D A I L Y D O UB L E P L A N

Name: Stephanie Hanson Overview

Unpacked Benchmark, CDAS, CRS, or IL State Standards. 6.4.11 Solve problems involving the value of a collection of bills and coins whose total value is $100.00 or less, and make change.

Subject/Time: Math

Date: 11/7/12

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): Math Reflexes: Multiplication Fact Triangles Math Message: Solve problems 1 & 2 on math journal p. 90. State Lesson Objective & Lesson Agenda SWBAT: Solve problems involving the value of a collection of bills and coins whose total value is $100.00 or less, and make change. Agenda: Math Reflexes Math Message Mini-Lesson: o Introduce bank accounts: withdrawal, deposit, and interest o Model balancing a savings account Guided practice p. 91 of math journal Guided practice with 3 addition/subtraction money problems Exit Slip I Do Input (1-2 Key teaching points): Check for Understanding: Introduce bank accounts to the students. Explain the following terms: deposit, withdrawal, balance, and interest: Money is put into a bank account. This is called a deposit. Money can also be taken out. This is called a withdrawal. The bank holds the money and at regular intervals, usually once a month, adds money to the account. This is called interest. The amount of money in the account at any given time is the balance. Use math journal p. 90 to check for understanding. Model how to balance a bank account using a sample month. Students will track the teacher while she balances a sample bank account. Students will sit in position A and track the teacher while she explains bank accounts and the key terms. Students will practice fact triangles with a partner at their desks. Students will work in their table groups to solve the problems.

D A I L Y D O UB L E P L A N

Objective(s) SWBAT: Solve problems involving the value of a collection of bills and coins whose total value is $100.00 or less, and make change.

We Do Guided Practice: Check for Understanding: Transition students to their seats. Use p. 91 of the math journal to guide students through one deposit and withdrawal. Allow students to finish p. 91 with a partner. As students finish, they can move onto their math boxes. Call students back together and give them three additional addition and subtraction problems with money to prepare for the exit ticket. Allow students to complete the problems and then go over the answers. You Do Independent Practice: Check for Understanding: Students will complete the exit ticket. Students will follow along as teacher guides them through one deposit and one withdrawal.

Students will work with a partner to complete p. 91. Students will continue onto math boxes as they finish. Students will work through the additional problems independently.

Vocabulary words/Key Concepts: Bank account Deposit Withdrawal Interest Balance Modifications/ Accommodations Students will work at their own pace to complete p. 91 of their student math journal.

Students will work independently to complete the exit ticket.

Exit Ticket (aligned to lesson objective) or assessment: How much change will John get back from $5.00 if he buys 2 notebooks that cost $1.80 each? Students will work independently to complete the exit ticket.

Materials & Technology Student Math Journals Study Links Exit Ticket

Closing/Preview for next lesson: The teacher will tell the students that tomorrow they will continue work on their decimal place values.

Homework: Study Link 4-6