Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 2pm-3pm Date: 3th/09/17 Students’ Prior Knowledge:

Learning Area: Mathematics  Recognise, describe and order Australian

Strand/Topic from the Australian Curriculum coins according to their value
 Represent money values in multiple ways
Number & Algebra- Money and Financial Mathematics  Calculate change required for simple
Solve problems involving purchases and the calculation of transactions to the nearest five cents
 Solve simple addition and subtraction
change to the nearest five cents with and without digital problems using a range of efficient mental and
technologies (ACMNA080) written strategies
 Recognise and explain the connection
between addition and subtraction
 Recognise that the place value system can be
extended to tenths and hundredths
 Recall multiplication facts up to 10x10 and
related division facts
(Taken from SCSA Mathematics P-6 Scope and
Sequence)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
  competence creative behaviour Social understanding
thinking competence
 

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only) Understanding, Fluency, Problem Solving, Reasoning
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
 Apply mathematical knowledge and skills to solve problems using money and calculate change to the nearest
5c in small groups.
 Work effectively as part of a group to produce a demonstration for the class.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Ensure the whiteboard is clean and markers in  Each item card includes an image of the
working condition. product to assist students in the classroom
 Source, print and laminate plastic money (per with an ESL background.
group: 1x $20, 2x $10, 1x $5, 4x $2, 4x $1, 4x50c,  A fidget toy will be provided to a student with
4x 20c, 4x 10c and 4x 5c). Sensory Processing Disorder during mat time
 Create, print and laminate item cards with the to help meet their sensory needs and keep
name of the item, picture and price based on school them focused and engaged.
canteen menu.

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LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Align these with the
segment where they will be
introduced.
Prior to the lesson, the teacher will place two ziplock bags (one containing item
cards and the other containing fake money) as well as an instruction card on
each desk. The desks will be organised into groups of 4 and placed in a way
that allows all students to face each other. Students will be previously sorted
into groups of 4 with a mix of high achieving, average and struggling students
in order to scaffold learning. The students will know their group members and
their allocated table, as this will be part of an established routine for maths
work.

2pm Students will return from lunch and take a seat on the mat.

“Can I have a raise of hands to show who ordered their lunch today?”
Clean whiteboard and
The teacher will select one student and ask them how much money they were
working markers
given and write this number on the board.
Fidget toy for child with
SPD
The teacher will then ask how much money the student started with and what
the student ordered for lunch and how much each item cost, drawing each item
and its price on the board.

The teacher will then model the problem in before the class
[student] had $10 and bought a sausage roll ($2.75), a jelly (0.75) and a choc
milk ($3.50)

Write on the board:

2.75 +
0.75 +
3.50 =
7.00

“So we know that the sausage roll, jelly and the choc milk cost $7.00 in total.
So [student] goes to hand his/her $10 note to the Canteen ladies.
Now does the Canteen get to keep the whole $10? *select student*
No. Why is that the case? *select another student*
Then what should the Canteen ladies do?” *select another student until
change is mentioned*

“ [student] says the Canteen ladies should give [student] change, but how can
they find out exactly how much change they should give him/her?”

*select students until subtraction is mentioned*

Write on the board

10.00-
7.00 =
3.00

Ask the class:

“So [student] gave the Canteen lady $10 to buy his/her lunch which cost $7.

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How can the Canteen lady give [student] change using the LEAST amount of
coins?”
*select student/s until it is suggested that a $2 and $1 coin is the easiest way*
Remind students that there are lots of other ways to give change (ie. 6x 50c
pieces, 30 ten cent pieces) but to make our jobs easier we are going to use the
smallest possible change
CLARIFY that the smallest possible change does not mean giving [student] 75
5c pieces, but instead to use the smallest possible amount of notes/coins, as
we did with the $2 and $1 coin.

“So [student] has $3 change! Well done everyone!

Now I ordered my lunch today as well, but mine was a little trickier to figure
out… I ordered a blueberry muffin ($3.25), sushi ($5.50) and a LOL ($1.00)

Write on the board

3.25+
5.50 +
1.00 =
9.75

“You all told me before that we have to subtract the cost of our lunch from the
$10 that we have.”

Write on the board:

10.00-
09.75 =

“Since this one is a little trickier, I think we’ll use some money to help us”

Ask the class:

“What notes and coins will I need to make 9.75?” and draw them on the board.

Then ask the students:

“How much more money do I need to make $10?”

Hopefully a student will say 25c (if so ask them to explain their reasoning)
Otherwise get the class as a whole to count up by 5c from 75c to 100c ($1)

Ask the students how they could give the smallest change (20c piece and 5c
2:10pm piece)(Understanding)

Lesson Steps (Lesson content, structure, strategies & Key Questions):

“So now we have tried giving change together, we are going to split up into
small groups and have some practice completing an open-ended task.”

“On each desk there will be two ziplock bags. One bag contains cards with all
of the canteen items and their prices. Another bag contains plastic money that Item Cards
you may use to help you. You will also find this instruction card [hold up Plastic Money
instruction card and read instructions aloud] Instruction Sheet

“Mum has given you $20 to order lunch for you and your younger sibling from
the school canteen. You must spend at least $15, but you can spend more! But
you must give mum at least 5c change.”

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“Let’s work through a quick example together using the cards”

I could order Noodles ($4.0), Apple Juice ($1.5) and Popcorn ($2.0) for my
sibling, and Sushi ($5.5), Choc Milk ($2.0) and a Maxibon ($4.5) for myself.
4.00+
1.50+
2.00+
5.50+
2.00+
4.50=
$19.50
First, I need to check that I’ve spent at least $15. Yes!
“If I have $20 and spend $19.50, how much change will I get?”
50c!
So I have met both requirements of the task and I have a good answer!

Open Ended Task Instructions

“I would like each group to try and find at least 5 different ways of spending the
money, but there are many possibilities and I’d like to see how many we can
find as a class! (Problem Solving)
-You may use addition, subtraction, multiplication, division or any other
mathematical skills you think appropriate to solve the problem. (Fluency)
Although you are only given one card for each item, you may purchase more
than 1 of each item.
-Each group will be given blank paper to record their solutions.
-Make sure you include the name of each item, cost and the required change
for each solution.
-This may be done however you like, but at least one person in each group
must record your solutions
-You will have 15 minutes to find as many possible solutions as you can!
-I will stop you at 15 minutes. You will then have 5 minutes to prepare a
presentation of one of your solutions to share with the class.
- The demonstration should go for approximately two minutes and they are
permitted to use any materials in the classroom they require.
-You may present it as a role play scenario or an algorithm, or if you have any
other ideas regarding how to present come and clear it with me.
-Every person in your group must contribute in some way to your presentation
2:20pm
*Teacher will select a responsible student to reiterate the instructions, before
asking if the students have any questions before sending them back to their
desks*
PC
*Teacher sets an online timer for 15 minutes to display on the board during the Projector
open-ended task* Online Countdown App
http://www.online-
Students will work in groups to find possible solutions to the open-ended task stopwatch.com/duck-
while the teacher walks around the room observing students. race/

If students are struggling the teacher can provide the following enabling
prompts:
-Remove all items ending in decimals other than .50, to allow children to work
with nice, round numbers such as dollars and 50 cent pieces and less items
- Initially focus on finding 2 possible solutions and work from there
-Allow students to use a calculator

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If students have already found many solutions and are becoming disengaged,
the teacher can provide the following extending prompts:
-Find the maximum/minimum number of items that can be purchased for
$19.95
-Find a combination of items that totals exactly $___ eg. $18

Teacher will notify students that their working time is up and they are to begin
2:35pm preparing their demonstration of their solution. Teacher informs students of the
success criteria:
-Ensure their solution meets the requirements of the question (between $15-
$19.95)
- Are able to calculate and articulate correct change
- Explanation of processes and mathematical reasoning (suggest doing
working on the board for the class and explaining as they go)

The teacher will walk around during preparation time and help groups by
offering suggestions on how they can improve their demonstration and
ensuring they are explaining their mathematical reasoning adequately.

The teacher will give each table a number which represents the order in which
they will give their demonstrations and all groups will return to the mat and
2:40pm commence the demonstrations, explaining how they reached their solution
(Reasoning)

After the presentations, students are to return to their desks.

2:50pm
Lesson Closure:(Review lesson objectives with students)
Students are to be given a self-evaluation sheet where they can reflect on their
progress in relation to the lesson objectives and the activities.
2:55pm
Transition: (What needs to happen prior to the next lesson?)
Students are to gather their instruction card and money/item cards and return
to the tray at the front of the class. Each student will stack their chair, place
their personal materials in their tray and collect their school bags prior to the
bell. They will leave their self-reflection face down on the desk.

Assessment: (Were the lesson objectives met? How will these be judged?)
Student demonstrations will be marked against the following rubric
Description Yes/No
Student solution meets the
requirement of the task
Students are able to calculate and
articulate the correct change for
their chosen solution
Students are able to fluently explain
their mathematical reasoning and
the processes they used to reach
their solution
Students are able to work effectively
as a group to produce an
informative demonstration

It is important to note that this is only one of many forms of assessment of

proficiency in this topic and students will have further opportunities to
demonstrate competency in varying contexts.

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Student Self-Evaluation

Circle the box that best reflects how you feel on a scale of 1-10
1 = Not confident at all
10 = Totally, 100% confident

1. Before the lesson I felt confident in giving correct change to the nearest 5c

1 2 3 4 5 6 7 8 9 10

2. After the lesson I feel confident in giving correct change to the nearest 5c

1 2 3 4 5 6 7 8 9 10

Circle and explain

3. I think my group worked well/ didn’t work well because

4. I enjoyed/didn’t enjoy the lesson because