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Show Me the Money: Understanding Value
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- Students will be able to identify the values of coins and dollars.
- Students will be able to make change.
- Ask the students to raise their hands if they have ever been shopping. Explain to the students that today, they will be going shopping in the classroom!
- Tell your students that they will be spending pretend money to purchase, or buy, pretend items. Explain that they will be counting money to make sure they have enough to buy items.
- Ask students, "Why is it important to figure out if we have enough money before we go to the sales counter?" Have students think-pair-share, explaining their answer to an elbow partner.
- Show students the pretend money and a few of the pretend items they will be using.
- Ask students to draw a picture of some of the things their families purchase at the store.
- Label students' pictures with words in English and home language (L1), if possible.
- Have students think-pair-share, sharing out some of the things their families purchase at the store.
- Provide students with definitions of other words applicable to learning about money in English and student's home language (L1), such as customer, sales clerk, shopping, etc.
Explicit Instruction/Teacher modeling(10 minutes)
- Get out one of the bags of money and model adding the money together, using a strategy of your choice.
- Show students some of the items they can buy and the prices of each item. For example, display a sticker for ten cents, a book for two dollars, and a pencil for fifty cents.
- Ask a student to come up to the board. Explain to the student that they will be the customer and you will be the sales clerk. Have the student model how to give you the money as they buy an item. Guide the student as they figure out what dollars and coins to use. If the student is unable to give you the exact amount of money, guide them to give you an amount that is over the purchase price. Help students use strategies to figure out how much change they should receive.
- Provide students with resources, such as whiteboards, markers, pencils, and paper, to calculate the change they should receive.
- Provide students with a partially completed table with a dollar bill, a five dollar bill, coin names (penny, nickel, dime, quarter) and their values.
- Show students photographs or examples of real money and ask them to draw a corresponding picture on their table.
- Encourage students to count the money in their bag to make sure it equals five dollars.
- Have students turn to an elbow partner and show them what dollars and coins they would use to purchase the item.
- Provide sentence stems and frames to support students in their discussion.
Guided Practice(10 minutes)
- Allow a few more students to come up and model how to purchase items.
- Guide students as they figure out what bills and coins to use to purchase the items and as they think of strategies to use to figure out how much change they should receive back.
- Ask students to write a sentence on the board, explaining how much change they received back.
- Have students practice purchasing items and making change in a small group with sympathetic non-EL students or students who speak the same home language (L1), if possible.
- Provide students with a sentence frame to use as they share how much change they have left:
- I have ____ dollars and ____ cents left.
Independent working time(20 minutes)
- Instruct your students to walk around the "store" looking for things they'd like to buy.
- As they are walking around, have your students keep track of what they've bought so that they can have the amounts to review at the end.
- Gather items that are familiar to students and have them work in a small, teacher-led group.
- Encourage students to use a sentence frame to share what they would like to purchase and how much it costs. Guide students as they figure out how much change they should receive back after making the purchase.
- Provide students with the Making Change Reflection Template to use as they shop around the classroom. Model making a purchase so students understand how to use the template.
- Allow students to shop with a partner and use questioning techniques to understand students' thought processes as they figure out how much change they should receive.
- Encourage one of the students to be the cashier so that she can practice making change for people.
- Write the value of each coin or dollar on the board so that students can refer to it during the activity.
- Allow students to work with a bag of coins as they develop an understanding of making change.
- Have your students complete the Coin Challenge: City Trip worksheet.
- Distribute glue and scissors to each of your students.
- Have students continue working in a small, teacher-led group as they complete the activity.
- Provide students with simpler values so they can focus on language acquisition as they read through the story problems.
- Allow students to solve story problems involving money in their home language (L1), if possible.
- Have students work in partnerships.
- Encourage students to explain what the story problem is asking in their own words.
- Allow students to utilize reference materials in their L1 or English to look up any unfamiliar words.
Review and closing(5 minutes)
- Gather students back together and write the following question stems on the whiteboard:
- What did you do that helped you make sense of the problem?
- Did you find it easy or difficult to make change?
- Was it easier or harder to use dollars bills or to use coins?
- Why is it important that we understand how to make change?
- Allow students to answer one of the question stems in their home language (L1), if possible.
- Provide sentence stems/frames for students to support them as they discuss their answers with a partner.