Case 2 - Google Docs

https://docs.google.com/document/d/1N_1ZTHgfIvXGd5g8m...

Purdue Lesson Plan Form

Teacher Name: Sara Li, Adrian Ochoa, Alyssa Jackson
Resources: Internet (Websites games come from listed in lesson plan)
Unit: 4.M.6
Skills: Making change
Equipment Needed: computers, projectors, interactive white board, chalk or white boards
Grade: 4th
# of students: 15-20
Lesson #: Making Change
Safety: Be respectful of other students Pre-requisite Skills: Knowledge of the values of the coins and
bills, addition and subtraction of decimals and whole numbers
Technology: computers, projectors, interactive white board, chalk or white boards
Teaching Style:Student-centered
Global Goal: Ablility to properly make transactions
Indiana Standards: 4.M.3 Use the four operations (addition, subtraction, multiplication and division) to solve
real-world problems involving distances, intervals of time, volumes,
masses of objects, and money. Include addition and subtraction problems involving simple fractions and problems that
require expressing measurements given in a larger unit in
terms of a smaller unit.

Lesson Objectives:
Cognitive (1), Affective (1),
Psychomotor (1)
Assessment for each
objective must be included

Time

Lesson Focus and Transitions/

Extensions/Applications/Assessme
nts (introduction to closure) (include
adaptations for students with special
needs)

Organization
(Draw set up)

Refinements/
Cues

Overview:
4th grade students involved in
College Mentors for Kids will
further their knowledge on how to
make change in a purchase through
the instruction of their mentors as
well as various activities.
Description of Learners &
Learning Environment:
Fourth grade students involved in
the College Mentors for Kids
(CMFK) program aiming to help
at-risk students.

1. 15-20 students in each

CMFK group.

2. Each student is paired with

a college student/mentor.

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Case 2 - Google Docs

https://docs.google.com/document/d/1N_1ZTHgfIvXGd5g8m...

3. Students will be traveling

around Purdues campus to
participate in program.

4. Students will be hosted in a

classroom with several
round tables. Computers
are available.

5. Students have access to

small whiteboards and
wireless internet.

6. Classroom is equipped with

one instructor station
including a projector.

Introduction:
Good morning class!

5
min.

We will start off by showing a brief

YouTube video clip of how to
subtract and add decimals so the
students will understand the general
idea for todays class.
https://www.youtube.com/watch?v=
rO9Df3vEkN8

Lesson: The students will be taught

the place values of the numbers
placed before and after the decimal
points before adding and subtracting
decimals. Solid understanding of the
place values are understood before
continuing. Afterwards, we will
incorporate coins and bills into the
lesson and analyzing which place
value hundreds, tens, ones, tenths,
and hundreths each bill or coin
belongs in.

Objective 1:

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Activity:
Now you that we are going to do
now is allow students to make

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Case 2 - Google Docs

Given a situation where

change must be made,
SWBAT make the correct
change for the item
without mistake.

https://docs.google.com/document/d/1N_1ZTHgfIvXGd5g8m...

change on our own using an online

game/tool. Students should log on to
computers and use the link provided
to practice on their own for about 5
min.

25
min.

http://www.funbrain.com/cgi-bin/cr.
cgi?A1=s&A14=medium&country[
usa].x=23&country[usa].y=45
I hope everyone has been able to get
a feel for how to make change.
What we are going to do
now is divide the class into two
teams. A problem will appear on the
projection screen. Each team will
send one player to stand at the white
board. The student will be asked to
write down what the correct amount
of change should be. The first team
to turn around with the correct
answer will get a point. Each player
on each team will go once to have a
chance to participate.
Problems will come from this
interactive online game:
http://justkidsgames.com/play.php?
MakingChange
(Optional: Have "gold coin"
chocolates to give out after activity
to both teams for a good job. keep in
mind the allergies of students before
deciding to use this reward.)

Assessment:
Students will be assessed by
completing the following worksheet.

Objective 2:
Given a making change
worksheet, SWBAT solve
the problems within two
attempts.

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10
min.

https://docs.google.com/document/d/
1vFWk_4-o06h5iB-FI2Xi2pHKSa_
1gxsFnmgtWLDFsoc/edit?usp=shari
ng

Mentors
should not
assist students
with the
worksheet and
students

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Case 2 - Google Docs

https://docs.google.com/document/d/1N_1ZTHgfIvXGd5g8m...

should work
independently.

Objective 3:
Given instruction to
create their own
making change
problem, SWBAT write
out their own change
making problem for
other students to solve.

5
min.

Conclusion:
Mentors will review what the
students have learned by asking
them to write a word problem of
their own involving making change.
They will then trade their problem
with another student and have them
solve it. After, the students are free
to be dismissed so long as their
guardian is present.
Have a Great evening! See you next
time!

Journal Articles
In the first journal article, the author explains how he feels like students arent being
prepared well enough in terms of science, technology, engineering and math. He feels that this
lack of preparation is starting at the root of teachers not being properly trained and able to teach
the STEM fields. This journal really discussed how STEM education is being neglected and
needs to be more of a priority in education. So, we created a STEM lesson focusing on math that
students will actually apply in their real life.
Kuenzi, J. J. (2008). Science, technology, engineering, and mathematics (stem) education:
Background, federal policy, and legislative action.

In the second journal article, the author explains how the United States needs a more
organized and strategic plan of study for teaching STEM topics in schools. He explains how he
feels that most jobs will have something to do within science, technology, engineering or math,
so it is important that students have a building block in the STEM field. Again, this lesson
discussed how important it is that students have a proper STEM education. Our lesson falls
under the math field and also is extremely relatable to the real-world.
Bybee, R. W. (2010). What is STEM education?. Science, 329(5995), 996-996.

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Case 2 - Google Docs

https://docs.google.com/document/d/1N_1ZTHgfIvXGd5g8m...

We believe that students need to apply adding and subtracting decimals in the real world
in order for them to succeed in life later on. Using coins as a demonstration would optimize their
understanding in decimals and the value placeholders for each bills and coins. What inspired our
lesson is that people add or subtract decimals when they go out to a restaurant and receive their
bill at the end. They need to be able to double check what they ordered is equal to the total
purchase. They would have to add the decimals depending on the right place values in order to
avoid mistakes and extra charges. This helps people to avoid losing money and knowing how to
add and subtract decimals also comes in handy when paying for bills. We used a video on
YouTube that demonstrates adding and subtracting decimals by using coins and bills. We
searched up. We also located our simulation on funbrains and justkidsgames.com to futher help
the understanding of students on adding and subtracting decimals with coins. We looked up the
variety of teaching methods that are suitable for our lesson plan and decided the student teaching
approach was the most qualified. Student-centered approach is an inquiry-based learning and is
more interactive. Instead of teacher-centered approach where students simply receive
information and then being tested on, students will be more active and involved in the lesson
activities given.

Teaching Methods. (n.d.). Retrieved November 9, 2014.

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