Author:
DAWNE COKER
Subject:
Mathematics
Material Type:
Activity/Lab, Lesson, Lesson Plan
Level:
Lower Primary
Tags:
  • Add
  • Addition
  • Cents
  • Cl8Lesson
  • Cluster 8
  • Coins
  • Count
  • Dimes
  • Nickels
  • Pennies
  • Problem
  • Quarters
  • SKIP
  • Solve
  • Solving
  • Subtraction
  • Task
  • Unit 8
  • Value
  • Word
    License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    T4T The School Bookfair is Here

    T4T The School Bookfair is Here

    Overview

    This resource is from Tools4NCTeachers.  

    In this lesson, students are given a collection of coins to go shopping at the school book fair.  A poster of possible items to purchase is provided.  

    Here is a sample of this resource.  Click the attachment to download the entire fully-formatted lesson and support materials.  

    The School Book Fair is Here!

    Get Your Money’s Worth!

    In this lesson, students apply concepts of counting coins and then adding and subtracting to determine which items they can buy from the Book Fair with a given amount of money.

     

    NC Mathematics Standards:

                Measurement and Data

    Build understanding of time and money

    NC.2.MD.8. Solve word problems involving:

    • Quarters, dimes, nickels, and pennies within 99¢, using cent symbol appropriately
    • Whole dollar amounts, using the $ symbol appropriately.

     

     

    Additional/Supporting Standards:

    Operations and Algebraic Thinking

    NC.2.OA.1. Represent and solve addition and subtraction word problems, within 100, with unknown in all positions, by using representations and equations with a symbol for the unknown number to represent the problem when solving:

    • One-Step problems:               
      • Add to/Take from-Start Unknown
      • Compare-Bigger Unknown
      • Compare-Smaller Unknown
    • Two-Step problems involving single digits
      • Add to/Take from-Change Unknown
      • Add to/Take from-Result Unknown

     

    Standards for Mathematical Practice:

    1. Make sense of problems and persevere in solving them.
    2. Reason abstractly and quantitatively.
    1. Construct viable arguments and critique the reasoning of others.
    2. Model with mathematics.
    3. Attend to precision.

    Student Outcomes:

    • I can apply my knowledge of coins and their values to determine a total amount.
    • I can add and subtract using money.
    • I can make a plan for spending my money.

     

    Math Language:

    What words or phrases do I expect students to talk about during this lesson?

    • dollar
    • dollar sign
    • cent
    • cent sign
    • quarter
    • dime
    • nickel
    • penny
    • debt

     

    Materials:

    • Book Fair items price list
    • baggies of 99¢
    • paper to keep track of money totals and to calculate totals

     

    Advance Preparation:

    • create book fair price list or use the one provided
    • make copies of the price list and student sheet
    • make coin baggies/wallets (The baggies can all have the same amount of money or varied amounts for differentiation.).  Another idea is for the children to count out the money and put the coins in a bag.

     

    Launch:

    1. Special Delivery! (5 minutes)

    Book Fair Trinkets

    • Have the school secretary (or another visitor) come into room stating that guardians have dropped off bags of change at the office for each child to spend on “trinkets” at the book fair.

     

    Problem: (problem handout)

    Our favorite time of the school year! The Book Fair is here! You and your classmates have already visited the Book Fair and bought a variety of books to read and enjoy. It’s the last day of the Book Fair and the school secretary comes to the door with a baggie containing 99for each student. You’ve been extra good this week and your guardian has dropped off a baggie of coins for you to get a little something extra at the Book Fair before it closes. Your task is to create a plan for what you can buy using the Book Fair Price List provided. Sometimes it’s hard for us to make decisions with so many fun items to choose from so include as many options for spending your money as you can.  Be sure to show your math thinking.

      • What items can buy with the money you have?
      • What’s another combination of items you can buy with your total?
      • What’s the most number of items you can buy with your total?

     

    Teacher Note: Remind students of the purpose of this lesson: We are learning to plan with our money and to add and subtract money accurately. You will make decisions about how to spend your money.  Make sure that you have enough money for all of the items you want to buy.

     

    Explore:  What can I buy?  (15-20 minutes)

    Allow students time to work individually and then with partners in order to solve the task. As students work, observe students to see how they are solving the task. Encourage students to share their strategies with one another and describe how they are adding their items.

                Observe:

    • How are students recording the totals?
    • Are they using symbols correctly?
    • Are they counting correctly?
    • What is the price of the first item that students chose?
    • How do students determine when they’ve reached their “limit”?
    • What vocabulary are students using as they solve the task?

               

    Select students to present to the class. Look for students who modeled the problem and kept track of their limit.  Also look for strategies that will generate discussion to help others move toward a deeper understanding of adding coins and keeping track of their totals.

     

    Discuss:

    1. What did I buy? (15-25 minutes)

    Bring the group back together and have selected students share their strategies for solving the task. Show students’ work.  Relate the task to shopping.

    Possible points to address and questions to ask:

    • Discuss strategies used and relate it to knowing coins.
    • How did you know when to stop buying?
    • How did you make decisions about what to buy first? 
    • Did everyone buy the same items?
    • Why did one person only buy one item while another bought three or four items?
    • What was the most items someone could buy with the money? What was the least?
    • Can you explain someone else’s strategy?
    • What strategy did you hear that you would like to try if you were planning for a shopping trip?
    • How is your solution strategy the same as/different from __________’s strategy?

     

    Evaluation of Student Understanding

    Informal Evaluation:

    Observe and monitor students as they solve the problem.  How are they making sense of the problem? Are they using mathematical vocabulary as they solve and discuss the problem? How are students keeping track of their totals? Are they using paper or keeping track mentally?  What strategies are students using to add and subtract?

     

    Formal Evaluation/Exit Ticket:

    At the end of the lesson, give students a specific wish list of items to buy.  Ask students to give you the total amount of those items.  Example: Our classroom needs a pointer, a mechanical pencil, and an eraser.  How much money would I need to buy those items?

     

    Meeting the Needs of the Range of Learners

    Intervention:

    • smaller or larger amount of money to use
    • have students calculate the tax for their purchase(s)
      • 7 cents for every dollar they spent
    • How much change would they get back?

     

    Extension:

    • Allow students to spend more than 99¢using the Book Fair Goodies Price List, but not more than $5.00.
      • How much money would they spend?
      • What would it look like in bills & coins?
      • Could it look another way?
    • Have students create shopping lists for other students to calculate.
    • Students create word problems based on shopping list.
      • Give to buddy to solve
      • Have posted around the room for others to solve as a “Scoot” activity

     

    Possible Misconceptions/Suggestions:

    Possible Misconceptions

    Suggestions

    • Students do not understand the problem.
    • Students have a difficult time keeping track of total
    • Difficulty with adding
    • Incorrect coin identification
    • As a class, act out the problem.

     

    • Give students 120 Charts to keep track

     

    • Reference card, anchor chart, math notebook to refer to

     

    Possible Solutions:  There many solutions.

     

     

     

     

     

     

     

     

    Our favorite time of the school year! The Book Fair is here! You and your classmates have already visited the Book Fair and bought a variety of books to read and enjoy. It’s the last day of the Book Fair and the school secretary comes to the door with a baggie containing 99¢for each student. You’ve been extra good this week and your guardian has dropped off a baggie of coins for you to get a little something extra at the Book Fair before it closes. Your task is to create a plan for what you can buy using the Book Fair Price List provided. Sometimes it’s hard for us to make decisions with so many fun items to choose from so include as many options for spending your money as you can.  Be sure to show your math thinking.

     

    Which items will you buy with your money? How much will you have left?  Show the items that you are buying and your strategy.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Book Fair Goodies

    Price List

    Pointers

    70

     

    Erasimal-

    Animal Erasers

    69

    Top Secret Pen

    79

    Smartphone

    Eraser

    59

    Triple-

    Scented Highlighter

    29

    Twirly Twist Eraser

    50

    Color Change Pencils

    19

    3-D Puzzle Eraser

    49

    Eraser with Sharpener

    69

    Bookmark

    40

     

    Coin Eraser

    59

     

    Pencils

    28