_ Gabriel Cappozzo
Subject: Mathematics
Topic: Money
Grade: 4th
Objective: The learner will be able to identify monetary denominations, count money, and use money to purchase school supplies with 100% accuracy through computing and estimating using mental mathematics, paper-and-pencil methods, and calculators.
Summary: The learner will be able to use money to purchase the following school supplies: Pencil, Folder, and a Notebook.
The lesson will begin with students working individually at their desks cutting out all bills and coins, then organizing them by denomination, tally their money, and record their total on a piece of paper. Each student will purchase all items twice; once using exact change and then using only bills. Once the purchase has been completed, the students will return to their desks, add up their total purchases, take their total purchase price of both purchases and add that sum to their remaining money; this total should equal their total at the beginning of the project. The conclusion of the exercises will end with a review of counting money, making purchases, checking balances left over from total purchase, discussing the cost of supplies related to parental income, and finalize with feedback from the students. As a reward, the students will be given praise for a job well done and be allowed to keep their purchased school supplies as a lead in to their next lesson that will require the use of a pencil, folder, and a notebook.
IMPLEMENTATION
Learning Context: This activity fits into the general context of what I’m teaching as we are working within the money lesson of the text book. In our previous lesson, students were required to identify coin and dollar values, write amounts of money, and add up examples of coin and dollar values through independent worksheets, their workbook, and word problems. This activity is the conclusion to the chapter. Where visual and auditory learners have been given the opportunity to work within their modality thus far, now tactile / kinesthetic learners will have the opportunity to work hands on through an actual purchasing activity. The intention is to reach all learners by developing lesson plans that cater to primary learning styles.
Task Analysis/Procedure:
Time Allotment: 1 class period. 45 Min. per class.
MATERIALS AND RESOURCES
The directions to the lesson will be given as a handout and will also be gone over orally as the students follow along. Each student will be provided with a sheet of green paper containing the following dollar denominations: one, five, ten, and twenty dollar bills. They will then be provided with a sheet of white paper containing the following coins: pennies, nickels, dimes, and quarters. They will be asked to cut out all of their money and organize it by denomination.
Attachments
1. Printable Bills Printable bills for classroom money math lesson.
2. Printable Coins Printable coins for classroom money math use.
IL- Illinois Learning Standards
• Learning Area: Mathematics
• Goal : 6 Number Sense
Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.
Numbers and operations on numbers play fundamental roles in helping us make sense of the world around us. Operations such as addition, subtraction, multiplication and division, as well as the ability to find powers and roots, extend the notion of numbers to create tools to model situations and solve problems in our everyday lives. Discussing and solving problems related to budgets, comparing prices on merchandise, understanding the nature of interest charges, measuring fuel consumption and calculating the trajectory for space travel would all be impossible without a sense of numbers and numerical operations. All people must develop this sense of numbers and operations and be able to use it to solve problems using mental computation, paper-and-pencil algorithms, calculators and computers.
• Standard / Ability : C. Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers.
• Stage : LATE ELEMENTARY
Performance Descriptor : 6.C.2a Select and perform computational procedures to solve problems with whole numbers, fractions and decimals.
Performance Descriptor : 6.C.2b Show evidence that computational results using whole numbers, fractions and decimals are correct and/or that estimates are reasonable.
Math and Money; let's go shopping!
Subject: Mathematics
Topic: Money
Grade: 4th
Objective: The learner will be able to identify monetary denominations, count money, and use money to purchase school supplies with 100% accuracy through computing and estimating using mental mathematics, paper-and-pencil methods, and calculators.
Summary: The learner will be able to use money to purchase the following school supplies: Pencil, Folder, and a Notebook.
The lesson will begin with students working individually at their desks cutting out all bills and coins, then organizing them by denomination, tally their money, and record their total on a piece of paper. Each student will purchase all items twice; once using exact change and then using only bills. Once the purchase has been completed, the students will return to their desks, add up their total purchases, take their total purchase price of both purchases and add that sum to their remaining money; this total should equal their total at the beginning of the project. The conclusion of the exercises will end with a review of counting money, making purchases, checking balances left over from total purchase, discussing the cost of supplies related to parental income, and finalize with feedback from the students. As a reward, the students will be given praise for a job well done and be allowed to keep their purchased school supplies as a lead in to their next lesson that will require the use of a pencil, folder, and a notebook.
IMPLEMENTATION
Learning Context: This activity fits into the general context of what I’m teaching as we are working within the money lesson of the text book. In our previous lesson, students were required to identify coin and dollar values, write amounts of money, and add up examples of coin and dollar values through independent worksheets, their workbook, and word problems. This activity is the conclusion to the chapter. Where visual and auditory learners have been given the opportunity to work within their modality thus far, now tactile / kinesthetic learners will have the opportunity to work hands on through an actual purchasing activity. The intention is to reach all learners by developing lesson plans that cater to primary learning styles.
Task Analysis/Procedure:
- Preparation
- Gather supplies
- Green and White Construction Paper
- Pencil
- Paper
- Scissors
- Purchase Items
- Pencils
- Folders
- Notebooks
- Organize the Classroom
- Place Copies of Coins and Bills on desks
- Place scissors on students desks
- Set up school store in front of room
- Place pencils, folders, and notebooks on table
- Mark each item with purchase price
- Use oversized calculator in place of register
- Review Materials
- Inform students of materials on desk
- Use Smart board to review Coins and Bills worksheet
- During review ask students to call out denominations when pointing to them on Smart board
- Insure that all students know their denominations
- Introduce scissors to cut money out
- Inform students that loose leaf paper is for tallying money being cut out
- Inform students of materials on desk
- Introduce School Store
- Bring students to front of room to view products
- Show students price tags signifying purchase price
- Introduce oversized calculator as register
- Begin Exercise
- Prepare Money
- Have students cut out all bills and coins
- Have students organize bills and coins by denomination
- Ask students to add up all money
- Students are to write their money total on their loose leaf paper
- Ensure that all students have come up with the same total
- If total differs from correct total, have students recount
- If recount is still off, use cooperative learning to have peer assist in counting with student to get correct total
- Purchase Supplies
- Line students up single file at the school store
- Each student is to purchase one of each item twice
- First purchase will be made using exact change
- Second purchase will be made using only bills
- Use calculator to ring up total; not using sales tax
- Conclude Exercise
- Check total purchase
- Add up total purchase price of all items
- Add total of money remaining
- Total of money remaining added total purchase should equal starting total
- If not equal to starting total, use cooperative learning with peer to recheck all addition
- Once correct, use analysis of calculation to share with peer where the error in addition occurred
- Tally register
- Add all store purchases
- Balance Register
- If register is off, tie into possible miscalculation of student with incorrect total money balance
- If off, use opportunity to exemplify real life purchasing errors and importance of counting money whenever change is given when purchases are made
- Review Exercise
- Discuss task
- Review counting money
- Making purchase
- Checking balance left over with total purchase
- Point out cost of supplies related to parental income
- Get feedback on exercise from students
- Reward Students
- Praise them for job well done
- Allow them to keep their purchases
Time Allotment: 1 class period. 45 Min. per class.
MATERIALS AND RESOURCES
The directions to the lesson will be given as a handout and will also be gone over orally as the students follow along. Each student will be provided with a sheet of green paper containing the following dollar denominations: one, five, ten, and twenty dollar bills. They will then be provided with a sheet of white paper containing the following coins: pennies, nickels, dimes, and quarters. They will be asked to cut out all of their money and organize it by denomination.
Attachments
1. Printable Bills Printable bills for classroom money math lesson.
2. Printable Coins Printable coins for classroom money math use.
- Materials and
resources:
The students will be required to use a pencil, sheet of paper, scissors, and a calculator to complete this lesson. Pencils, notebooks, and folders will be provided by the school for purchase. The teacher will use a smart board to review both the coins and bills cut-out worksheets. - Technology
resources:
One calculator per student - Students
Familiarity with Software Tool:
Students have been required throughout the school year to use calculators for multiple math lessons pertaining to addition, subtraction, multiplication, and division. - This lesson will take place within the classroom where a table at the front of the room will house the materials needed for purchase. They will also be given a green sheet of paper containing dollar bills for cut out and a white sheet of paper for coins to be cut out. Calculators will be provided along with scissors, a pencil, and a sheet of paper for tallying total amount of money distributed.
IL- Illinois Learning Standards
• Learning Area: Mathematics
• Goal : 6 Number Sense
Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.
Numbers and operations on numbers play fundamental roles in helping us make sense of the world around us. Operations such as addition, subtraction, multiplication and division, as well as the ability to find powers and roots, extend the notion of numbers to create tools to model situations and solve problems in our everyday lives. Discussing and solving problems related to budgets, comparing prices on merchandise, understanding the nature of interest charges, measuring fuel consumption and calculating the trajectory for space travel would all be impossible without a sense of numbers and numerical operations. All people must develop this sense of numbers and operations and be able to use it to solve problems using mental computation, paper-and-pencil algorithms, calculators and computers.
• Standard / Ability : C. Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers.
• Stage : LATE ELEMENTARY
Performance Descriptor : 6.C.2a Select and perform computational procedures to solve problems with whole numbers, fractions and decimals.
Performance Descriptor : 6.C.2b Show evidence that computational results using whole numbers, fractions and decimals are correct and/or that estimates are reasonable.
Math and Money; let's go shopping!