Time and Money
3rd Grade
Introduction:
This unit is designed to demonstrate concepts of time and money to 3rd graders. The standards that are addressed will allow the students to have an understanding of the how to tell time, both on an analog clock as well as digital, and also be able to count money accurately.
Rationale:
It is important for students to be able to tell time for their everyday lives. In this generation, everything relies on a schedule so time is extremely important.
It is important for students to be able to count money for their future needs. As the students pay for things on their own, it is necessary for them to be sure they have enough money. The students also will need to accurately be able to make change depending on what is given to them.
Time:
This is a 12 lesson unit plan. Each lesson will take roughly 30 minutes to complete.
Unifying Unit Essential Questions:
How does time and money affect your everyday life?
Why is time and money important to your community?
How would life be different if we did not have time or money?
Why are their values attached to time and money?
How are money and time similar to one another?
Standards:
Math:
2.MD.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
2.MD.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
3.MD.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Social Studies:
3 E1.0.1
Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan.
3 E1.0.5
Explain the role of business development in Michigans economic future.
3 E3.0.1
Identify products produced in other countries and consumed by people in Michigan.
3 P4.2.2
Participate in projects to help or inform others.
3 G4.0.1
Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities. (E)
3 H3.0.2
Explain how historians use primary and secondary sources to answer questions about the past.
Science:
S.IP.03.15
Make accurate measurements with appropriate units (centimeters, meters, Celsius, grams, seconds, minutes) for the measurement tool.
S.RS.03.16
Identify technology used in everyday life.
English Language Arts:
RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
W.3.3.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.1.
Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.8.
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.4
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 13 above.)
(Lesson 1: )
Unifying Theme:
Money: Sums of Coins
Universal Design for Learning:
3.1 Activate or supply background knowledge
The students are using what they have previously learned in second grade about money. Their background knowledge will be activated through the review of coins and their monetary value.
3.3 Guide information processing, visualization, and manipulation
The students have the opportunity to use real money, within the money bags, throughout the lesson which helps them understand the true value and make the connection with money. The money is used as a manipulative to resemble the use beyond the classroom.
5.2 Use multiple tools for construction and composition
The students will be using real money in the money bags, money presented on a worksheet, and students will create a rubbing of a coin with crayons and paper. These multiple tools will allow the students to construct multiple meaning to money.
8.3 Foster collaboration and community
The students will work in table groups to collaborate their ideas through the money bag activity. Through group discussions the class will form community to bring their ideas together.
Essential Questions:
How does money affect your every day?
Why do we need to have money?
Why did the government pick the penny, nickel, dime, and quarter amounts for the coin money?
Common Core Standards (Math and Language Arts, GLEs for Science and Social Studies:
2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
W.3.8.Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Curriculum Associations:
Math Science English Social Studies
The Arts Phys. Ed. Reading
Achievement Objectives:
The student will be able to correctly identify coins and their monetary value as well as be able to add the coins to get a sum through the worksheet.
The concepts (Learning Intentions)
Students will learn about making different coin combinations to get a total or sum.
Specific Learning Outcomes:
By the end of this unit, students will be able to know how to differentiate between different coins and be able to make combinations to get a total.
By the end of the lesson all students should have a grasp on the different coins: quarter, dime, nickel and penny. The student will know the monetary value each coin has and how to add coins together in different combinations.
Learning Activities
Have students take out math journals and have them write what they know about coins for one minute.
Anticipatory Set:
Pass out real coins and have the students each take one and do coin rubbing. Going through each coin we will talk about how each feels different and are different sizes.
1. Have students place paper over coins and rub a crayon over the coin to make an imprint on the paper.
2. Go over each monetary value that each coin holds. Start by using simple math equations such as: how much is 10 + 10? Tell them that dimes are 10 cents, so one dime plus one dime would equal 20 cents. Continue from there with each coin.
3. Begin with whole group practice aloud to make sure all students understand.
4. Play Interactive Adding Coin worksheet with whole class on SmartBoard.
Interactive Money Game
Money Bags
Hand out small-decorated bags with a large collection of coins in each bag that add up to a valued under a dollar (such as two quarters, one dime, four nickels, twenty pennies). Then challenge small groups to come up with as many ways as they can to count the collection of money. Make sure they write their strategies down or draw pictures of how they counted in. The groups will then share their strategies with the whole class.
Review by putting up sample combinations of coins on the document camera and having students tell the sum of coins. Also, show coin review sheet (Attachment A), and review with whole group.
More Money Games
If time permits have class individually work on worksheet (Attachment B).
Resources needed / used
http://www.netrover.com/~kingskid/money/moneycoinsusamark.html - Interactive Money Game
Manipulative Money
Crayons and paper
Real Coins (Quarter, Nickel, Dime, Penny)
Bags for the game
Worksheet (Attachment B)
Assessment Tasks:
Money Bag,
Interactive Money Counting Game
Worksheet
- These incorporate small group, large group, and individual assessment.
Assessment Criteria
The assessments that will be recorded are that of non-written assessments. I will walk around when students are in groups playing with the Money Bag and monitor if they are counting the right coins and making accurate combinations. The individual worksheet will be a form of a summative assessment. Also, the review at the end will also tell me, as a teacher, if the majority of the students have a grasp on the idea taught.
(Attachment A:)
(Attachment B:)
(Lesson 2:)
Unifying Theme:
Money: Money Travels
Universal Design for Learning:
1.3 Offer alternatives for visua
