Name of the School: Name of the Teacher Education Student: Naomi De Luca Name of the Mentor:

Class: Year 3 Date: 28.06.17 Time: 12.20-1.20

Key Learning Area: Mathematics Lesson Topic: Represent and calculate values of money in a variety of ways

Recent Prior Experience:

For the past week, the students have been revising different mental strategies for addition and subtraction. The students have looked at the
jump strategy, split strategy, compensation strategy and the bridging strategy to solve both addition and subtraction problems. Students have
explored two-digit, three-digit and four-digit numbers in their maths problems.

Syllabus Outcome(s): Indicators of Learning for this lesson (learning Assessment (success criteria):
A Student: intention):
selects and uses appropriate mental
By the end of the lesson the students will: Students being able to calculate
or written strategies, or technology, to equivalent amounts of money
solve problems MA2-2WM calculate equivalent amounts of money using using different denominations
different denominations, eg 70 cents can be made Students using efficient addition
checks the accuracy of a statement up of three 20-cent coins and a 10-cent coin, or two and subtraction strategies to
and explains the reasoning used 20-cent coins and three 10-cent coins, etc complete the activities
MA2-3WM
Add different denominations to get a total value
Group denominations of money to make efficient
addition and subtraction calculations (count up)
Any safety issues to be
Resources:
considered:
Students will be on whole class area IWB, I have/ Who has cards, maths book, pencils, Pretend Australian money, Lunch Bag Worksheet,
of floor. Ensure students are not too Canteen Menu
close to the IWB straining neck and
eyes. Students transitioning to desks
ensure walking only limiting tripping
hazard.
Ensure students are being safe and
responsible with the fake money, as it
could be a choking hazard.

Lesson Content / Indicators of
Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
Students will use their prior knowledge 10mins
about money to engage in this activity.
DEVELOPMENT
Students will revise their prior 10mins
knowledge about money and
denominations.
LESSON SEQUENCE
Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(mins) (How it is taught)
Write detailed steps showing what the teacher (T) will do
and what students (Ss) will do.
Learning Intention: Organisation:
Today we will be learning how to represent and calculate Students sitting in front of the
money in a variety of ways. IWB
I Have, Who Has Game:
T Students sit in a circle on the floor. Inform the
students that they will be playing a I have, Who has Organisation:
game. Give the students an example of the types of Students split into two groups.
questions that are on the cards. In their groups, the Students sitting with their group
students will sit in a circle. Every student will get at least in a circle.
one card each, if there are leftover cards some students
can have two cards. The student with the starting card I have, Who has cards
will begin. The other students in the circle will have to
listen to each other as they say the question on their
card. If a student has the answer to another students
who has question then it is their turn to read the
question on their card.
Once the game has finished, the teacher will gather the
students back in front of the IWB.
Explicit Teaching: Organisation:
The teacher will inform the students that they will be Students sitting in front of the
looking at Australian money today. They will be required IWB.
to use a variety of addition and subtraction strategies to
solve the money problems. Resources:
The teacher will show the students the What makes $1 IWB
slide. The teacher will inform the students that they will Australian Money what makes
be completing this slide as a class and then they will be $1 slide
 completing the same activity but with a different money
amount in a moment. The teacher will tell the students
that they will explore different ways that they can create
$1 using different denominations. Since this concept
would be revision for the students, the teacher will ask
three students to come up to the board and demonstrate
different solutions to the problem. The teacher and
students will discuss each solution.
The teacher will tell the students that they will be doing
this activity but with different amounts. There will be a
group that will be working with $3, a group working with
$10 and a group working with $15.

Money Activity: Organisation:

Students will be grouped into ability groups to complete Focus Group working on the
the following activity. Each group will be given a different floor
amount of money to focus on. Students can choose to
work independently or with a partner for this activity. Core & Extension Group
Students will explore how to calculate Working on the tables
equivalent amounts of money using Focus Group:
different denominations Students in this group will focus on finding different ways Resources:
to create $3. Using the fake money provided, the Fake Australian money
students will model a variety of ways that they can make Maths books
$3. The students will write their answers into their maths Pencils
15mins books.

Core Group:
Students in this group will focus on finding different ways
to create $10. Using the fake money provided, the
students will model a variety of ways that they can make
$10. The students will write their answers into their
maths books.

Extension Group:
Students in this group will focus on finding different ways
to create $15. Using the fake money provided, the
students will model a variety of ways that they can make
$15. The students will write their answers into their
maths books.

Students will add different
denominations to get a total value
15mins
Students will group denominations of
money to make efficient addition and
subtraction calculations (count up)
CLOSURE
10mins
Organisation:
Worksheet: Students sitting in front of the
Students will transition back to the floor to hear the IWB for the instructions.
instructions for the next activity. Teacher will inform the Students sitting either on the
students that they will be using a copy of the schools floor or at the tables to complete
canteen to complete the following activity. Teacher will the worksheet.
hand out the worksheets and the students can choose to
complete the activities either on the floor or at their Resources:
desks. Worksheet
Fake money
Pencils
Copies of the school canteen
menu
The teacher will choose a couple of students to share
what items that they written in their lunch order.