# Counting Money at Gary's Grocery Market

**Introduction and Topic
Background**

In the world of teaching it is not only important to teach
a child holistically, but to realize

that learning vital lessons of life within the classroom will also be very
beneficial to the whole

child. Upon realization of this thought process, it is then important for
teachers to actively take

charge and allow students to learn about experiences in the real world. This
theory and other

reasons lead me to decide to create a unit where a child will better learn the
concept of money

and how many different mathematical functions it can fulfill. Throughout this
unit I hope that

the children will receive knowledge of how to assess a real life situation when
purchasing items

that may be on sale, knowing how to create change and exchanging coins for a
larger

denomination of money. So by the end of this unit a student will theoretically
be able to go

shopping and calculate the majority of what he or she may be purchasing.

As of now, within my educational process I have decided
that I would like to start off by

teaching at the 5^{th} grade level or higher, therefore causing me to gear this
lesson towards the 5^{th}

grade level of study. Though students begin to interpret the value of money
early on in the

educational process, I believe that students will benefit more in the long run
if this concept is

presented to them in one way or another at most if not all grade levels of the
preparatory years.

It is important for us as a society to realize that money, whether we like to
believe or not, makes

the world go round. Every where we turn the exchange of a monetary system is
being displayed

in more ways than one, it is then crucial to edify the understanding within our
classrooms. So

through this unit I will be empowering students to become more independent and
successful with

the concept of handling money.

Not only will students be grasping onto methods of
exchanging and interpreting the value

of the dollar, but they will also be practicing multiple math skills that will
continue to apply

through their educational career. Through this unit children will be able to
take with them a

better knowledge of adding, subtracting, and multiplying decimals; creating
formulas to reach a

numerical value; converting numerical values to fractions, decimals, and
percentages; and finally

adding and subtracting fractions . Though many other concepts will be taught
these are some of

the most rudimentary skills that they can continue on with in higher levels of
education. Within

this unit I will be covering some of the Priority Academic Student Skills
delegated to the

mathematics section of curriculum. Those standards are:

Standard 2: Number Sense - The student will demonstrate an
understanding of the basic concepts

and properties of real numbers

1. Fractions, Decimals and Percents

b. Compare, convert, and order common fractions and decimals to the 100s place

to solve problems

c. Represent with models the connection between fractions, decimals, and

percents and be able to convert from one representation to another

d. Explain verbally with manipulatives and diagrams 25%, 50%, 75%; use these

percents to solve problems and relate them to their corresponding fractions and

decimals

Standard 3: Number Operations and Computation- The student
will estimate and compute with

whole numbers, decimals and fractions

2. Whole Numbers, Decimals, and Fractions

a. Add and subtract decimal numbers with the same and different place values to

solve problems

b. Multiply and Divide whole numbers and decimal numbers with 1- or 2- digit

multipliers or divisors to solve problems

c. Add and subtract fractions and mixed numbers to solve problems using a

variety of methods.

While adhering to these standards I will hopefully give
students a better understanding of the

mathematical facet of money. So I will not only teach the child as a whole, but
will be providing

examples of real world experiences to better prepare the child for life.

**Lesson Development
“Counting Money at Gary’s
Grocery Market”**

Overall Lesson Plan

-Introduction and Review

-understand the value of each coin and its relationship to a dollar

-review notation and associative properties of $ and ¢

-review and introduce place value all the way through the 100s beyond the
decimal

-practice adding, subtracting and multiplying decimals

-Fractions through the value of coins

-review how many coins it will take of each to make a dollar

-present the values of quarters and dimes as the fractions of a dollar

-introduce the conversion of amounts of money into fractions; and the opposite,
fractions

into money

-present the addition and subtraction of fractions

-Percentages through the value of coins

-display that the value of a quarter is a certain percentage of a dollar

-identify the correlation of percentages, decimals, and fractions

-convert percentages, decimals, and fractions into one another

-Finding percentages of monetary amounts

-review percentages of a whole dollar

-review the subtraction of decimals

-introduce the multiplication of decimals in order to find percentages (with
limits of 25%,

50%, and 75%)

**Day 1
“Let’s make change!”**

“Let’s Make Change!”

Objective: Through this lesson children will review and
learn if so needed the denomination of

each coin. With manipulatives students will create various ways to equal a given
amount of

money while also notating a formula to represent the abstract formula of the
tangible money.

Students will also be able to convert ¢ to $ and the vice versa, while also
comprehending the

100s place value beyond the decimal when writing $ amounts. Then will also
rehearse addition

and subtraction of decimals with the exercise of giving back change after paying
with a

particular $ amount.

Tools: individual packets of play money

paper and pencil

“Let’s Make Change!” worksheet

Instruction: At the beginning of the lesson students will
be handed their own packets of play

money consisting of at least 10 of each coin and $1 bills. I will begin by
asking students to

identify each coin and correct or introduce if so needed. I will then proceed to
explain the

correlation between ¢ and $ so that students can convert from one to the other
(i.e.: 167¢ =

$1.67). From there I will then call multiple amounts of money and ask students
to count out the

change in order to reach that amount, sometimes with limitations (i.e.: only use
two coins to

create 50¢) or without. At this point I will then to review or introduce the
concept of multiplying

whole numbers to decimal. I will then go back to calling out amounts only this
time ask students

to create a formula using addition or multiplication to represent the change
they used. (i.e.: 35¢

= 2 dimes and 3 nickels = 20¢ + 15¢ or 35¢ = 7 nickels = 7 x $.05) Upon
completion of this I

will then review subtraction of decimals, then applying this by calling out
total sales prices and

giving the amount I paid with and asking the to notate the difference and then
configure the same

amount with their play money. (i.e.: Total: $3.57 Paid: $5.00 = $5.00-$3.57 =
$1.43)

Assessment: Upon completion of the daily instruction students will be given the
worksheet

“Let’s Make Change” where all concepts will be rehearsed. Aside from this
written assessment I

will be also able to obtain assessments by constantly observing students efforts
and progress in

the classroom with the use of manipulatives.

**Day 2
“Just a fraction of the price”**

“Just a fraction of the price”

Objective: Through this lesson students will once again
visit the denomination of coins and

correlate the value of a dollar to how many of each coin it will take to equal
that dollar. From

this concept students will then continue on to discover that a dime and a
quarter are a particular

fraction of the dollar. Along with these items, students will be able to convert
dollar amounts

into fractions and the vice versa of fractions to dollar. And finally practice
the skill of adding

and subtracting fractions.

Tools: Play money

Fraction puzzles

“Just a fraction of the price” worksheet

Instruction: At the beginning of this lesson students will
once again receive their individual set

of play money. With this manipulative, I will then ask the students to figure
out how many of

each coin will allow them to exchange for a dollar. Within this process
emphasize the amount of

quarters and dimes that it takes to equal a dollar. From here students will
receive the fraction

puzzles which illustrate that 10 dimes (puzzle pieces) when flipped over will
equal a dollar and

the same illustrated with 4 quarters (puzzle pieces); which will help to exhibit
that these coins are

a fraction of a dollar, with this understanding I will then proceed to define
the denominators of

1/10 and ¼ for dimes and quarters respectively. Next I will then introduce how
to change dollar

amounts and illustrations of coins into fractions comparable to a dollar , and
the opposite given a

fraction notate a dollar amount. After this, I will then review and present the
adding and

subtracting of fraction with common denominators.

Assessment: Upon completion of instruction students will
then receive the worksheet “Just a

fraction of the price” in order to apply the skills learned during the day’s
lesson.

**“Just a Fraction of the Price”**

List the proper quantity of each coin to equal the given
amount.

1. $2.49 quarters_____ dimes_____ pennies_____

2. 68¢ dimes_____ pennies_____

3. 45¢ nickels_____

4. $1.79 quarters_____ pennies_____

5. 185¢ quarters_____ nickels_____

6. $1.39 quarters_____ dimes_____ nickels_____ pennies_____

Take the given and change it either to a fraction or dollar amount.

7. $0.75 = _____ 8. 2/4 = _____ 9. 100¢ = _____ 10. $0.70 =_____

11. 5/10 = _____ 12. ¾ = _____ 13. 30¢ = _____ 14. 9/10 = _____

Change the given amount(s) into a fraction and complete the appropriate function.

15. 40¢ + 5/10 = _____ 16. 8/10 - $0.30 = _____

17. ¼ + $0.50 = _____ 18. 25¢ - ¼ = _____

Change the fraction into a dollar amount and complete the equation .

19. 7/10 x 2 = _____ 20. ¾ + 50¢ = _____

21. 2/4 - $0.10 = _____ 22. 3 x 3/10 = _____

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