Makin’ Changes

1. Makin’ Changes Exploring pennies, nickels, dimes and quarters…and how money can change a life. Stephanie Mullaney Lee Summer, 2010

2. Unit SummaryStudents will work in groups to explore coins through poetry, songs, books and games. Concepts include the value of each coin, making exchanges, counting change, and making decisions about saving and spending money. As a final product, each group will decide how to spend a given amount of money for the good of others. Technology used will include internet searches, word processing, flip cameras and the SmartBoard.

3. Curriculum-Framing Questions Essential Question • Is money good or bad? Unit Questions • Why do we have money? • How do we use money? • How do we make decisions about saving and spending money? • How do we earn money? • Is a penny worthless? Content QuestionsWhat forms of money do we have in the U.S.? • What are the values of each coin? • How do we count, exchange and use money?

4. Objectives • Math • The student will: • identify the number of pennies equivalent to a nickel, a dime, and a quarter (1.10a) • determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. (1.10b) • count objects in a given set containing between 1 and 100 objects and write the corresponding numeral. (1.1) • group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value. (1.2) • count forward by ones, fives, and tens to 100, by twos to 20, and backward by ones from 20. (1.3) • recognize and write numerals 0 through 100. (1.4) • create and solve story and picture problems involving one-step solutions, using basic addition and subtraction facts. (1.9) • Social Science • The student will • explain the difference between goods and services and will describe how people are both buyers and sellers of goods and services. (1.7) • explain that people make choices because they cannot have everything they want. (1.8) • recognize that people save money for the future to purchase goods and services. (1.9)

5. Objectives • English • The student will • listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials. (1.1) • participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns. (1.1) • express ideas orally in complete sentences. (1.1) • increase oral descriptive vocabulary. (1.2) • begin to ask for clarification and explanation of words and ideas. (1.2) • follow simple two-step oral directions. (1.2) • give simple two-step oral directions. (1.2) • use singular and plural nouns. (1.2) • initiate conversation with peers and adults. (1.3) • follow rules for conversation. (1.3) • use appropriate voice level in small-group settings. (1.3) • ask and respond to questions in small-group settings. (1.3) • print legibly: form letters, space words and sentences (1.11) • write to communicate ideas: (1.12) • Generate ideas. • Focus on one topic. • Use descriptive words when writing about people, places, things, and events. • Use complete sentences in final copies. • Begin each sentence with a capital letter and use ending punctuation in final copies. • Use correct spelling for high-frequency sight words and phonetically regular words in final copies. • Share writing with others. • Use available technology.

6. 21st Century Skills Most of the activities in this unit involve students working in groups.This will enhance students’ ability to work collaboratively and to problem solve Technology will be used to further students learning.

7. Assessments • Ongoing assessments will drive instruction throughout the unit. • Peer assessments and self-assessments will encourage students to reflect on their activities. • Assessments used: KWLS, informal and formal teacher observations using rubrics, student reflections and final individual assessment naming coin values and counting change.

8. Request for Feedback • I need ideas about the final project. Each group will have $1000.00 to spend. The primary guideline is that the money must be spent to help someone else. Specific ideas: • Helping students research needs on which to spend money • Graphic organizer/system for them to keep track of what they have spent • Thoughts for making this work with first graders- anticipating possible glitches, simplifying enough without overdoing it,… THANK YOU!!