this work sample were
all in fourth and fifth grade, they had not yet mastered the 2nd grade standard
involving adding different combinations of coins. This skill is a prerequisite for
making accurate change up to ten dollars, the aim of standard 4.1.6.
Standard 2.1.2, “Understand and apply base-ten numeration, and count in
multiples of one, two, five, ten, and one hundred,” standard 2.3.3, “Demonstrate
an understanding that using different measurement units will result in different
numerical measurements for the same object,” and standard 3.1.2, “Recognize
and demonstrate that sizes of fractional parts are relative to the size of the
whole,” are all associated with understanding money. Standard 2.1.2 is important
because money is a base-ten system, and counting by 5’s and 10’s is the same as
counting by nickels and dimes. Standard 2.3.3 involves being able to see that onedollar for example equals one hundred pennies, or that four quarters equals one
dollar. Standard 3.1.2 involves this same fractional logic.
Goals number two, “The student will be able to identify the value of United
States currency, and know the names of each common form of that currency (e.g.,
nickel, quarter),” and goal number three, “The student will be able to calculate
sums using different configurations of US currency,” are foundational goals to
help reach the ultimate, authentic goal of being able to calculate change and look
at money in different ways. These goals are also reflected in each Oregon State
math standard cited.
9
LESSON 1: Money Introduction
Student Teacher: MICHAEL JENSEN
Location: Sitton Elementary School
Class/Topic: Money
Time: 30 min
Grade Level: Grade 4-5, CA 9-10
Date: 3/12/2012
GOALS:
1) The student will be able to accurately calculate change after monetary
transactions involving 5 cents – 10 dollars.
2) The student will be able to identify the value of United States currency,
and know the names of each common form of that currency (e.g., nickel,
quarter).
3) The student will be able to calculate sums using different configurations of
US currency.
OBJECTIVES:
1)The student will participate orally in the introductory discussion using
personal experience.
2)The student will contribute to a group, or compose their own, monetary
transaction scenario with pictures, accurately labeling its relevant
elements, e.g., names of different types of money.
RATIONALE:
Understanding the values and usage of currency is a fundamental life skill in
our society. Monetary transactions are a constant presence in the modern world
and a person must understand the values of money to function as a citizen.
10
Oregon State Standards:
2.1.2 – Understand and apply base-ten numeration, and count in multiples
of one, two, five, ten, and one hundred.
2.2.5 – Determine the value of mixed collections of coins to $1.00.
2.3.3 – Demonstrate an understanding that using different measurement
units will result in different numerical measurements for the same object.
3.1.2 – Recognize and demonstrate that sizes of fractional parts are
relative to the size of the whole.
4.1.6 – Represent money amounts to $10.00 in dollars and cents, and
apply to situations involving purchasing ability and making change.
RESOURCES:
Document Camera
Paper
Whiteboard
Coins
Large Coin Pictures
Goals
Pencils
MODIFICATIONS/ACCOMMODATIONS:
The classroom in which this work sample was taught was quite small, with
only two rows of desks and 8 students. In a larger classroom, several of these
students might be moved to the front area of the room, but this was unnecessary
with these students. The aim of this and subsequent lessons is to engage each
student on their cognitive level using real-life examples and extensive visual
representations of relevant scenarios involving the concepts being taught.
Because no student in this class has any physical disabilities requiring
special modifications or accommodations, it is predicted that no special
11
modifications or accommodations will be necessary. Under typical classroom
circumstances, the student with ADHD (other health impairment), and the
student with emotional disturbance might benefit from certain accommodations
because of their tendency to stray from the topics being discussed and worked on
in class.
Accommodations like moving them closer to the teacher or giving them a
larger number of smaller assignments would ostensibly be good ideas. But since
this work sample focuses on engaging students at their own unique cognitive and
social levels, and since classroom discourse takes into account, for example, the
student with emotion disturbance’s tendency to get frustrated as part of normal
instruction, the curriculum and teaching methods have built into themselves the
changes required to meet the needs of each student.
Here a distinction can be made between responsive and differentiated
instruction, and targeted accommodations made for a student, for example, that
cannot see more that 3 feet in front of themselves, or who can only move one
arm. The work sample is, in other words, inherently accommodating to its
students. Modifications were not necessary because all students in this class are
able to achieve the goals and objectives as written.
PROCEDURE:
1)Have students come in room and sit down at assigned seats.
2)
Explain that we will be starting a 5 lesson series about money, and that
the purpose of doing this is to make each student feel confident when
making purchases and calculating change.
3)Post the work sample goals on the board and talk about what they mean.
Ask for relevant experiences to goal topics.
4)Ask students what money is, is used for, and common ways we pay for
things we buy. Draw out the scenarios on the overhead with the students
in the pictures.
5)Briefly discuss the differences and similarities between cash and credit/
12
debit/food cards. Draw examples of each.
6)Use a hundred chart to show that money works on a base-ten system. Relate
the 100 chart directly to physical currency.
7)Ask the students the different values of these forms of currency, then
lexically and numerically tag and the pictures.
8)Begin drawing a store cartoon on the overhead in which students decide the
location, people involved and items being purchased. Do lexical-numeric
tagging of store cartoon, and ask how, why, when, where, who, etc.,
questions about the scenario. OR Have each student draw their own such
scenario if it is determined they are ready for that.
9)Review these scenarios if there is time at the end.
ASSESSMENT:
The first lesson’s monetary transaction pictures will server as the formative
assessment for this lesson. The questions asked of students and the labeled
pictures they create will be a recorded as evidence of their understanding.
REFLECTION & ANALYSIS
This lesson went fairly well. Talking about the values of money at first did
not inspire the students much, but once we started on the cartooning, students
got excited and involved. This is consistent with my past experiences. Students at
this level love visual representations, particularly those involving themselves.
This gives me further confidence in my upcoming lessons.
I had to consistently remind certain students not to speak out or talk to
one another. I’m trying to maintain consistency with my cooperating teacher’s
classroom management. I believe that the students will act up slightly less once
they are certain of my expectations.
It is clear that a couple students will need to be focused on in the
upcoming two lessons because of their tendencies to get distracted and because of
13
their low-level of understanding with regard to monetary transaction calculation,
particularly involving subtraction. Some students have also shown that they will
likely need less help with the upcoming lessons because of personal background
knowledge. The primary thing I’ve taken away from this lesson is that real-life
visual aids help tremendously in engaging students on topics like this that could
otherwise be too abstract and inaccessible.
14
LESSON 2: Using Money in a Store Part 1
Student Teacher: MICHAEL JENSEN
Location: Sitton Elementary School
Class/Topic: Money
Time: 45 min
Grade Level: Grade 4-5, CA 9-10
Date: 3/13/2012
GOALS:
1) The student will be able to accurately calculate change after monetary
transactions involving 5 cents – 10 dollars.
2) The student will be able to identify the value of United States currency,
and know the names of each common form of that currency (e.g.,
nickel, quarter).
3) The student will be able to calculate sums using different
configurations of US currency.
OBJECTIVES:
1)The student will select items from magazines and reasonably price those
items for purchasing later.
2)The student will accurately keep track of money spent and remaining
money using subtraction.
RATIONALE:
Understanding the values and usage of currency is a fundamental life skill in
our society. One of the most common examples of this is purchasing items from a
store, such as groceries and miscellaneous items. This lesson seeks to recreate the
store experience in order to establish a familiar foundation on which an
understanding of money values can be built.
15
Oregon State Standards:
2.1.2 – Understand and apply base-ten numeration, and count in multiples
of one, two, five, ten, and one hundred.
2.2.5 – Determine the value of mixed collections of coins to $1.00.
2.3.3 – Demonstrate an understanding that using different measurement
units will result in different numerical measurements for the same object.
3.1.2 – Recognize and demonstrate that sizes of fractional parts are
relative to the size of the whole.
4.1.6 – Represent money amounts to $10.00 in dollars and cents, and
apply to situations involving purchasing ability and making change.
EL.05.WR.16 – Spell correctly
RESOURCES:
Document Camera
Magazines
Whiteboard
Coins
Glue
Tape
Large Coin Pictures
Sharpies
MODIFICATIONS/ACCOMMODATIONS:
The logic for modifications and accommodations is the same as in the last
lesson. Nothing about this lesson differs in such a way that would necessitate new
modifications or accommodations.
The classroom in which this work sample was taught was quite small, with
only two rows of desks and 8 students. In a larger classroom, several of these
students might be moved to the front area of the room, but this was unnecessary
with these students. The aim of this and subsequent lessons is to engage each
16
student on their cognitive level using real-life examples and extensive visual
representations of relevant scenarios involving the concepts being taught.
Because no student in this class has any physical disabilities requiring
special modifications or accommodations, it is predicted that no special
modifications or accommodations will be necessary. Under typical classroom
circumstances, the student with ADHD (other health impairment), and the
student with emotional disturbance might benefit from certain accommodations
because of their tendency to stray from the topics being discussed and worked on
in class.
Accommodations like moving them closer to the teacher or giving them a
larger number of smaller assignments would ostensibly be good ideas. But since
this work sample focuses on engaging students at their own unique cognitive and
social levels, and since classroom discourse takes into account, for example, the
student with emotion disturbance’s tendency to get frustrated as part of normal
instruction, the curriculum and teaching methods have built into themselves the
changes required to meet the needs of each student.
Here a distinction can be made between responsive and differentiated
instruction, and targeted accommodations made for a student, for example, that
cannot see more that 3 feet in front of themselves, or who can only move one
arm. The work sample is, in other words, inherently accommodating to its
students. Modifications were not necessary because all students in this class are
able to achieve the goals and objectives as written.
PROCEDURE:
1)Have students sit down in their assigned seats.
2) Review the monetary transaction group/individual scenarios from last class
if necessary.
3) Explain to students that we will be cutting out pictures of cool items from
magazines and pinning those pictures on the board. They must decide how
17
much each item will cost and write that amount on each picture before
pinning it up. Make sure they know that they will each have $100 later on
to spend on these items, so prices should each be a fraction of $100.
4)Pass out the magazines and have students begin cutting out items.
5)Circulate throughout the classroom and make sure that prices are
reasonable for selected items. Help those who are having trouble.
6)After all items have been cut out, pinned up and priced, each student with
be given $100 in play money to purchase whatever combination of items
they would like. Each student must keep track of how much money they
have spent and how much they have left over using a provided worksheet.
7)Before students begin buying, the teacher will spend $100 of his own in
front of the class, talking the students through the purchases and
accurately keeping track of remaining money and item total costs on the
worksheet. The mechanics of multiple-digit subtraction will be used while
doing this exercise, as students are not confident in their multiple-digit
subtracting ability. When students are doing the purchasing and
subtraction on their own, make sure to connect the act of subtraction to
the experience of buying something. This offers a direct justification for
learning multiple-digit subtraction calculation.
8)It will probably be necessary to wait until next lesson to have the students
make the purchases by themselves.
ASSESSMENT:
The amounts estimated for each item will serve as the initial assessment for
this lesson. Class participation will be an important formative assessment for this
lesson. This will show how well the students understand the basic principles of
addition and subtraction in relation to monetary purchases.
REFLECTION & ANALYSIS:
There was a last minute change of classrooms because of state testing but I
18
was able to adapt things quickly. The students enjoyed picking items from
magazines to buy. Things got a little rowdy because of the enthusiasm, but this
had no negative effect on the lesson. The students might have been a little
confused at first as to why we were doing what we were doing, but by the end of
the lesson they got the picture.
As students cut out magazine pictures they handed them to me and we
decided on a price to write on a sticky. I then taped up the picture and put the
price tag sticky under it. This part went very smoothly. During the last 20
minutes of the lesson, I handed out $100 in ten-dollar bills and had one student
at a time pick an item to buy, then decide how much money to pay me, the
cashier. For example, the first item purchased was $18. I asked the student how
much money he should give me and he decided on two ten-dollar bills. I then
asked the class how much change I should give him back, and the third student I
called on said “two dollars.” The students who answered this initial question
incorrectly ended up calculating change accurately by the end of the lesson. We
kept track of the items purchased, cost, number of each item, total cost, and
remaining money on a log sheet.
Because we were in a temporary classroom, I transferred the taped items to
a foldout display board and moved them back to the regular classroom. Next
lesson the students will be in charge of their own log sheet and they will be
responsible for purchasing items on their own and making the appropriate
calculations. I’m expecting to focus my attention on two students in particular
who are just now getting this concept.
19
LESSON 3: Using Money in a Store Part 2
Student Teacher: MICHAEL JENSEN
Location: Sitton Elementary School
Class/Topic: Money
Time: 30 min
Grade Level: Grade 4-5, CA 9-10
Date: 3/14/2012
GOALS:
1) The student will be able to accurately calculate change after monetary
transactions involving 5 cents – 10 dollars.
2) The student will be able to identify the value of United States currency,
and know the names of each common form of that currency (e.g.,
nickel, quarter).
3) The student will be able to calculate sums using different
configurations of US currency.
RATIONALE:
Understanding the values and usage of currency is a fundamental life skill in
our society. One of the most common examples of this is purchasing items from a
store, such as groceries and miscellaneous supplies. This lesson seeks to recreate
the store experience.
Oregon State Standards:
2.1.2 – Understand and apply base-ten numeration, and count in multiples
of one, two, five, ten, and one hundred.
2.2.5 – Determine the value of mixed collections of coins to $1.00.
2.3.3 – Demonstrate an understanding that using different measurement
units will result in different numerical measurements for the same object.
20
3.1.2 – Recognize and demonstrate that sizes of fractional parts are
relative to the size of the whole.
RESOURCES:
Document Camera
Magazines
Whiteboard
Purchase Log Sheet
Sharpies
MODIFICATIONS/ACCOMMODATIONS:
The logic for modifications and accommodations is the same as in the last
lesson. Nothing about this lesson differs in such a way that would necessitate new
modifications or accommodations.
The classroom in which this work sample was taught was quite small, with
only two rows of desks and 8 students. In a larger classroom, several of these
students might be moved to the front area of the room, but this was unnecessary
with these students. The aim of this and subsequent lessons is to engage each
student on their cognitive level using real-life examples and extensive visual
representations of relevant scenarios involving the concepts being taught.
Because no student in this class has any physical disabilities requiring
special modifications or accommodations, it is predicted that no special
modifications or accommodations will be necessary. Under typical classroom
circumstances, the student with ADHD (other health impairment), and the
student with emotional disturbance might benefit from certain accommodations
because of their tendency to stray from the topics being discussed and worked on
in class.
Accommodations like moving them closer to the teacher or giving them a
larger number of smaller assignments would ostensibly be good ideas. But since
this work sample focuses on engaging students at their own unique cognitive and
21
social levels, and since classroom discourse takes into account, for example, the
student with emotion disturbance’s tendency to get frustrated as part of normal
instruction, the curriculum and teaching methods have built into themselves the
changes required to meet the needs of each student.
Here a distinction can be made between responsive and differentiated
instruction, and targeted accommodations made for a student, for example, that
cannot see more that 3 feet in front of themselves, or who can only move one
arm. The work sample is, in other words, inherently accommodating to its
students. Modifications were not necessary because all students in this class are
able to achieve the goals and objectives as written.
PROCEDURE:
1)Have students sit in assigned seats.
2) Review the procedure for purchasing the posted magazine cutouts. Hand
out the record sheet for money spent and money remaining.
3)Pass out $100 of play money to each student along with the money log
sheet. Students must list the amount of money spent on each item, the
number of that item purchased, and the remaining money they have to
spend. I will play the role of the cashier for those who need manipulative
assistance. Students are encouraged to spend as close to $100 as possible.
4)Circulate throughout the classroom and make sure students are recording
their purchases.
5)When students are out of money, go through each one’s purchases in front
of the class, commenting on the items they selected, and keeping track of
the money they are spending. Ask the class to verify the amounts.
6)As each purchase is investigated by the class, create a graphic organizer on
the whiteboard to visually show what items each student bought.
ASSESSMENT:
22
The students will keep a log of what they have spent on a piece of paper. The
accuracy of this log will serve as an assessment, as well as classroom participation
in review each student’s purchases.
REFLECTION & ANALYSIS:
Students were excited about this lesson and went to work immediately
following directions. The most difficult part as predicted was calculating the total
remaining money to spend, but the students were calculating change for each
transaction relatively well, including those students who struggle the most.
I ended up floating around the room and helping students individually, but
there was not enough of me to go around, so some students got hung up until I
got to them. What’s interesting is the extremely low subtraction abilities of some
students. Some times they would surprise me, but it was not uncommon to not be
able to subtract a number by ten, or calculate change using $20 bill for an $18
transaction. One student used a hundreds chart to solve problems like this, and
ended up being very successful.
23
LESSON 4: Story Problems & Change Calculation
Student Teacher: MICHAEL JENSEN
Location: Sitton Elementary School
Class/Topic: Money
Time: 45 min
Grade Level: Chronological Age 9-10
Date: 3/15/2012
GOALS:
1) The student will be able to accurately calculate change after monetary
transactions involving 5 cents – 10 dollars.
2) The student will be able to identify the value of United States currency,
and know the names of each common form of that currency (e.g., nickel,
quarter).
3) The student will be able to calculate sums using different configurations
of US currency.
4) The student will use correct spelling.
RATIONALE:
Understanding the values and usage of currency is a fundamental life skill in
our society. This lesson uses language to describe common monetary
transactional scenarios, engaging students on a linguistic, mathematic and
relatable, pragmatic level.
Oregon State Standards:
2.1.2 – Understand and apply base-ten numeration, and count in multiples
of one, two, five, ten, and one hundred.
2.2.5 – Determine the value of mixed collections of coins to $1.00.
24
2.3.3 – Demonstrate an understanding that using different measurement
units will result in different numerical measurements for the same object.
3.1.2 – Recognize and demonstrate that sizes of fractional parts are
relative to the size of the whole.
EL.05.WR.16 – Spell correctly
EL.05.WR.21 – Use correct capitalization.
EL.05.SL.05 – Use correct grammar consistently.
RESOURCES:
Document Camera
Whiteboard
Coins
Large Coin Pictures
Worksheets
MODIFICATIONS/ACCOMMODATIONS:
The logic for modifications and accommodations is the same as in the last
lesson. Nothing about this lesson differs in such a way that would necessitate new
modifications or accommodations.
The classroom in which this work sample was taught was quite small, with
only two rows of desks and 8 students. In a larger classroom, several of these
students might be moved to the front area of the room, but this was unnecessary
with these students. The aim of this and subsequent lessons is to engage each
student on their cognitive level using real-life examples and extensive visual
representations of relevant scenarios involving the concepts being taught.
Because no student in this class has any physical disabilities requiring
special modifications or accommodations, it is predicted that no special
modifications or accommodations will be necessary. Under typical classroom
circumstances, the student with ADHD (other health impairment), and the
25
student with emotional disturbance might benefit from certain accommodations
because of their tendency to stray from the topics being discussed and worked on
in class.
Accommodations like moving them closer to the teacher or giving them a
larger number of smaller assignments would ostensibly be good ideas. But since
this work sample focuses on engaging students at their own unique cognitive and
social levels, and since classroom discourse takes into account, for example, the
student with emotion disturbance’s tendency to get frustrated as part of normal
instruction, the curriculum and teaching methods have built into themselves the
changes required to meet the needs of each student.
Here a distinction can be made between responsive and differentiated
instruction, and targeted accommodations made for a student, for example, that
cannot see more that 3 feet in front of themselves, or who can only move one
arm. The work sample is, in other words, inherently accommodating to its
students. Modifications were not necessary because all students in this class are
able to achieve the goals and objectives as written.
PROCEDURE:
1)Have students sit at assigned seats.
2) Tell students that we will be looking at some story problems today, but first
we will do a worksheet and see how well we can calculate change using
coins.
3)Hand out the change calculation worksheets and have students begin. Do
the first problem on the board if necessary.
4)Draw a visual representation of how many coins equal other coins, or how
many coins equal bills.
5)Go through the answers on the board when everyone is done.
6)Hand out story problem worksheet and have students complete it
individually. Make sure students try to answer the questions using correct
26
spelling. There is a lot of room on their sheets to draw pictures, so this is
encouraged.
7)Review the worksheet with class, cartooning out the difficult problems.
ASSESSMENT:
The story problem worksheet will serve as the assessment for this lesson.
This worksheet will suggest how well students can apply their knowledge of
money in real-life situations.
REFLECTION & ANALYSIS:
Students struggled with the story problems, but things became clearer for
them when I drew questions out. Some students are still unclear on basic
terminology and would benefit from more basic instruction. Other students have
this basic terminology but are having trouble solving language-based problems.
At this point in the work sample it appears the scope is a bit too ambitious, and
for five lessons it may have been better to focus on one specific skill, like
calculating change from one dollar. Several students still do not understand the
difference between dollars and cents.
The intention behind this lesson was for students to use the ample room
on their extra-large story-problem worksheets to draw out each element of the
problems. Many students turned out not to be able to do this because they had no
language for what was being described. This speaks to their extremely low level of
general literacy. If I were to teach this again, I would use pictures entirely with
lexical tagging.
27
LESSON 5: Money Review
Student Teacher: MICHAEL JENSEN
Location: Sitton Elementary School
Class/Topic: Money
Time: 30 min
Grade Level: Chronological Age 9-10
Date: 3/19 /2012
GOALS:
1) The student will be able to accurately calculate change after monetary
transactions involving 5 cents – 10 dollars.
2) The student will be able to identify the value of United States currency,
and know the names of each common form of that currency (e.g., nickel,
quarter).
3) The student will be able to calculate sums using different configurations
of US currency.
RATIONALE:
Understanding the values and usage of currency is a fundamental life skill in
our society. This lesson reviews all of the previous lessons to help solidify the
concepts addressed.
Oregon State Standards:
2.1.2 – Understand and apply base-ten numeration, and count in multiples
of one, two, five, ten, and one hundred.
2.2.5 – Determine the value of mixed collections of coins to $1.00.
2.3.3 – Demonstrate an understanding that using different measurement
units will result in different numerical measurements for the same object.
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3.1.2 – Recognize and demonstrate that sizes of fractional parts are
relative to the size of the whole.
RESOURCES:
Document Camera
Worksheets
Whiteboard
Coins
Fake Money
MODIFICATIONS/ACCOMMODATIONS:
The logic for modifications and accommodations is the same as in the last
lesson. Nothing about this lesson differs in such a way that would necessitate new
modifications or accommodations.
The classroom in which this work sample was taught was quite small, with
only two rows of desks and 8 students. In a larger classroom, several of these
students might be moved to the front area of the room, but this was unnecessary
with these students. The aim of this and subsequent lessons is to engage each
student on their cognitive level using real-life examples and extensive visual
representations of relevant scenarios involving the concepts being taught.
Because no student in this class has any physical disabilities requiring
special modifications or accommodations, it is predicted that no special
modifications or accommodations will be necessary. Under typical classroom
circumstances, the student with ADHD (other health impairment), and the
student with emotional disturbance might benefit from certain accommodations
because of their tendency to stray from the topics being discussed and worked on
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in class.
Accommodations like moving them closer to the teacher or giving them a
larger number of smaller assignments would ostensibly be good ideas. But since
this work sample focuses on engaging students at their own unique cognitive and
social levels, and since classroom discourse takes into account, for example, the
student with emotion disturbance’s tendency to get frustrated as part of normal
instruction, the curriculum and teaching methods have built into themselves the
changes required to meet the needs of each student.
Here a distinction can be made between responsive and differentiated
instruction, and targeted accommodations made for a student, for example, that
cannot see more that 3 feet in front of themselves, or who can only move one
arm. The work sample is, in other words, inherently accommodating to its
students. Modifications were not necessary because all students in this class are
able to achieve the goals and objectives as written.
PROCEDURE:
1)Have students sit in assigned seats.
2)Tell students that we will be reviewing the concepts addressed in previous
lessons.
3)A review of the concepts addressed in the pre-assessment, and as outlined
in the goals for this unit will be presented. This discussion will begin with
coin values, then move to proper change calculation based on common
monetary transactions. Fake money will be passed out and one student at
a time will be asked to solve a change problem. Other students will be
asked to review the answers.
4)Things covered will include how many quarters are in a dollar, different
ways to make a dollar using change, how many cents are in a dollar, and
adding up the prices of items purchased. This lesson is also a time for
students to ask questions about money, and to work on those concepts.
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The lesson is only 30 minutes, so this should take up the whole time.
ASSESSMENT:
The student responses and questions will serve as the assessment for this
lesson. This will suggest how well students understand the concepts covered on
the upcoming assessment.
REFLECTION & ANALYSIS:
The primary worksheet for this lesson included much simpler and more
focused questions than last lesson. This was a reaction to the results of the last
lesson. Students were much more confident this time as a result. Students were
asked how many quarters are in a dollar for example, and what a cents sign looks
like. It seems like things would have gone better if I’d focused more on fewer,
simpler kinds of problems instead of trying to take on money as a whole.
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ASSESSEMENTS
Pre-Assessment:
One week before lessons began a 10 question pre-assessment was
administered with a possible high score of 19. The scores ranged from 4 to 12,
with an average score of 7 and a combined total class score of 56. On average,
students answered 37% of questions correctly.
On the post-assessment, scores ranged from 6 to 13, with an average score
of 9.125, and a total combined score of 73. On average, students answered 48% of
the these questions correctly.
80
60
40
20
0
Total Combined Score
Pre-­‐Asessment
Post-­‐Assessment
The next graph shows each student’s pre and post-assessment scores.
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Pre-­‐Assessment
Post-­‐Assessment
13
10
7
3
0
1
2
3
4
5
6
7
8
We see similar gains here with 7 out of 8 students, but one student more
than doubled his score, going from 26% of questions answered correctly to 58%
answered correctly.
The next graph shows the different gains of the 9 and 10 year-olds. There
were only 3 ten year-olds in this class, and one student’s tiny one-point gain
threw off an otherwise similar amount of improvement for each age group. This
student was the only one with ASD, and will be discussed further in the next
chart.
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10.00
7.50
5.00
2.50
0
9 Years Old
10 Years Old
Pre-­‐Assessment
Post-­‐Assessment
The next chart shows the assessment score gains broken down by
eligibility. The student with emotional disturbance improved the most as
mentioned earlier, while the student with ASD improved the least. This suggests
that the teaching methods were geared more toward typical learners, and that not
enough was done to adapt the curriculum to the atypical learning style of autistic
students.
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11
8
6
3
0
SLD/SLI
OHI
ED
ASD
Pre-­‐Assessment
Post-­‐Assessment
Assessment Results Interpretation:
These assessment results show less progress than desired, with an average
score gain of only 11%. I attribute these results to two primary factors. Firstly, and
most importantly, the curriculum for this unit tried to do too many things for a
five lesson series. I was told that it was time for my students to have some lessons
on money, and I tried to fit the entirety of this subject into a few short lessons.
Had I focused on one skill specifically, like making change from one dollar, I feel
that students would have made more progress. This would have been better, but
also would have had the downside of not exposing students to the interconnected
concepts inherent in money.
The second reason for the less than stellar results was the inadequate
adaptation to the couple of students with outlying learning styles, specifically the
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10 year-old with ASD, and the 10 year-old with SLD/SLI. These two students
require more differentiation because they were on different levels than the other
students.
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WORK SAMPLE REFLECTION
Teaching this work sample has taught me to be weary of trying to do too
much in a short period of time. In retrospect, I probably should have focused on
fewer skills related to learning about money, rather than taking on the whole
concept. Some progress was made by all students though, so I feel that overall
this experience was a minor success.
What became very evident over the course of teaching this work sample
was how hard it can be to teach if student behavior is not prosocial and
cooperative. I don’t think I would have attempted the lessons I did if the students
were mine for the whole year, because I would have chosen to first teach them
how to be students in a classroom.
There were odd and disruptive behavioral issues with certain students,
particularly the one with ADHD and the one with autism. The student with
ADHD seemed like he was in no position to sit down in a classroom and learn in
an appropriate fashion. I think he needs a lot of work on behavioral basics. The
student with autism exhibited very strange and disruptive behavior and I think
measures need to be taken to ensure that he is getting the most out of his school
experience. If I were their permanent teacher, I would hold off on learning
academics directly until these issues had been resolved.
I’d say that focusing lessons more precisely and addressing behavior are
the two primary lessons of this experience. In the future I think I’ll be quicker to
isolate more specific parts of curriculum and to initiate lengthy, if necessary,
interventions to address behavior. These two things should enhance my future
teaching experiences.
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PRE AND POST-ASSESSMENT DOCUMENT
NAME:_________________________
DATE:_____________
MONEY ASSESSMENT
1) Write the values of each coin:
Quarter_______
Dime________
Penny________
Nickel________
Dollar Coin______
2) How many quarters equal one dollar?
3) Describe 3 ways to make a sum of $1.00 using different configurations of
pennies, nickels, dimes and quarters.
1.
2.
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3.
4) Describe 3 ways to make a sum of $10.00 using $1 and $5 bills, in addition to
pennies, nickels, dimes or quarters.
1.
2.
3.
5) How many cents go into one dollar?
6) How many nickels make $2?
7) If you buy something that costs $1.79, and give the cashier two $1 bills, how
much change should you receive?
8) 50 cents equals how many dollars?
9) Are you more likely to use change (pennies, nickels, dimes and quarters) when
buying a video game, or when buying a pack of gum?
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10) Max buys 6 bananas for 30 cents each. How much money does Max spend?
How much change should Max receive from a $5 bill?
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MATERIALS
LESSONS 2 and 3:
Name______________
Date______________
You begin with $100.00
Item
Name
Price
Quantity
Total Cost Remaining
Money
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LESSON 4:
STORY PROBLEMS
1) Jimmy buys one pack of gum for eighty-nine cents using a one dollar bill.
How much change should he receive?
2) Sarah has five dollars. She wants to buy as many oranges as possible with
her money. If each orange costs sixty-five cents, how many oranges can she
buy before running out?
3) Alonzo buys one pack of licorice for one dollar, one banana for fourty-nine
cents, and one can of soda for ninety cents. How much money do all the
items cost together?
LESSON 5:
Money Worksheet
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1) How many cents are in a dollar?
2) Circle the symbol for cents:
$ or ¢
3) 4 quarters equal how many dollars?
4) How much is a dollar coin worth?
5) Mr. Jensen buys 2 packs of gum for 50 cents each. How much does Mr.
Jensen spend?
6) Name one combination of bills that equals $10.
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