I start class by giving my students an entrance ticket. As students work on the entrance ticket, I circulate to observe student work and strategies.
I give students 7-8 minutes to work on the entrance ticket.
This entrance ticket gives me as a teacher an idea of where my students are with these foundational money skills (like adding money amounts) that they will need in order to be successful on these multi-part money word problems.
I spend the Introduction to New Material time going over each part of the entrance ticket with the students. I cold call on students or groups to explain how they solved each component of the problem. As I students explain, I model how they solved the problem on the board or I have them model their own thinking processes. This allows students who did not successfully solve the problem a chance to hear other student's thinking. It also allows students who successfully solved the problem hear multiple ways to solve one problem. (i.e: it is important for a student who solved the first part of the problem using column addition to also hear how a student solved the same problem by drawing the coins and grouping them).
As I go over the entrance ticket with my class I pay special attention to any student who is having problems adding the money amounts since that is such a foundational skill.
We are going to work on a problem in partners.
I hand out the worksheet. (You can also post the problem on the board and have students do the problems in their math journals). I give students coin and dollar bill manipulatives that they can use if they want.
As students work, I spend time listening to students' talk to one another about the problem of the day and observing what strategies they are drawn to. (MP5)
Students may solve these problems by:
1) Drawing the coins necessary to buy each item and matching them up.
2) Adding the item's money amounts together and trying to find a "match" for the coins at hand
Since students have seen problems similar to the problem of the day before, I listen to see if students are accurately using strategies we have discussed as a class for counting money, adding money, and drawing coins.
I bring all of the students back together and go over the guided practice in a similar fashion to when I went over the entrance ticket.
Independent practice is leveled into two groups:
Group A: In need of intervention
I work with students in this group to model multi-part money word problems using manipulatives and help students to concretely visualize the concepts that we have been working on during this lesson.
Group B: On level and extension
Students in this group work independently or in partners to solve multi-step money word problems. Students have access to manipulatives if they want but are encouraged to think more abstractly.
We have spent today becoming stronger at solving multi-part money word problems! You are going to show me what you know on an exit ticket.
As students work, I circulate and observe student strategies (I do not help students during the exit ticket since I want my students to show me their current level of understanding of these skills).
I review and correct the exit ticket with students at the end of class so that they can get immediate feedback on their work.