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Teacher Candidate:
Alyssa Sedor
25
Date: 2/16/16
Coop. Initials
Section 934
STANDARD:
CC.2.4.3.A.3 Solve problems and make change involving money using a combination of
coins and bills.
I. Performance Objectives (Learning Outcomes):
1. The third grade students will apply strategies learned to solve
money problems by correctly completing multiple money
problems.
II. Instructional Materials
25 Scoot Grids
25 Riddle Sheets
25 Chapter tests
Coins book
If You Made a Million book
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students understand how to count, read, and write money.
2. Students can add and subtract money with and without
regrouping
3. Students understand how to converts cents to dollars and vise
versa.
4. Students understand how to make change for $1, $5, and $10
B. Key Vocabulary
1. No new vocabulary in this lesson.
C. Big Idea
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
This was the final lesson in my money unit. During the lesson, the
students played a money scoot review game and then took their chapter 10
tests. My lesson objective was, The third grade students will apply strategies
learned to solve money problems by correctly completing multiple money
problems. The Scoot game was worth a total of 15 points. Six students
received a 90% or above, 12 students received an 80-89%, two students
received a 70-79%, and one student received a 60%. The class average for this
review activity was an 83% or a 263/315. The chapter 10 test was worth a
total of 25 points. 13 students received a 90% or above, two students received
an 80-89%, six students received a 70-79%, and one student received a 59%
or below. The class average for this test was a 93% or a 509/550.
Remediation Plan
I was very happy with the result with the math tests. Majority of the
students received either an A or B on the test. For those students who received
a 79% or below, I took a closer look at their tests and found that the majority
of their errors came from simple addition or subtraction mistakes. I would
plan to spend part of a math class reviewing how to regroup properly when
subtracting as well as making sure the students understand that when they
subtract the larger number always goes on top. Question 25 on the test had the
students set a subtraction problem up and many of the students who got that
problem wrong, were wrong because they placed the smaller number up top
which messed up their regrouping and in the end their final answer.
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
What could I do to improve my lesson for next time?
I would set the scoot cards up around the room because the students got confused
as to where they were rotating to.
How was I with time management and classroom behavior?
I needed more time to play school with the students. The other two worksheets I
had planned were just filler activities in case we had extra time.
What was one part of my lesson that went well?
The kids enjoyed the game and getting out of their seats. It was a nice change to
their normal day.