Title of Unit

Money Matters

Grade Level

First

Stage 1 Identify Desired Results

Content Standards: M1N1. Students will estimate, model, compare, order, and represent whole numbers up to 100. e. Exchange equivalent quantities of coins by making fair trades involving combinations 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 equivalent quantities by making fair trades involving combinations of bills; count out a combination 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 bills needed 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 to represent the same amount? 2. How can we use different bills to represent the same amount? 3. How do we count combinations of coins accurately? 4. How do we count combinations of bills accurately?

Knowledge and Skills Knowledge

Students 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

Skills
Students 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 pick out 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 you have picked out. The cashier may ask you to use only one kind of coin to make the amount. (For example, if an item is 20 cents, she may ask you to use only nickels.) You will meet a friend at the store, and he or she will ask you to make 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. The third item will be for a person of your choice, maybe a brother or sister or a friend. Product/Performance- On a sheet of paper, you will draw/write the 3 items that you bought at the store, as well as the prices of the items. Then, you will draw the coins that you used to purchase each item. Then, you will write about making a fair trade with your friend. Tell how much money it was, what combination 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 given to you. You will need to make sure you have enough money for all the items and 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 items and sort out the money you have been given to purchase the items. Pick and choose which items you have enough money for.

Audience-You will be purchasing your items from Ms. General. She will be double checking to ensure you have counted out the money correctly to purchase your items. Situation- Your parents have left you in charge of the grocery shopping for the week. They have left you the shopping list and a bag of money. You will need to go to the General Store to purchase the items on the list. You will need to check prices and count your money to make sure you have enough for the items. 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 show what you purchased and how much money you used. Your receipt will be drawn out on a piece of paper and must include a picture of the item and the coins 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 fair trades involving combinations of coins (less than a dollar) and bills (less than twenty 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 and some local store managers that will consider hiring you. Situation- Your classroom has previously announced that it will be developing a classroom strip mall to provide for the students needs. After the class creates prices and price tags for items needed in the store and store advertisement, you will announce the Grand Opening Sale. You will act as a customer or sales clerk (pre-chosen by students) and purchase needed and/or wanted 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 in combinations. You must give exact amounts. Teacher, students and local store managers will be listening, interacting and observing your skills to buy and sell. Product/Performance- You will dramatic play the buying and selling of items at the newly developed stores. You will write and draw in your money book what you bought/sold, how much it was and the combination of money you used to

purchase or sell it. If errors were made you will discuss what errors were made and why it was an error and what could have been done or was done to correct 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 desired amount 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 other contestants to see who can come up with the most ways to show 57 cents using quarters, nickels, dimes, and pennies. In order to have a chance of winning, you must show at least 10 different ways to show 57 cents. Audience- You will be reporting your different coin combinations to the game show host and our class who will be watching the game. Situation- You are on a game show. The score is tied between you and the other contenders. This is the final question of the game. You must come up with 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 that equals 57 cents, you will place it on a board that has been given to you. Good Luck! Product/Performance- You will place every combination on a board. You will keep 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 the highest value to the coin with the least value. You will share your different coin combinations with the game show host. You will explain how you came up with your different combinations. Standard/Criteria for Success- See rubric. 5) Goal-Your task is to become a customer in the classroom store. You will purchase 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 to the cashier in order to purchase the item.

Performance- You will now purchase the item from the store. You will tell the cashier the cost on the price tag of the item and the coins you need to purchase 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 your item cost. Standard/Criteria for Success-Your performance with this task must include the following: stating the cost correctly, making the correct change, counting the change correctly orally, and your journal entry. See rubric.

Performance Task(s) Rubric(s)

Identify, draw, and name 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) Counting combinations of coins Fair trades

I can count pennies, nickels, and dimes!

I can count 2 kinds of coins.

I can count 0-1 kind of coins.

I can count coins all of the time (or almost all of the time)! I know what a fair trade is, and I can count out money to make a fair trade! I wrote about all parts of my fair trade with my friend: How much money it was, what coins I used, and how I knew it was a fair trade.

I can count coins correctly some of the time. I know what a fair trade is, but I am still learning how to count the money to make a fair trade. I wrote about my fair trade, but I left some parts out.

I am still learning how to count coins.

I am still learning what a fair trade is and how to make a fair trade. I did not write about my fair trade.

Written Response

Total number of stars= ______

General Store Rubric

Excellent Good Needs Improvement

Other Evidence
(e.g. tests, quizzes, work samples, observations)
1. 2. 3. 4. Money Jeopardy Quiz over coin and bill identification Test over counting coins and bills 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. W 2)Teacher will introduce students to the Honey Bunny chant: PODCAST A pennys worth one, a nickels worth five, a dimes worth ten, and a quarter twenty-five. Hey, Honey Bunny! I know my money money! W 3) On the SMARTboard, the whole class will play Shopping Spree on www.primarygames.com. H 4) At center time, groups play Coin Memory Game on www.usmint.gov. (differentiation) H 5) Teacher will introduce a strategy to count coins: (each hair is worth fivecount by fives) a. quarter has five hairs b. dime has two hairs c. nickel has one hair d. penny is bald (differentiation) E 6) As part of morning routines, students add another penny to the coin collection from the previous day and make coin exchanges when possible. First grade students can use coins to express the date. R 7) Students use large magnetized coin cutouts to make the correct money amount given by the teacher. This activity provides for discussion of different ways to make the same amount as student pairs often choose different coin

combinations. Students at their seats use coins to create combinations as well and record them on whiteboards. (differentiation)E 8) Clean Up the Money! Game: this 2-player game challenges students to toss 2 dice, form a coordinate pair, then collect the coin from that space, if there is one. 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-EF) 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 game so they get plenty of practice sorting and counting coins. R 9) Play I Have, Who Has? as a whole class. Cards should have coin stickers or stamps. Student reads the correct coins to answer the question, then reads the question on the card to keep the game going. The round ends when the question comes back to the answer on the first card. R 10) Play Piggy Bank on http://fen.com/studentactivities/Piggybank/piggybank.html. E Week 2 1) Make a coin rubbing book to show coin values on each page. (differentiation) E-2 2) As a whole group, do Discovering Coin Values activity on http://www.toonuniversity.com/flash.asp?err=569&engine. E 3) 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 student places these coins on his/her gameboard. The player "trades up" to higher value coins whenever possible and replaces coin collections with the larger value coin. The first player to trade up to the dollar bill wins the game. E 4) The poem Smart! by Shel Silverstein is read aloud by the teacher. PODCAST Teacher and students reread the poem together. Teacher encourages student discussion of the poem. Did the boy get a good deal? What was wrong with his logic? Teacher reads poem aloud again, a stanza at a time. Students determine the amount of money the boy in the poem has by acting out the "swap" described in the poem with coin manipulatives and comparing the amounts. Ask students to find out how much money the boy in the poem loses after each transaction. (For example: "And just 'cause he can't see...He gave me four nickels for my three dimes,...And four is more than three!" The boy lost 10 cents.) Students respond in writing to the prompt: "Did the boy in the poem get a good deal?" (differentiation) R, T 5) Teacher reads A Quarter from the Tooth Fairy. What other ways could the character have gotten his 25 cents in change? Try to find all of the different ways. (differentiation) T 6) Make Counting Coins printable book with a partner. See www.enchantedlearning.com for the printable. (differentiation) E-2 7) Make coin caterpillars using coin manipulatives during center time. Have another group member check the amount. (differentiation) O 8) Play Space Case in small groups during center time. This practices coin counting. (differentiation) E

9) As a whole group, make a 4-flap Parts of a Dollar foldable. This foldable shows 5 ways to make one dollar. R, O 10) Listen to Dr. Jeans The Money Song and make a class book to go along with it. H Week 3 1) Play Pot o Gold game in small groups during center time. This game practices money counting. (differentiation) T 2) In small groups, create bubble maps (word webs) for each of the coins weve discussed. (differentiation) T, O 3) Play Money Bingo as a whole group. E-2 4) Counting Coins Review Game: In partners, the first student spins the spinner and whatever amount it lands on, the student gets out that coin {you can use real or pretend coins}. Each player takes turns until they've had 5 spins. Each student counts their 5 coins out loud to their partner and tells them the total amount. R, O 5) Using money and coin stamps, stamp the amount that is being requested. This will be done in small groups during center time. (differentiation) T, R 6) Watch Math for Children: Money by Schlessinger Media. T, H 7) Play Count on It on http://www.gpb.org/countonit/games/first/money as a whole group. R 8) Have pairs of students write simple money word problems and share with the class. (differentiation) T, E 9) Play Money Jeopardy on the SMARTboard, as a whole group, to review money concepts. E-2, O 10) 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 and learning style. The teacher is also available to the small group when extra assistance is needed.