TechIntegrationUnit_MHelms

7/31/2019 TechIntegrationUnit_MHelms

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Title of UnitMoney Matters

GradeLevel

First

Stage 1 Identify Desired ResultsContent Standards:

M1N1. Students will estimate, model, compare, order, and represent wholenumbers up to 100.

e. Exchange equivalent quantities of coins by making fair trades involvingcombinations of pennies, nickels, dimes, and quarters up to one dollar;count out a combination of coins needed to purchase items up to one dollar.

f. Identify bills ($1, $5, $10, $20) by name and value and exchange equivalentquantities by making fair trades involving combinations of bills; count out acombination of bills needed to purchase items that total up to twenty dollars.

Understandings

Students will understand that:

The appearances of and labels on coins and bills identify their values.

The values of coins and bills make it possible to accurately count coins and billsneeded to purchase an item.

Related Misconceptions:

All coins and bills have the same value.

A person doesnt need to know how to count money.

Essential Questions

Overarching Questions:1. Why do we need to be able to count coins?2. Why do we need to be able to count bills?

Topical Questions:1. How can we use different coins torepresent the same amount?2. How can we use different bills torepresent the same amount?3. How do we count combinations of

coins accurately?4. How do we count combinations ofbills accurately?


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Knowledge and Skills

KnowledgeStudents will know:

values of coins and bills

how to make fair trades with bills

how to make fair trades with coins

how to count money to purchase items

SkillsStudents will be able to:

count by fives

count by tens

count bills

count coins

identify bills

identify coins

trade coins for bills

Stage 2 - Evidence

Performance Task(s)

1) Goal- You will be given a bag of money, and you will go to the store and pickout 3 items that you would like to purchase with your money.Role- You are a shopper. You will count out your money to buy the items youhave picked out. The cashier may ask you to use only one kind of coin to makethe amount. (For example, if an item is 20 cents, she may ask you to use onlynickels.) You will meet a friend at the store, and he or she will ask you tomake a fair trade with him/her.Situation- You are going to the store to buy 3 items. One will be for yourself.

Another one will be for your mother, whose birthday is coming up soon. Thethird item will be for a person of your choice, maybe a brother or sister or afriend.

Product/Performance- On a sheet of paper, you will draw/write the 3 items thatyou bought at the store, as well as the prices of the items. Then, you will drawthe coins that you used to purchase each item. Then, you will write aboutmaking a fair trade with your friend. Tell how much money it was, whatcombination of coins you used, and why you knew it was a fair trade.

Standard/Criteria for Success- See rubric.

2) Goal-You will need to buy a list of grocery items with a bag of money givento you. You will need to make sure you have enough money for all the itemsand be able to count out the money needed to purchase the items.

Role-You will be a shopper. You will need to look at your list of grocery itemsand sort out the money you have been given to purchase the items. Pick andchoose which items you have enough money for.


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Audience-You will be purchasing your items from Ms. General. She will bedouble checking to ensure you have counted out the money correctly topurchase your items.

Situation- Your parents have left you in charge of the grocery shopping for theweek. They have left you the shopping list and a bag of money. You will needto go to the General Store to purchase the items on the list. You will need tocheck prices and count your money to make sure you have enough for theitems. At the register you will need to count your money to pay Ms. General.Product/Performance- In your bag you have $1 in coins, a $1 bill and a $5 bill.After you purchase your items, you will be drawing your own receipt to showwhat you purchased and how much money you used. Your receipt will bedrawn out on a piece of paper and must include a picture of the item and thecoins or bills you used to pay for the item. You will also write a small

paragraph about what you learned about using money for purchasing items.You will then present the receipt to Ms. General for her records.

Standard/Criteria for Success-See rubric.

3) Goal- You will identify coins (penny, nickel, dime, quarter) and bills ($1, $5,$10, $20) and exchange equivalent quantities of coins and bills by making fairtrades involving combinations of coins (less than a dollar) and bills (less thantwenty dollars).Role- You will be a sales clerk and/or customer at a local store. You will sale

products and/or buy products needed.Audience- You will dramatic play these interactions with second graders andsome local store managers that will consider hiring you.Situation- Your classroom has previously announced that it will be developinga classroom strip mall to provide for the students needs. After the classcreates prices and price tags for items needed in the store and storeadvertisement, you will announce the Grand Opening Sale. You will act as acustomer or sales clerk (pre-chosen by students) and purchase needed and/orwanted items. By buying and selling store items you will show your ability to

recognize the value of coins and bills and be able to exchange them incombinations. You must give exact amounts. Teacher, students and localstore managers will be listening, interacting and observing your skills to buyand sell.

Product/Performance- You will dramatic play the buying and selling of items atthe newly developed stores. You will write and draw in your money book whatyou bought/sold, how much it was and the combination of money you used to


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purchase or sell it. If errors were made you will discuss what errors weremade and why it was an error and what could have been done or was done tocorrect it. You will present your outcomes and book in a final presentation.Standard/Criteria for Success- See rubric.

4) Goal- You will determine that there are different ways to show a desiredamount using coins. You must come up with at least 10 different ways.

Role- You will be a contestant on a game show. You will compete against othercontestants to see who can come up with the most ways to show 57 centsusing quarters, nickels, dimes, and pennies. In order to have a chance ofwinning, you must show at least 10 different ways to show 57 cents.

Audience- You will be reporting your different coin combinations to the gameshow host and our class who will be watching the game.

Situation- You are on a game show. The score is tied between you and theother contenders. This is the final question of the game. You must come upwith as many ways as you can to show 57 cents using quarters, nickels, dimes,and pennies. You will be given 4 different cups. Each cup is filled with dimes,nickels, quarters, or pennies. Once you have come up with a combination thatequals 57 cents, you will place it on a board that has been given to you. GoodLuck!

Product/Performance- You will place every combination on a board. You willkeep track of all of the combinations to ensure the same combination is not

repeated. You will place all combinations on the board from the coin with thehighest value to the coin with the least value. You will share your differentcoin combinations with the game show host. You will explain how you came upwith your different combinations.

Standard/Criteria for Success- See rubric.

5) Goal-Your task is to become a customer in the classroom store. You willpurchase an item in the classroom store, using the correct amount of change.Role- You are a customer. You need to choose an item from the classroom

store that youd like to purchase.

Audience-Your audience will be the cashier (teacher) and the other customers(students) waiting to buy an item from the store.

Situation- You are now a buying customer. You will need to bring your item tothe cashier in order to purchase the item.


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Performance- You will now purchase the item from the store. You will tell thecashier the cost on the price tag of the item and the coins you need topurchase it.

Product- Now, you will draw the coins you needed in your journal, using

touchpoints and labeling each coin, in order to show how much money youritem cost.

Standard/Criteria for Success-Your performance with this task must includethe following: stating the cost correctly, making the correct change, countingthe change correctly orally, and your journal entry. See rubric.

Performance Task(s) Rubric(s)


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Identify, draw, andname the values of

all 4 coins

I know all 4 coins! I know 2-3 coins. I know 0-1 coins.

Counting coins of

the same kind (only

pennies, only

nickels, or only

dimes)

I can count pennies,

nickels, and dimes!

I can count 2 kinds

of coins.

I can count 0-1 kind

of coins.

Countingcombinations of

coins

I can count coins allof the time (or

almost all of the

time)!

I can count coinscorrectly some of

the time.

I am still learninghow to count coins.

Fair trades I know what a fair

trade is, and I can

count out money to

make a fair trade!

I know what a fair

trade is, but I am

still learning how to

count the money to

make a fair trade.

I am still learning

what a fair trade is

and how to make a

fair trade.

Written Response I wrote about all

parts of my fairtrade with my

friend:

How much money it

was, what coins I

used, and how I

knew it was a fair

trade.

I wrote about my

fair trade, but Ileft some parts out.

I did not write

about my fair trade.

Total number of stars= ______

General Store Rubric Excellent Good Needs Improvement


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Other Evidence(e.g. tests, quizzes, work samples, observations)

1. Money Jeopardy2. Quiz over coin and bill identification

3. Test over counting coins and bills4. Writing Prompt: If I had $100, I would

Student Self-Assessment and Reflection

1. Self-assess the drawing and counting of coins in task #1.2. Self-assess the receipt and paragraph in task #2.3. Self-assess the counting of coins and bill recognition in task #3.4. Self-assess the game show performance in task #4.5. Self-assess the journal entry in task #5.6. Reflect on your ability to identify, count, and trade money at the end of the

unit (compared with the beginning).

Stage 3: Plan Learning Experiences

Week 1

1) Give students pre-test to assess prior knowledge. W2)Teacher will introduce students to the Honey Bunny chant: PODCASTA pennys worth one, a nickels worth five, a dimes worth ten, and a quartertwenty-five. Hey, Honey Bunny! I know my money money! W3) On the SMARTboard, the whole class will play Shopping Spree onwww.primarygames.com. H4) At center time, groups play Coin Memory Game on www.usmint.gov.(differentiation) H5) Teacher will introduce a strategy to count coins: (each hair is worth five-count by fives)

a. quarter has five hairsb. dime has two hairs

c. nickel has one haird. penny is bald (differentiation) E6) As part of morning routines, students add another penny to the coincollection from the previous day and make coin exchanges when possible.First grade students can use coins to express the date. R7) Students use large magnetized coin cutouts to make the correct moneyamount given by the teacher. This activity provides for discussion of differentways to make the same amount as student pairs often choose different coin
http://www.primarygames.com/http://www.usmint.gov/http://www.primarygames.com/http://www.usmint.gov/


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combinations. Students at their seats use coins to create combinations aswell and record them on whiteboards. (differentiation)E8) Clean Up the Money! Game: this 2-player game challenges students to toss2 dice, form a coordinate pair, then collect the coin from that space, if there isone. First students alternate placing quarters, dimes, nickels and pennies on

the gameboard. Then students toss a regular die and a special die (A-B-C-D-E-F) to form the coordinate pair and remove the coin from the matching space.Students must find the value of their coins to identify the winner of the gameso they get plenty of practice sorting and counting coins. R9) Play I Have, Who Has? as a whole class. Cards should have coin stickersor stamps. Student reads the correct coins to answer the question, thenreads the question on the card to keep the game going. The round ends whenthe question comes back to the answer on the first card. R10) Play Piggy Bank onhttp://fen.com/studentactivities/Piggybank/piggybank.html . EWeek 2

1) Make a coin rubbing book to show coin values on each page.(differentiation) E-22) As a whole group, do Discovering Coin Values activity onhttp://www.toonuniversity.com/flash.asp?err=569&engine . E3) Trading Up Game: this 2-player game challenges students to toss 2 dice,calculate the sum and take that many cents from their bank. The studentplaces these coins on his/her gameboard. The player "trades up" to highervalue coins whenever possible and replaces coin collections with the largervalue coin. The first player to trade up to the dollar bill wins the game. E4) The poem Smart! by Shel Silverstein is read aloud by the teacher. PODCASTTeacher and students reread the poem together. Teacher encourages student

discussion of the poem. Did the boy get a good deal? What was wrong with hislogic? Teacher reads poem aloud again, a stanza at a time. Studentsdetermine the amount of money the boy in the poem has by acting out the"swap" described in the poem with coin manipulatives and comparing theamounts. Ask students to find out how much money the boy in the poem losesafter each transaction. (For example: "And just 'cause he can't see...He gaveme four nickels for my three dimes,...And four is more than three!" The boylost 10 cents.) Students respond in writing to the prompt: "Did the boy in thepoem get a good deal?" (differentiation) R, T5) Teacher reads A Quarter from the Tooth Fairy. What other ways could thecharacter have gotten his 25 cents in change? Try to find all of the differentways. (differentiation) T6) Make Counting Coins printable book with a partner. Seewww.enchantedlearning.com for the printable. (differentiation) E-27) Make coin caterpillars using coin manipulatives during center time. Haveanother group member check the amount. (differentiation) O8) Play Space Case in small groups during center time. This practices coincounting. (differentiation) E
http://fen.com/studentactivities/Piggybank/piggybank.htmlhttp://www.toonuniversity.com/flash.asp?err=569&enginehttp://www.enchantedlearning.com/http://fen.com/studentactivities/Piggybank/piggybank.htmlhttp://www.toonuniversity.com/flash.asp?err=569&enginehttp://www.enchantedlearning.com/


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9) As a whole group, make a 4-flap Parts of a Dollar foldable. This foldableshows 5 ways to make one dollar. R, O10) Listen to Dr. Jeans The Money Song and make a class book to go alongwith it. HWeek 3

1) Play Pot o Gold game in small groups during center time. This gamepractices money counting. (differentiation) T2) In small groups, create bubble maps (word webs) for each of the coinsweve discussed. (differentiation) T, O3) Play Money Bingo as a whole group. E-24) Counting Coins Review Game: In partners, the first student spins thespinner and whatever amount it lands on, the student gets out that coin {youcan use real or pretend coins}. Each player takes turns until they've had 5spins. Each student counts their 5 coins out loud to their partner and tellsthem the total amount. R, O5) Using money and coin stamps, stamp the amount that is being requested.

This will be done in small groups during center time. (differentiation) T, R6) Watch Math for Children: Money by Schlessinger Media. T, H7) Play Count on It on http://www.gpb.org/countonit/games/first/money as awhole group. R8) Have pairs of students write simple money word problems and share withthe class. (differentiation) T, E9) Play Money Jeopardy on the SMARTboard, as a whole group, to reviewmoney concepts. E-2, O10) Give a post-test to assess student learning after the instructional unit. E-2

Notes to the Instructor

Small groups at center time are differentiated based on ability level andlearning style. The teacher is also available to the small group when extraassistance is needed.
http://www.gpb.org/countonit/games/first/moneyhttp://www.gpb.org/countonit/games/first/money

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TechIntegrationUnit_MHelms