Running head: Lesson plan
Lesson Plan
Irishelle Estrada
College of Southern Nevada
Running head: Lesson plan
1. Describe the Class
● In my class, there are 20 students in third grade. Within the class, there are two learning
disabilities which are Attention deficit hyperactivity disorder (ADHD) and Visual
Processing Disorder. For this lesson, I am using cooperative learning methods. I will put
the desk in four groups of five students.
2. Subject/Skill:
● Working through word problems and using money to help them find the right answer.
3. Objective(s)
● Students will be able to read through the word problems revolving around money and
solve it using fake paper money.
● Students will be able to work in their groups to be able to help each other solve the
problems.
● Students will be able to complete and understand the worksheet assignment with 85
percent accuracy.
4. Procedures:
● I will begin the lesson by explaining why it is important for everyone to know the values
of money and how they will come across it in everyday life. I will explain to them for this
lesson we will read different word problems and use fake paper money to help us each
step of the way. I will let the students know for this lesson we will be working in small
groups to help each other complete a worksheet after our class discussion.
● Before this lesson students will have previous assessments in reading at a basic level and
being able to count and add one to two-digit numbers. The students know terms such as
addition and equation. Before this lesson as well, I taught the class different values of
coin and paper money. We as a class will take what we have learned from the previous
lessons and use our skills to read a problem and solve it.
● For this class, I will use the STAD method for a cooperative lesson plan.
● The first step in this method is teaching, I will start the lesson by having the class watch a
video about the value of coins and money this will refresh their brains about a previous
lesson we had. After watching a video, I will begin my lesson by starting with a word
problem, students can see how I’m able to read the problem to solve the equation inside
the word problem. For example, I will write on the board “At the school fair Abby
brought a pencil worth $2 and an eraser worth $1. How much money did she spend in
total? I will walk the students step by step through the problem I will explain to them for
this equation we need to find the total amount of money Abby spent at the school fair. I
will once again read the problem and as I am reading it I will write the equation
underneath it. I will explain how I got the numbers I did, and then explain after you need
to add 2 and 1 to get the answer to the word problem. After solving this problem I will
write a similar problem on the board such as “At the school fair, Cody bought a book for
$5 and a pencil for $1. How much money did he spend in total? For this equation, I will
call on a few students to help me solve the problem. I will call on someone to read the
Running head: Lesson plan
word problem, another student to see the value of the thighs bought at the school fair, and
another student to tell me what the equation is, and lastly another student to tell me the
answer to the equation. This will give students practice before breaking into their small
groups. I will pass out fake money to each group and explain to them how they can use it
while working on their worksheets to get the right answer. I will then break students into
their small groups.
● The next step of the STAD method is Team Study, once students break into their small
groups I will pass out the five problem worksheet. As a class, we will solve the first
problem together to have an extra practice I will continuously ask students if they have
any questions. After we solve the first using fake money as a class correctly, I will then
have students work in their groups. While they are working in their groups I will walk
around and observe them and assist them if needed. After giving the class enough time to
finish the problems we will go over them as a class and I will ask for volunteers to help
me solve them in front of the class. I will then ask the students how many answers they
got right for the last step of the method.
● The next step of the STAD method is testing. After going over the four problems as a
class I will have the students go into independent time and test them individually to
reflect individual improvement. I will have another worksheet consistent with four
problems and give students enough time to finish.
● The last step of the method is recognition. I will gather the information the students gave
me from the group worksheet and how many answers they got right. For example, the
team who got 4/4 or the highest grade will get superteam, the team who got the
second-highest score will get a great team and the two with the lower score will get a
good team.
5. Materials
● Worksheet 1 and 2
● Fake money
● Youtube videos
● Whiteboard
6. Grouping Structures
● At the beginning of the lesson I start by having a group lecture, I will constantly call on
students to answer my questions. Then I will have the students break into their groups
and work on worksheets. We will come together as a class after the groups finish the
worksheet, I will call on volunteers to ask how the group worked out their worksheet
problems. After going over the worksheet will have the students go into their independent
time and take a four-question quiz to test them individually.
7. Modifications
● In my class, there is a student who has Attention deficit hyperactivity disorder (ADHD)
there are many different modifications I can have for this student during this lesson. For
example, if needed during testing or independent time I will allow them extra time to
Running head: Lesson plan
finish the worksheets. Giving them extra time allows them to concentrate on the
worksheet rather than the time passing by.
● For the student with Visual Processing Disorder, I can have modifications such as clearly
space words and problems on a page, provide a highlighter to use to highlight
information while reading, and describe visual presentations aloud or provide narration.
For tests or assessments, I can Allow oral reporting instead of written responses.
● In my classroom, I will have different approaches when it comes to students' behavior
challenges. The first step I will have is a warning to students making sure they know they
are misbehaving and more consequences are to come if they continue. The next step is
taking away recess or free time privileges. The next step is calling the parent or guardian
of the student. Once students realize there are consequences if they are not behaving they
are most likely to stop.
8. Assessment
● Throughout the lesson, I will continuously ask different students questions about the
word problem we are trying to solve as a class. Asking different students questions
throughout the problem solving will give me an idea of which students are understanding
the lesson and who is having more trouble. For students who are having more difficulty,
I will call on them more than once to understand what part of the problem they are
struggling with. Once I break the students into their small groups, I will walk around to
make sure students stay on topic and are working together to finish the worksheet. If a
student is not participating in their group I will ask them questions about the problem
they are encouraged to engage in their groups more. After working in groups I will
individually test the students on their understanding of working through word problems
and using money to help them find the right answer. I will see what students reached over
85 percent accuracy and which students did not. The students who did not reach 85
percent accuracy will receive extra help before we start on our next lesson
9. Closure
● As the lesson is coming to an end, I will once again create a problem and write it on the
whiteboard and ask for volunteers to help me solve the question. By closing off the lesson
by having another example will give the students more practice and they will become
more comfortable with reading and solving word problems. After going over the last
word problem of the day, I will assign and explain their homework for the night. The
homework will consist of a small word problem worksheet with eight problems and will
be due the next day. The next day we will go over the answers as a class and the students
will turn in their homework for a grade.
