Counting Money

Counting Money
Time: 50 minutes
Objectives:
- TLW use coins to show an exact amount of money.
- TLW use different coins to show the same amount of money.
Assessment:
- TTW use a checklist to assess work using coins to show a specific amount of money. (formative)
- TTW use process sheet chart to assess understanding of coin usage to show $1.00. (summative)
Background Information:
- There are 4 quarters in one dollar
- There are 10 dimes in one dollar
- There are 20 nickels in one dollar
- There are 100 pennies in one dollar

Materials:
- Alexander, Who Used to Be Rich Last Sunday by Judith Viorst
- Smartboard slideshow for activity (can be converted to Powerpoint, or printed and made into transparencies)
- Ziploc bags with different play coins (quarters, nickels, dimes, pennies)
- Cup with name sticks
- Checklist on clipboard for formative assessment
- Small toys, priced, in 4 boxes
- Process sheet for Activity for summative assessment
- Small dry erase boards and markers

Differentiation/Accomodation:
- Flexible grouping/Peer collaboration
- Cooperative Learning
Management:
- TTW use positive reinforcement like “I like how you are sitting so properly/quietly/etc.”;
- TTW write instructions on board and say them aloud. Instructions will be left on board during activity so that students will not need to ask for instructions to be reiterated and to provide for organization of activity.
- TTW use a cup filled with tongue depressors, each one with a students’ name to call on individuals to answer questions if necessary so that students will not shout out answers.
- TTW use a slideshow to describe each group member’s job so that students will know what their job requires of them without having to ask for descriptions to be repeated.
- TTW use a bell if group work gets too loud.
- TTW use a timer to manage activity time.
- TTW walk around during the activity making sure each group stays on task, asking guided questions if necessary.

HOTS Questions:
1. How did you show that amount using your coins?
2. How will you decide what to spend your money on?
3. What do you predict Alexander will do next time he gets a dollar from his grandparents?

Instructional Procedures
A. Introduction and Introductory Activities (3-5 minutes)
- TTW say, “Class, today in math we will be talking about money.”
- TTW say, “We also have a special guest with us today. Can everyone say good morning to Dr. Norris?” (class will welcome Dr. Norris)
- TTW say, “Let’s all review for our guest how we act in class. Remember: hips back, feet flat, tall straight back. We raise our hands to speak. Wait until you are called upon to answer. No bathroom breaks until after the lesson. Pencils remain on top of the desk in their holders, and we are always quiet and paying attention. We listen closely to directions, so we don’t miss anything.”
- TTW say, “I am going to begin math class with a story. It’s about a little boy named Alexander. (show class book and read title aloud) Alexander Who Used to Be Rich Last Sunday. What do you think this book is going to be about?”
- TTW call on volunteers to tell their predictions.
- TTW say, “Well, let’s read to find out.”

B. Instructional Input (15 minutes)
- TTW read the story and show the pictures.
- TTW write down on board every time Alexander spends money and the amount, using students prompts and answers.
- TTW review list of items bought with class when story is over.
- TTW say “Let’s show some different ways that Alexander spent his money. Please take your boards and markers from your baskets.”
- TTW call out items bought and amount and students will use boards to show the amount of money spent by Alexander. TTW model an example on the Smartboard using smartboard coins.
- TTW ask question “How did you show that amount using your coins?” and call on volunteers to answer.
- TTW say, “Please take your money cups from your table basket.”
- TTW say, “Look at the Smartboard. This is a dollar. These are quarters, dimes, nickels, and pennies.”
- TTW ask, “Can you show me which one of your coins is a quarter?” (students will hold up a quarter) “How much is a quarter worth?” (25 cents) When coins have been identified, TTW move the correct Smartboard coin under the correct name.
- TTW ask, “Can you show me which one of your coins is a dime?” (students will hold up dime) “How much is a dime worth?” (10 cents)
- TTW ask, “Can you show me which one of your coins is a nickel?” (students will hold up nickel) “How much is a nickel worth?” (5 cents)
- TTW ask, “Can you show me which one of your coins is a penny? (students will hold up a penny) “How much is a penny worth?” (1 cent)
- TTW say, “Please put your money back in your cups and your cups and your boards and markers back in your baskets.”

C. Problem-Solving Activity (20 minutes)
- TTW say, “We are going to spend some money like Alexander did.”
- TTW say, “Now, I’m going to give you a number. Pay close attention to your number, because it will tell you which job you will have in your group.”
- TTW give each student a number 1, 2, or 3
- TTW say, “Let’s look at the Smartboard to find out what we are going to do.” TTW read directions off of Smartboard. (These directions will be on the slideshow, and will be left up during the activity)
o 1. Remember your number. Number 1 will be Materials Manager. Number 2 will be Reporter. And Number 3 will be Recorder.
o 2. Materials manager will bring money, worksheet, and a basket to their table.
o 3. Recorder will write members names on worksheet and record information.
o 4. Reporter will tell the class what their group did when the activity is over
o 5. Using your coins, buy some items from your basket to equal $1.00.
o 6. As you buy the item, the recorder will write the amount down on the worksheet under the column “Amount” (show students worksheet) and will draw coins and write the amount under the column “Coins Used”. (show students on worksheet and how to draw circles and write 25, 10, 5, or 1 using examples on Smartboard)
o 7. If you finish early, answer the questions at the bottom as a group using complete sentences.
- TTW say, “Are there any questions?” (answer questions, if any)
- TTW say, “Materials managers, please come to the back table and get your materials.” (students will get materials and sit back down)
- TTW say, “You will have about 10 minutes. Please begin.”
- TTW walk around and help groups if necessary during activity asking questions such as, “How can you show that amount?”, “Which coins will you use?”, etc. TTW use a clipboard making notes on which students might need extra help, who is doing it correctly, etc.
- TTW ask questions, “How will you decide what to spend your money on?”

D. Conclusion of Lesson (10 minutes)
- When timer goes off, or if groups finish early, TTW say “Okay, let’s talk about what we have spent our money on.”
- TTW call for volunteers to stand in front of class and talk about their activity. The group will show their worksheet and explain why they bought the things they did, and how they added it up to be a dollar.
- TTW ask each group, “What did you do to get the answer?”
- TTW ask each group, “Why did you do it that way?”
- TTW ask each group, “Why do you think the solution is correct?”
- TTW say, “You have all done very well today.”
- TTW ask question, “What do you predict Alexander will do next time he gets a dollar from his grandparents?” (call on volunteers to predict)
- TTW say, “I hope you will remember to spend your money more wisely next time you get some, and remember what happened to Alexander.”

Extension Ideas:

TLW write a journal entry about the lesson. TLW draw an item, price it, and give it to a partner to spend their coins on. TLW count out the coins and the partner will check the amount.



Literature Connection:
Alexander, Who Used to Be Rich Last Sunday, by Judith Voirist
Mathematical integrity
- Use of money is very accurate in the book. Alexander shows how easy it is to spend a dollar and keeps us informed of the amount. When added up at the end of the book, the reader gets a total of one dollar spent by Alexander.
- The book is very believable. It is possible for Alexander, a young boy, to spend wastefully one dollar given to him by his grandparents.

Potential for integration to other content
- This book can be used to explore the many uses of a dollar. Alexander finds that he buys stuff that is unnecessary and loses bets to spend his money. Children can discover their own ways of spending one dollar, just like Alexander did.
- The book invites discussion of spending techniques that are different. Some children may opt to save the money, others may spend it all in one place, and still others may spread it out like Alexander.

Aesthetic dimension
- The book uses a popular character, Alexander, whom some children may know through other books such as Alexander and the Terrible, Horrible, No Good Very Bad Day.
- The pictures, though they are in black and white, are very funny and show Alexander get more and more frustrated as he spends his money.
- The language is well written and keeps us interested in the story. The author tells of Alexander’s adventures in money spending in a very funny way that children can relate to.