Let's Learn About Money
Jestine Myers
Table Of Contents
* Unit Overview * Assessment Techniques * Instructional Strategies * Adaptation Strategies For All Learners * Remediation Plan * Culminating Activity * Materials and Resources * First Lesson Plan * Second Lesson Plan * Third Lesson Plan * References *
Theme: United States Currency
Grade Level: 2nd Grade
General Subject Areas: Mathematics & Family and Consumer Sciences
Specific Subject Areas: Numbers, Number Systems and Number Relationships, Computation and Estimation, Mathematical Problem Solving and Communication, and Financial and Resource Management
Unit Goal: To recognize and be able to appropriately use common denominations of the United States currency system.
Number of Days for Unit: 10 days + WebQuest
Number of Lesson Plans: 15 lesson plans
List of Topics Taught Prior to Unit: Counting by 1's, 2's, 5's, 10's and 20's. Single, double and triple digit addition and subtraction. Decimals to the hundredths place.
General Objectives: At the end of the unit, students will be able to identify all pieces of the United States currency and their monetary value. When presented with various real-life scenarios, students will be able to accurately add and subtract United States currency. Students will also have a beginning understanding of money as a form of trade and the retail value of the money that they own.
Assessment Techniques:
Participation - Participation will be used during lecturing and class
discussions to assess understanding of the material and earn class participation
points
Homework - Students will receive points and earn class money for their piggy
bank for completing each homework assignment.
Choral Responses/Observation - In the activity at the end of lesson 14, the
teacher will be keeping notes as to which students are calling out the correct
response and giving additional time after a person wins to allow the rest of the
class to figure out the correct answers.
Oral Short Quizzes - After each group presentation the students will be given a
short oral 5 question quiz to assess how attentive they were and what concepts
they grasped from their peers.
Objective based test - There will be a test after the midway point of the unit
to probe for understanding of what the students have learned and comprehended in
the unit to date. This test will also help to guide the teacher in regards to
the direction for the rest of the unit.
Rubric - The WebQuest for lesson number 15 will use a rubric to assign points
for completion and quality of each individual student's work.
Instructional Strategies:
Lecture - The teacher will lecture on the various types of monetary bills in
circulation including little known facts about the bills This lecture will give
the students information on the dollar bills and will also serve as a guideline
and format for them to use for their group presentation to the class.
Review Games - There will be three different review games in the course of the
unit. The first game is Coin Bingo where the students have Bingo cards that have
different coins stamped on them and the teacher calls out the coins to be
covered. The 50 State Quarter game will be used after learning about the various
quarters and the states they represent. The third game will be a classroom
competition to make the correct amount of money the fastest to earn a prize as
part of lesson 14.
Learning Centers - Different centers will be set up for hands on money
activities, individual computer lessons and group activity research .
Small Group Work - The class will be divided into small groups and each group
will research one coin. The group will locate information such as the history of
symbols used on the coin, previous versions of the coin and valuable or rare
versions of the coin. The group will create 5 quiz questions based on their
research for the teacher to consider using during the oral quizzes.
Presentation - Each small group will make a presentation on their coin to the
class. They will present all of the important information that they found while
making sure to answer their quiz questions clearly during the presentation
Independent Study - The Money WebQuest will be a chance for each student to work
alone and research different parts of our coin system. This project will require
independent work and creative thinking in order to research how we use our money
and what would be the best new coin or dollar bill to create.
Adaptation Strategies for All Learners:
Cooperative Learning - Each student will be assigned to various groups
throughout the units. These groups will be mixed-ability groups enabling each
student to help the rest on the group achieve the goals of the lesson
(Wong et al, 2005).
Guided Notes - The teacher will create notes to facilitate remembering
information given during presentations and to study for oral quizzes and
the objectives based test. These guided notes will be available to any students
interested in using them.
Learning Centers - There will be various stations utilizing the classroom
computers, hand-on materials and printed materials. These centers will be geared
toward all levels advanced, remedial and in-between. The centers will allow the
students to match their learning styles to the tasks they are asked to perform
(Tomlinson et al, 2001).
Multimedia - The entire lesson is set up to utilize audio, video and hands on
learning. This should help all learners to be able to understand and remember
the materials presented.
Lesson Choices - The teacher will make sure that the lessons all involve choices
for the students to make. When the students are able to choose which homework
piece from a list of three that they would like to complete, they will be more
interested in completing the assignments (Miles, 2005).
Extra Time - Extra time will be allowed for any students who feel that the
normal testing time for the objectives based test is not long enough.
Additionally, the teacher is available to give extra instruction time on the
materials that any student may need.
Remediation Plan: The teacher will be observing the students during
individual and group activities and will recommend remediation on skill sets
that specific students are struggling with. These students will be given
computer time to complete additional self-guided lessons and interact with
Microsoft Producer video and PowerPoint lessons during centers. Each specific
part of the unit will have computer self-guided lessons for the students who
need additional practice on any skills being taught to the classroom. All
students will have the chance during group activity time to access any skill
sets that they feel they need to revisit. In addition, the teacher will be
available to assist with one-on-one homework correction and recompletion as
necessary.
Culminating Activity: At the end of the unit we will be having a shopping day in the classroom. I will be asking parents to send in some homemade treats and small goodies that the students will be interested in purchasing. I will also be including an area where students can purchase homework passes, additional recess time or give money for the penny parade for US soldiers overseas (Rhodes, 2005). Throughout the unit, students will have had multiple opportunities to add money into their classroom piggy bank. The teacher will insure that each student will have a minimum amount of money in their banks so that everyone can participate in the activities. The students will be rotating jobs during the shopping day as cashier, bank teller, shopper and bagger. Students will have the opportunities to view all items to help them make decisions about what they would like to purchase and later they will be able to purchase those items. Items to be purchased will be worth from seventeen to ninety-nine cents. Students will have the opportunity to put into practice what they have learned about counting money, making change and effective decision making based on the understanding of the worth of the money that they have. At the end of the shopping activity, students will be given time to play with or consume their purchases.
Pennsylvania Standards:
Mathematics, Numbers, Number Systems and Number Relationships, 2.1.3
Mathematics, Computation and Estimation, 2.2.3
Mathematics, Mathematical Problem Solving and Communication, 2.5.3
Mathematics, Algebra and Functions, 2.8.3
Mathematics, Concepts of Calculus, 2.11.3
Family and Consumer Sciences, Financial and Resource Management, 11.1.3
Materials and Resources: Classroom computers equipped with PowerPoint, Microsoft Producer and Internet access, television with connection to a computer, fake money, chalkboard or whiteboard, magnets, poster boards of enlarged coins and dollars, Coin Bingo cards, items for students to purchase, coin charts
First Lesson Plan: Unit Introduction and Money Values
Teacher: Jestine Myers and Self-Guided
School: *Pennsylvania Elementary School
Subject: Mathematics
Grade: 2
Lesson Number: 1 of 15
Lesson Topic: Overview Of The U.S. Currency and Counting Money
Objectives:
The student will be able to recognize and sort the portraits on dollar bills
with 100% accuracy when given a list of pictures.
The student will be able to verbally differentiate between dollar bill and coin
amounts when presented with pictures or scaled samples with 100% accuracy.
The student will be able to add common units of money when presented with
pictorial images on a self-quiz with 100% accuracy.
Standards:
Pennsylvania State Standards
Mathematics, Numbers, Number Systems and Number Relationships, 2.1.3
Mathematics, Computation and Estimation, 2.2.3
Family and Consumer Sciences, Financial and Resource Management, 11.1.3
Materials: Play money, Computers with PowerPoint, poster board with large coins on, magnets, chalkboard or whiteboard
Introduction: Demonstration by teacher with grocery store flyer for pricing, short grocery list and real money to purchase the four items needed. Demonstration will show how money is used in real life and what students will be able to do after lessons are complete (Peins, 2005). General questions along the lines of, "What is all of this (asked while holding up money)?, What do we use it for?, How is it counted? Do you know the value of the money? What is the difference between the face value and the actual worth of your money?" Let the students know that for the next 10 days we will review and learn all of the United States currency, see how it is made, learn how to count it, make change with it and even visit other countries to find out a little bit about their money. Explain that some of the lessons are going to be shared in small groups and some will require individual learning. Also explain that some of the individual lessons will be interactive and self-guided on the computers like the first lesson.
Procedures:
(Entire lesson number 1 is an interactive PowerPoint lesson. The first three
parts can be completed by the student in any order.)
Let's Review Coins! (5 minutes)
What About The Paper? (5 minutes)
Counting Money (7 minutes)
What Have You Learned? (4 minutes)
Closure: Summarize by hanging up poster board coins with values around the room. I will then explain the procedure with the classroom piggy bank and quickly explain the store activity at the end of the unit. Find out from students what they would like to learn about money throughout the rest of the unit.
Formative Evaluation: I will observe how long it takes each student to complete the self-guided quiz and how many times they get the questions wrong. This will let me know who needs to work off of the remediation in Producer.
Lesson Plan 2: Let's Go Shopping!
Teacher: Jestine Myers
School: Pennsylvania Elementary School
Subject: Mathematics and Family and Consumer Sciences
Grade: 2
Lesson Number: 14 of 15
Lesson Topic: Adding monetary units to purchase items
Objectives: When presented with fake coins and a target price student will be able to count out at least two ways of combining various coins to reach the target price with 100% accuracy. When verbally given a target price the student will be able to count out the appropriate amount of money needed to purchase an item with 100 % accuracy. When provided with a concept student will be able to graph the results of an experiment with 100% accuracy.
Standards: Pennsylvania State Standards
Mathematics, Numbers, Number Systems and Number Relationships, 2.1.3
Mathematics, Mathematical Problem Solving and Communication, 2.5.3
Mathematics, Probability and Predictions, 2.7.3
Mathematics, Algebra and Functions, 2.8.3
Materials: Large posters with coins and amounts from previous lessons, cups filled with fake coins, coin chart, note card with three different totals written on for each group, priced items to be purchased
Introduction: Ask students to recall what they have been learning about coins and their amounts. Show students the posters and fill in the amount that each coin is worth on the bottom, attach posters to front board. Ask students what coin would be easiest to give another student 25 cents. Brainstorm other ways that involve more coins. How many possible ways are there to reach 25 cents?
Procedures: Show one example as a group on how to fill in
coin chart with
amounts from previous discussion on 25 cents. (3 minutes)
Break class into groups of two students. Give each group a coin chart and a cup
of fake coins. (2 minutes)
Give each group three different totals and tell them to chart two different coin
combinations to reach each total. (10 minutes)
Come back into full group, give remaining student a cup of fake coins. (2 minutes)
Teacher will hold up various items to be purchased along with a purchase price.
Students raise their hand when they think that they have the correct amount in
front of them. The student who lays out the correct amount first wins that item.
(15 minutes)
Closure: Ask students what they have learned. Class discussion about how the items they learned so far matches up with the questions that they posed at the beginning of the unit. Finish charting any other combinations to 25 cents that were not discussed in the beginning of class. Remind class that almost all amounts have multiple ways to create them. Explain concept of what a WebQuest is and inform them that will be the next activity.
Formal Evaluation: The teacher will have the students do a self-evaluation of how they perceived they did during the lesson. Students will journal the answers to questions such as: Was I on task during the entire class period? Did I contribute two or more times during the period? Can I do an example from this lesson on my own? Did I respect my group member and assist them with any areas that they were struggling in?. After receiving the journal responses, teacher will add comments based on observing the class during group and full class time. Consider placing coin charts into student's classroom portfolio.
Lesson Plan 3: The Mint Needs You!
Teacher: Jestine Myers
School: Pennsylvania Elementary School
Subject: Mathematics and Family and Consumer Sciences
Grade: 2
Lesson Number: 15 of 15
Lesson Topic: Using the internet to learn more about how money is created and create a custom coin.
Objectives: When presented with a coin the student will be able to verbally give information about the symbols on the coin with 100% accuracy. When discussing monetary units the student will be able to explain the general differences between US and foreign currency with all of the time. When given a series of questions and selected websites on a topic the student will be able to collect the information and arrange it into appropriate responses with 100% accuracy. The student will be able to orally present information on a given topic to a group of their peers with 100% accuracy.
Standards: Pennsylvania State Standards
Reading, Writing, Speaking and Listening, Reading Critically in All Content
Areas, 1.2.3
Reading, Writing, Speaking and Listening, Quality of Writing, 1.5.3
Reading, Writing, Speaking and Listening, Speaking and Listening, 1.6.3
Reading, Writing, Speaking and Listening, Research, 1.8.3
Mathematics, Numbers, Number Systems and Number Relationships, 2.1.3
Economics, Markets and the Functions of Government, 6.2.3
Arts and Humanities, Production, Performance and Exhibition of Dance, Music,
Theater and Visual Arts, 9.1.3
Materials: Computers with printing capabilities and Internet access, poster board, colored pencils, crayons, markers, guided notes, presentation tips, presentation form, and coin concept organizer.
Introduction: Remind the students of some of the coin information that they have studied so far. Explain the concept of a WebQuest. Let the students know that they will be completing the majority of the work on their own. Explain that this last part of the unit will take a few weeks to complete.
Procedures: Students will read over all of the information in the
WebQuest before visiting any of the links or answering any of the questions. (15
minutes)
Process Step 1 (10 minutes)
Process Step 2 (10 minutes)
Process Step 3 (60 minutes)
Process Step 4 (10 minutes)
Process Step 5 (45 minutes)
Process Step 6 (20 minutes)
Process Step 7 (120 minutes)
Process Step 8 (10 minutes)
Process Step 9 (45 minutes)
Process Step 10 (30 minutes)
Process Step 11 (4 minutes)
Conclusion activity (30 minutes)
Closure: As a class we will discuss what they have learned during this WebQuest and the entire unit. We will discuss what they think of learning through these types of activities. I will also provide them with any additional information that they need to know for our culminating activity. At the end we will discuss the next unit of study.
Formal Evaluation: The students will be presented with a rubric at the beginning of the WebQuest that the teacher will use to score the final project. This rubric will include teacher observations from time on task during the activities and quality of materials presented.
References:
Wikipedia. Retrieved July
2, 2005
http://en.wikipedia.org/wiki/Main_Page
The United States Mint for Kids. Retrieved June 10,
2005
http://www.usmint.gov/kids/flashIndex.cfm
The United States Mint.
Retrieved July 2, 2005
http://usmint.gov/index.cfm?flash=yes
US
Bureau of Engraving and Printing. Retrieved July 3, 2005
http://www.moneyfactory.com/newmoney/main.cfm/learning/fun
LessonPlansPage.com. Retrieved June 18,
2005
http://www.lessonplanspage.com/index.html
RubiStar. Retrieved
July 1, 2005
http://rubistar.4teachers.org/index.php
Pennsylvania State Board of Education, (2004). Retrieved Jun. 29, 2005, from PA Department of Education Web site: http://www.pde.state.pa.us/stateboard_ed/cwp/view.asp?a=3&Q=76716&stateboard_edNav=|5467|&pde_internetNav=|.
Miles, K. (2005). Motivating an underachiever. Parenting, , 174-175.
Peins, D. (2005). Get real. NEA Today, 23(7), 64.
Rhodes, M. (2005). Students care. Scholastic Instructor, 114(8), 57.
Tomlinson, C. (2001). How to
differentiate instruction in mixed-ability classrooms.
2nd ed. Alexandria,
VA: Association for Supervision and Curriculum Development.
Wong, H., & Wong, R. (2005).
The first days of school. Mountain View, CA: Harry K.
Wong Publishing.
* This is a fictional school name for the purpose of this assignment.