UDL Unit Plan Template

Teacher Candidate’s Name: Amber Soukup

Date Created: 09/20/2021

Content Area: Math

School: Siena Heights University

Grade Level: 7th (Functional Skills)

Unit Title: Making Money

Total Time/Frequency and Duration of Lessons: 5 hours (5 1 Hour Lessons)

Michigan Academic Standards comprehensive of the unit: (include code and

standard)
(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to explore ideas
under discussion.)

EE.7.NS.M.3: The student can identify a combination of coins and bills up to $5

using decimal notation. (e.g., $2.50 is equal to two one-dollar bills and two quarters).

Performance Based Learning Objectives comprehensive of the unit:

· Learners will be able to …
· Performance based – conditions, target behavior, and criteria
· Aligned with Michigan Academic Standard(s)
(Example: Given two hours of instruction daily for five school days, learners will be able to
accurately play a new song on their individual musical instrument with five or fewer errors.)

● Given one hour of instruction in each of the five separate lessons, learners
will be able to identify coin values with 85-90% accuracy.
● Given one hour of instruction in each of the five separate lessons, learners
will be able to identify bill values with 85-90% accuracy.
● Students will successfully use coins as a tool for learning with 80-90%
accuracy.
 ● With assistance students will be able to use money effectively to make a
“purchase” from the classroom grocery store with 80-90% accuracy.

Guiding Questions:
· Are open-ended
· Require higher-level thinking
· Support key concepts

● What would happen if we didn’t have money in the world?

● How/ Why do people spend money differently from one another?

Knowledge of Students:
· What do you know about the students for whom the unit was designed including
their backgrounds, cultures, skills, language proficiency, interests, special needs, and
approaches to learning?
· How do you know about your students?
· How has your knowledge of your students shaped this unit plan?

● Review and look over students CA 60 for any accommodations and information on students
that needs to be noted.
● Have an understanding that some students might not have worked with money before,
whereas others might have some background already.
● Throughout the unit students will be provided with differentiated instruction to meet their
individual learning styles and needs.
● Accommodations will be provided to students throughout the unit to meet their needs.
● Visuals along with manipulatives will be used throughout the unit as a tool and resource to
help students.

Bibliography of Resources:
· Teacher research/planning
· Source of learning materials
· Includes web sites, textbooks, literature sources, relevant journal articles, etc.
· In APA format

Counting Coins Song for Kids | Penny, Nickel, Dime, Quarter | 2nd Grade

Coin Value Song: Ways to Make a Dollar!

Counting Money Worksheets 1st Grade. (n.d.). Math Salamanders. Retrieved

October 27, 2021, from

https://www.math-salamanders.com/counting-money-worksheets.html
K5 Learning. (n.d.). 2nd Grade Counting Money Worksheets. Retrieved October 27,

2021, from

https://www.k5learning.com/free-math-worksheets/second-grade-2/counting-money

M.T.T. (n.d.-b). Coin Sorting Freebie! Teachers Pay Teachers. Retrieved October 27,

2021, from

https://www.teacherspayteachers.com/Product/Coin-Sorting-Freebie-2283349

Penny, Nickel, Dime, and Quarter Worksheets. (n.d.). Tutoring Hour. Retrieved

October 27, 2021, from

https://www.tutoringhour.com/worksheets/money/penny-nickel-dime-quarter/

S.G.B.S. (n.d.-c). Counting Bills and Coins. Teachers Pay Teachers. Retrieved

October 27, 2021, from

https://www.teacherspayteachers.com/Product/Counting-Bills-and-Coins-2501299?e

pik=dj0yJnU9eWNxRGQ2TUFPaWU2UUFyWVBGVGktMThFczhvenFrbU0mcD

0wJm49dmdVbGJHQ3BILTZySjNFTnZDX19BUSZ0PUFBQUFBR0ZfZVJV

Teachers Pay Teachers. (n.d.). Blank 4 Square Organizer. Retrieved October 27,

2021, from

https://www.teacherspayteachers.com/Login?f=%2FFreeDownload%2FBlank-4-Squ

are-Graphic-Organizer-3774561
Summative Assessment:
The students will participate in a classroom grocery store shopping trip. The students will each

be given a list of grocery items that they need to purchase at the store. They will then go find the

items. Once all the items have been found they will bring them up to Victor who will be our

classroom cashier. He will then total everything up for the students. They will have to use the

“money” that has been provided for them to “purchase” these items. The students will have to

count out their money and give Victor the correct amount that is needed. Martin will be

Observation Check-List

Student Used the Able to Placed a Items were Items were Student
Name list that identify check placed in placed on was able
was items. mark or the the register to identify
provided. crossed off shopping correctly to and give
an item on cart after be paid for. the correct
the list being amount of
after crossed off money for
getting it. the list. payment.