| Chores for Money |
Grade:
Second |
Content Area:
Technology |
Time Frame:
1-2 lessons (45-90 minutes) |
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Unit/Lesson Overview:
This lesson uses the children's book A Chair for My Mother by Vera B. Williams to investigate mathematics and money.
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Student Standards (TEKS)
| for
explanation of a TEK, click on the TEK |
| Language Arts: |
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| Math: |
2.3(B)
2.12(D)
2.13(A) |
| Social Studies: |
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| Science: |
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| Technology: |
B3
B5
G1 |
| Technology: |
G2
G3
M2 |
| Additional TEKS: |
Math: 2.3(D), 2.14(A) |
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I Can....
... count a collection of coins under $1.00.
... represent my total using different coins.
... separate my coins into two equal collections.
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Assessment(s):
The teacher will review the Kidspiration activity for accuracy. Did the student accurately count their change? Can the student separate their money into two groups? Did the student explain their processes? : |
TAKS Objectives:
| Reading: |
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| Writing: |
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| Math: |
Objective 1, Objective 6 |
| Social Studies: |
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| Science: |
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Bloom's Taxonomy
| Yes |
Knowledge |
| Yes |
Comprehension |
| Yes |
Application |
| Yes |
Analysis |
| Yes |
Synthesis |
| Yes |
Evaluation |
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Big 6 Skills
| Not Chosen |
Task
Definition |
| Not Chosen |
Info. Seeking
Strategies |
| Not Chosen |
Location and
Access |
| Not Chosen |
Use of Information |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Supplementary Resources / Materials:
A Chair for my Mother by Vera B. Williams
Bag of coins for each team, containing quarters, dimes, nickels, and pennies.
Large spoon or scoop for each team.
Optional: Math By All Means, Money, Grades 1-2, by Jane Crawford, a Marilyn Burns Replacement Unit. This lesson is based on the Connecting Math and Literature lesson beginning on page 140.
File: chores.kid
File: 2ndmoneyp.ppt
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Internet Links:
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Accommodations:
To be determined by teacher based on student needs |
| Procedures |
Introductory Activity (Warm-Up):
Ask if students have ever set a goal for themselves when saving money. Do they receive an allowance? Do their parents have any rules for how they handle money they have earned? |
Lesson:
Prior to the class, save the file named chores (file 1) into your student shared drive. You may also want to save 2ndmoneyp (file 2) to the student shared drive for an extension/center activity.
Read aloud the book A Chair for My Mother by Vera B. Williams. Ask students why the family put the coins in the jar?
Open the template chores (file 1). Model how to use the template and complete the activities. As a whole group, model how students will scoop coins from the bag, organize, record, and count their coins. (Teacher can model on the TV or classroom projector, or the entire lesson may be done in the computer lab in order to display on larger screen). Drag coins out from the side in order to represent the exact coins they scooped from the bag.
Model how to create the number sentence for the coins they scooped from the bag. What strategies (counting by 1's, 5's, 10's, etc.) are students utilizing? What is the total value of the coins they scooped? Demonstrate where to enter the number sentence and total amount. What chore would they offer to perform in exchange for that amount of money? Complete the sentence at the top of the template to explain what chore they would perform.
In the story, the girl saved half of her money each time she worked at the diner. In our chores activity, the students are going to divide their money equally between the Money to Spend shopping cart and Money to Save piggy bank. Demonstrate on the template how to drag coins out from the side in order to represent money to save and money to spend. Students do NOT have to use the exact same coins that they scooped, i.e., they can replace a dime with two nickels if that would make the division easier.
In the box under the piggy bank/shopping cart, students will write to explain how they split up their money.
As a final step, students will recreate their total amount in the bottom box, using a different combination of coins to represent the total they originally scooped.
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Reteach:
To be determined by the teacher based on the student needs
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Extension:
The template can be reused as a center activity with students working independently or with a partner.
As another center activity, cut apart advertisements (for toys, games, books, small furniture) and students select an item to save for. Each week students will draw a spoonful of coins and add it to their classroom savings. Keep a running total in their math journal with the picture of what they are saving for, how much they collected each week, and their predictions about how many weeks it will take them to save enough to purchase the item. An Excel file can also be created that students could add to each week as they scooped their coins.
An additional extension template 2ndmoneyp (file 2) can be used in center or lab time.
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Guiding Questions:
What is your estimate of how much money you could scoop out in one scoop?
What is the easiest way for you to accurately count change?
How would you divide your money between your spending and saving collections?
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Summary Questions:
How do you know your count is correct?
How close to your estimate was your coin collection?
How did you ensure that your coins were divided evenly between your Money to Spend and Money to Save collections?
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Reflection:
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