Lesson Plan Template: Standards of Learning Essential Questions

Intern Name: Hunter Waltz
Lesson Title (Subject/Topic): SPED Concession Lesson

Grade: SPED
Length of Lesson:
Date Taught: 10/24
LESSON PLAN TEMPLATE
In this lesson… we will use fake money to showcase the students' use of
money skills for problems involving $100 or less.
Overview We will create a fake concession stand and we will be selling candy and other
game day foods.
Standards of M-HS 4: The student will: Use currency for problems involving $100 or less
Learning
How can I use money to pay for food?
How can I distribute the correct amount of change?
Essential Questions How can I effectively use/stay on a budget?
Students will be able to… purchase items under $100 and be able to correctly
figure out the amount of change needed.
Objectives
Learning Target Be able to correctly distribute the amount of change needed for the transaction.
- Money amounts → how much each dollar amounts to
- Communicate respectfully with a vendor
Necessary Prior - How to add prices of different products together → addition
Knowledge - Patiently wait to be served → patience
- Fake money
- Fake concession stand
- Products → the items we will be selling
- Receipts
Materials - Posters where they have our prices and items on
- Check list with total prices on it
- Calculator
Students are about to attend their very first football game! Before the game
starts students want to grab some snacks. They head to the concession stand to
see their options. Students have to stay on a budget and purchase some snacks.
Introduction/Hook While others are working behind the stand giving out the change. We will rotate
the students half way during the lesson, so both will be able to experience being
a clerk.
- Students will approach the concession stand and ask vendors what
products they would like to purchase.
- With the money that the students have, they will have to figure out what
products they are able to buy and still be within the budget
Instructional - The students will communicate with the vendors and politely acquire
their wanted concessions.
Activities & - After they have completed interacting with the vendor, they will
Strategies proceed to check their receipts given to them by the vendor and make
sure that the vendor gave the student the accurate amount of change.
- Students will have to calculate their own total on the receipt to make
sure that the change they were given by the vendor matches the total.
- Change: coins as opposed to paper currency

Key Vocabulary or - Cash: paper currency
Concepts - Receipt: written or printed statement acknowledging that something has
been paid for
Assessments Correctly calculate the change
Review their receipts and total up the amount of money they spent. Whatever
Closure Activity money they do not spend will be put into the bank for savings.
- Calculator → 4 by 4
- Each students will have a VTfT student to accompany them with their
Accommodations math
- Fake menus
- Fake money
- Food
Resources - Receipts
- Clipboards
- pencils
Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
1. What steps did you go through to create this lesson? With whom did you talk, discuss, or
edit your lesson?
The entire VTFT class was involved in organizing, creating, or brainstorming for this lesson.
We communicated with mainly Mrs. Adams from the sped department.
2. How did the SOLs and Objectives help focus your instruction?
N/A
3. What parts of the instructional plan worked as you anticipated?
The rotation from customer to cashier was a very efficient system for everyone to get to
participate in each role
4. What, if any, adjustments needed to be made once you began?
We needed to find ways to keep the people not actively participating involved.
5. How well did you anticipate the materials needed?
We had a good amount of supplies. We had a small surplus of materials from the store but
we certainly didn’t do too much.
6. How effective was the assessment you chose to use? (If no assessment was used, what will
the future assessment be and how will you gauge its effectiveness?)
N/A
7. To what degree do you feel that this lesson was a success? What evidence do you have for
the success of the lesson? (Hint: Student learning is the key to a lesson’s success!)
All students successfully fulfilled both roles of a customer and cashier successfully without
much assistance so I believe the lesson was a success
8. How did the time spent preparing for your lesson contribute to it’s success?
Being able to discuss as a class all of our roles and communicate was a big part of the lesson
plan's success.
9. If you could do this lesson again with the same students, would you do anything differently?
If so, what?
A way to keep upgrading this lesson is just increasing the difficulty. By adding more items
and giving the student more money to spend.
10. Any last comments/reflections about your lesson?
It was awesome!

Lesson Plan Template: Standards of Learning Essential Questions

Uploaded by

Copyright:

Available Formats

Lesson Plan Template: Standards of Learning Essential Questions

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan Template: Standards of Learning Essential Questions

Uploaded by

Copyright:

Available Formats

Intern Name: Hunter Waltz

Lesson Title (Subject/Topic): SPED Concession Lesson

- Change: coins as opposed to paper currency

Reflection on a Lesson Plan Taught

You might also like