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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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