1. Topic

Add and subtract decimals to hundredths, using money as concrete
models. Apply concepts to real life situation explaining the method
used and the reasoning behind the answers.
Common Core Standard:
CCSS.MATH.CONTENT.5.NBT.B.7 


2. Content

Cost: : an amount of money that must be spent regularly to pay for
something (such as running a business, raising a family, or going
to the movies)
Price: the amount of money that you pay for something or that something
costs.
Price and cost have similar meanings!
Price 


3. Goals: Aims/Outcomes

1. Students should be able to identify bill, coins and their value
as whole numbers or decimals.
2.Students should be able to add whole numbers and decimals
3. Students should be able to compare two numbers with decimals
4. Students should be able to solve word problems involving money 


4. Objectives

1. At least 80% of the general education students should be able
to count money
2.At least 80% of the general education students to solve word problems
involving money.
3. At all times during the lesson, least 90% of the students should
be engaged on their activities 


5. Materials and Aids

Projector
One folder per team with:
 Students directions
 Task cards
 Students worksheet
 Closed envelope with word problems
 Individual whiteboard
 Dry markers



6. Procedures/Methods

A. Introduction
1. Ask students about if we can pick up stuff at the grocery store
and walk away.
2. Talk about paying for articles/stuff/activities we all do
3. What would happen if at the time of payment we do not have enough
money?
4. How do we prevent such awkward situation?
5. How do we count money? 


B. Development
1. Using the projector, display a collection of bills and coins.
Ask the students how do we found the total amount of money showed.
2. Find the total
3. Project an image of a product showing its price. Ask the students
if its possible to buy it with the money previously displayed.
4. If so, ask the how they will pay for it and what will be their
change.
5. Repeat steps 1 to 5 until students get conformable with the activity
3. Repeat steps 1 and 2 until the students get comfortable with the
process 


C. Practice
1. Pass out the practice worksheet
2. Ask students to find how much money is displayed.
3. Walk around observing students' work and provide help as needed
4. Once the work sheet is completed check students answer (choral
responses) 


D. Independent Practice
1. Divide class in groups of three or four students
2. Each group will pick up their assigned folder
3. Ask students to open the folders and identify the material inside
4. Read aloud students directions. Check for understanding.
5. Let students work with the task cards and the students sheets.
6. Walk around observing students' work and provide help as needed
7. After time runs out, ask students to open the closed envelope with
the word problems
8. Each team has to solve one of the problems.
9. One member of each team is going to explain the class their work
using the individual white boards 


E. Accommodations (Differentiated Instruction)
1. Allow the use of pocket addition and subtraction charts
2. Provide a page with bill and coins showing their value as numbers
3. Provide a step by step example on how to count money.
4. Include an example of how to fill student sheet
5. Highlight the important information in the word problems (visual
organization strategy))
6. Provide a partially answered work =sheet for the word problems
(closed strategy)
7. Use shorter assignment (practice worksheet and task card)
8. Spend additional time with the students monitoring their work
9. Check student work frequently 


F. Checking for understanding
1. Observe students work
2. Check team presentations
3. Ask student why is important to know how much change is due to
us?
3. Ask students to submit in written for a grade, the word problem
they do not explain to the class. 


G. Closure
1. Pull out Mr. M fake wallet filled with fake money. (Use projector)
2. Ask students to help you find out how much money do you have.
3. Show students what is the cost of going to the movies with Mrs.
M and what is the cost for dinning out with Mrs. M
4. Ask students which activity can you do? or can you do both activities?
5. Ask students about the importance of knowing much money you have. 


7. Evaluation

1. Compare how fast students are counting money at the beginning
of the lesson versus the end of the lesson
2. Observe students ability to find out their change. Why it is important
to know how much change we expect to receive?
3. Observe if students gain a better grasp of the idea of cost, price,
and the importance of knowing if they have enough money to pay
3. Observe students ability to find out their change. Why it is important? 

