Lesson Plan Outline

Grade/Class/Subject being taught: _2nd, Economics-Social Studies_______

Unit/Theme of Class: _Money__
Standards Applied: _S.4.2.d Ask and answer instructional questions using simple
sentences._______________________________
Content Objective(s): _Students will be able to understand, analyze, and identify the correct
amount of change and what you should saying when buying a product.______________
Language Objective(s): _ Students will be able to use the target language to correctly identify the
correct change you are supposed to receive back and have a conversation about buying a
product._________________________________________
Key Vocabulary to be Covered
Nickel Dime Penny Quarter Dollar Cents
Change amount

Preparation
_x__ Adaptation of Content
_x__ Links to Background
_x__ Links to Past Learning
__x_ Strategies Incorporated
Integration of Processes
__x_ Reading
__x_ Writing
_x__ Speaking
_x__ Listening

Supplementary Materials to be Used

Dollar Bill, Nickel coin, Penny coin, Quarter
coin, Dime coin

SIOP Features
Scaffolding

Grouping Options

_x__Input is meaningful
and
comprehensible
__x_Modeling
_x__Guided practice
_x__Independent practice
Application

_x__ Whole Class

___ Small Groups
__x_ Partners
__x_ Independent

_x__ Hands-on Activity

_x__ Activity is meaningful
__x_ Activity is linked to
objectives
___ Activity follows TBLT
standards

_x__ Individual
___ Group
_x__ Written
_X__ Oral

Assessment

Lesson Sequence
Minutes activity should
take
5

10

10

Activity
Content/language objective
Go over a quick refresher of how to subtract numbers from 100.
Relate 100 to $1 and what each coin is(what it is called) and how
much it is worth. This will/should be quick because the students
should have already learned this knowledge in the class previous
to this one.
I will have pictures in a slideshow that shows each coin from
there we will go over what each coin is called and how much it
is worth; we will do the same for a dollar bill.
I will have a slideshow that has a few examples of quick math
problems that we can go over as a class. This will get the
students back into the math mindset, so they know that
subtracting a certain amount of coins from a dollar is the same as
subtracting a certain number from 100. I will explain to the
students the relationship between subtracting a certain amount of
coins from a dollar is the same as subtracting a certain number
from 100 so they understand that relationship.
I will then have slides that show a certain amount subtracted
from a dollar in writing form, coins, and just numbers for
example: $1.00-0.40=? and a picture of a dollar- a picture of a
quarter, dime, and nickel, also 100-40=?. Having these all
written on the slide will show students all the different ways it
can be written while also showing students the relationship with
money to regular numbers. We will go over these equations as a
class as well. There will be some examples of those on the board
then we will move on to a worksheet.
The students will work on the worksheet with a partner. The
worksheet will consist of 10 questions. Four questions that show
the equation as an amount of cents subtracted from a dollar, four
questions that show the equation with pictures, and two story
problems. The two story problems will both be a person trying to
buy something from someone.
We will discuss the worksheet as a whole group. I will assign
each equation to students to write their answers on the board.
The student who does not write on the board will tell the class
how the received that answer, I will then ask the class if anyone
got anything different. After we go through all the questions I
will have the students go back and look at the story problems. I
will ask them if they can pick out any words or phrases that

20

10

helped them figure out the person was buying something from
someone. From there I will introduce that they will be forming a
conversation of two people. One person trying to buy something
and one person giving them change.
I will give each pair a notecard telling them what they are
buying and how much it costs. From there the students will have
to form the conversation of how to buy the product. I will act out
what the conversation should look like and things that should be
included in every conversation, how much cost change
Students will act out their scenario in front of the class. Students
will switch roles, so each student has a turn being the buyer and
the seller. Here is where I will assess each student to see if they
can give the correct amount of change and if they can have the
correct conversation as a buyer.