Title Money and Change _Counting Up_

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					Title: Money and Change (Counting Up)

Julie Crowley, Lindsay Kipness, Beth Kelley, Grade 3

This lesson will teach children to use the “counting up” alternate algorithm of subtraction
as a way to give change when dealing with money. It will review the denominations of
coins used in the US currency. The children will actively participate in activities to
reinforce counting money and how to give correct change. Some of the references we
used for this lesson were our cooperating teacher, a few math teaching aide books, and a
website on money instruction (http://www.moneyinstructor.com/).

Rationale: Money is very important for children to know thoroughly. They need to be
aware of the denominations of coins and bills so that may be able to use it on a regular
basis. Not only will they need to learn about coins and currency, but they also must
know how to add and subtract money in order to be able to give correct payments, give
correct change, pay bills, and balance checkbooks in the future.

Prior Knowledge: The students have been given an introduction to money in prior
grades. They know what each denomination looks like and the value. The students also
are aware of how to write money in the standard form. We will build on this knowledge
as well as review these basic concepts. The students do not know how to perform
subtraction with regrouping.

NJCCCS: Standard 4.1 B-5 “By the end of 3rd Grade, students will be able to count and
perform simple computations with money.”
Standard 4.5 A-1 “By the end of 3rd Grade, students will be able to communicate their
mathematical thinking coherently and clearly to peers, teachers, and others, both orally
and in writing.”
Standard 4.5 C-4 “By the end of 3rd Grade, students will be able to apply mathematics in
practical situations and in other disciplines.”

1. Students will be able to correctly count the amount of money displayed on the board.
Assessment: We will call on students to give answers and thus will be able to assess their
ability to identify denominations of coins and currency and add these amounts.
2. Students will be able to correctly “count up” to determine the amount of change to be
Assessment: We will have students answer numerous questions to determine if they
understand the “counting up” method as a way to give change correctly and ask for them
to explain their answers.
3. Students will be able to cooperate in small groups while using the “counting up”
method at a class store.
Assessment: We will observe students as they work in small groups and check to see
they are giving proper change at the store.
Hook: We will ask the students to recall the lesson on money from a couple of weeks
ago and review the coins again.

Lesson Activities: We will review the denominations of the coins with the students
using the coin and dollar bill cutouts. After reviewing the denominations, we will ask
students again to count the amount of money on the board. This should only take a short
amount of time, as during the last time, the children had a good grasp on this concept.
We will explain to the children the method of counting up for giving change. We will
model this alternate algorithm a few times so that the students can understand. After
modeling, we will do some examples on the board with the children so they can try
giving change on their own. Once we assess that most of the children are able to perform
the task, we will break the class up into two groups. There will be two stores in the
classroom where students can use money manipulatives to buy things. We will remind
the students that this is just pretend and that all of the objects in the stores must go back
to the teachers at the end of the lesson. Each child will have the opportunity to be the
cashier and will have to give change to the student purchasing a product. We will be
seated at each store to observe and assess the children’s progress.

Questions: Who can tell me how much a penny is worth? How much a quarter is
worth? How much a nickel is worth? How much a dime is worth? And what about a
half dollar? If I want to buy _______ from Miss Crowley/Kipness and it costs $______,
but I give her $_______, how much money should get back? So, who wants to go

Closure: We will remind the children how important it is to remember to count money
properly and that it’s important they remember how to give change. Money is part of our
everyday lives and they need to know how to count and use it correctly. Possibly give a
worksheet with word problems for homework?

Individualization: If a student is having difficulty during the lesson giving an answer
for how much change, they will be asked if they would like another student in the class
for assistance. During the store activity, there will be other students to help out and a
teacher in each group if children have questions.

Follow-up Activities: A worksheet with word problems will be given to further the
students’ understanding of counting up/giving change. Money and change will be
revisited later in the semester after the children have learned subtraction with regrouping,
so the lessons they learn today will be reviewed again at a later time with more
challenging tasks and amounts of money.

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