Lesson Plan

Teacher Candidate: Haley Todd

Date:9/13/2015

Grade and Topic: Kindergarten, Math

Length of Lesson: 45 minutes for 4 days

Mentor Teacher: Jennifer Townes

School: University of Memphis

Unit Objective
Students will select cheap food items from a grocery store that define each of the five food
groups. After, they will create the coin combinations to show the cost of each of the items
they bought.

Lesson Objective
Content Learning Goals and Objectives
1. TSW will identify foods in the 5 food groups. (Blooms taxonomy - comprehension)
2. TSW will understand and express the value of the products they bought using cent
notation of a penny, nickel, dime, and quarter. (Blooms taxonomy - comprehension)
3. TSW will make coin combinations for representing specific amounts of money of the items
they bought. (Blooms taxonomy - application)
4. TSW will add specific coin amounts together. (Blooms taxonomy - application)
Student Participation
The goal of this lesson is for students to understand the five food groups while
comprehending the amount of money in pennies, nickels, dimes, and quarters that each
item is valued at.

Standards
State/District, Common Core Standards
TN Math - Students use numbers, including written numerals, to represent quantities and
to solve quantitative problems, such as counting objects in a set; counting out a given
number of objects; comparing sets or numerals; and modeling simple joining and
separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7
and 7 2 = 5. (Kindergarten students should see addition and subtraction equations, and
student writing of equations in kindergarten is encouraged, but it is not required.)
Students choose, combine, and apply effective strategies for answering quantitative
questions, including quickly recognizing the cardinalities of small sets of objects, counting
and producing sets of given sizes, counting the number of objects in combined sets, or
counting the number of objects that remain in a set after some are taken away.

Materials
Materials Used
1.
2.
3.
4.

6 Food Group Chart

cheap grocery store items
coins - Pennies, Nickels, Dimes, and quarters
Parent participation request

Background and Rationale

Students will demonstrate a clear understanding of each level of

the food pyramid, the value of the items they bought, and how to count
money.

Academic Language is not addressed in IDT 3600.

This lesson is a continuation of TN math standard 4.0.
We will use this lesson to have an understanding of why to save money. Also, we

will use this money in addition and subtraction methods of understanding American
currency.

I am aware that the lesson will be differentiated for students who did not master the
objectives and for those ready for enrichment. However, modifications are not covered in this course
and are not part of this particular lesson.

Procedures and Timeline

Introduction
Begin by telling the students to go grocery shopping with a parent.
Send directions home with them that tells the parents to help the student pick out 6 cheap
food items that are all different.
Have the students bring the items in the following day and place them in the food Pyramid
by which category the food falls in.
Have change money for the students to count how much each item was worth and help
them understand the value of the money.
For the next four days, have all of the students understand how to count money based on
what food item is represented.
Until, they understand how to count money and express what they have learned.
Procedures
Teacher Procedures:
1. After the Introduction, tell the
students that counting money is
apart of what adults do in

Student Procedures:
1. Students get 5 items.
2. They then learn the value of the coins
and represent each food item in how

everyday life.
2. Clearly explain what each piece of
change means and how much
each is worth.

much value they have.

Closure
Students volunteer to share one item and how much it costed.
At the end of class, the teacher collects coins.

Assessment Evidence
Preamble Rubric
Criteria

Coins correctly Very few of

represent their the chosen coins
price.
represent
the value of
the bought item.

Only a few of the

chosen coins
clearly or
somewhat clearly
represent the
values of their
associated
item.

Almost all of the

chosen coins
clearly represent
the values of
their associated
items.

All of the chosen

coins very
clearly represent
the values of
their associated
items.

Rationale for
using the
graphics

The rationale for

The rationale for The rationale for The rationale for all
very few or none of some of the
almost all of the of the chosen
the chosen
chosen items
chosen items
items very
items
demonstrates a
clearly
clearly
demonstrates a
fairly appropriate demonstrates whatdemonstrates what
representation of representation of level of the food level of the food
their level of the food
their level of the food
pyramid is
pyramid is
pyramid.
pyramid.
represented.
represented.

Reflections

The reflection does The reflection

The reflection
The reflection
not demonstrate andemonstrates a
demonstrates a
demonstrates a
understanding of somewhat vague somewhat clear clear understanding
the coins in American
understanding of understanding of of the coins in American
currency or the
the coins in American
the coins in American
currency or the
classifications of thecurrency or the
currency or the
classifications of the
food pyramid.
classifications of the
classifications of the
food pyramid.
food pyramid.
food pyramid.

Modifications
I am aware that modifications will be made for students who did not master the objectives and for those ready for
enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

Parent Sample
Students take this sheet home so the parents can help.

To the Parent/ Guardian of _____________, we are

starting an assignment tomorrow that allows the
students to understand the concept of counting
money by using cheap items they have bought
from the grocery store. In order for this lesson to
be complete, we need your help. I ask that you
pick 5 different items from the grocery store for
your student to have to participate. It does not
matter how much the items cost at all. They just
need to be different. Thank you for help and
participation!

Sincerely,
Ms. Todd
Kindergarten Teacher

Student Chart: