Domain: Measurement & Data Standard Code: 2.MD.8 (2.OA.1, 2.OA.8 & 2.NBT.2) Author Names: Teryn, Robyn, Cora, Sharon

Title of Task: ______MONEY JAR______

Adapted from: Smith, Margaret Schwan, Victoria Bill, and Elizabeth K. Hughes. “Thinking Through a Lesson Protocol: Successfully Implementing High-Level Tasks.”

Mathematics Teaching in the Middle School 14 (October 2008): 132-138.

PART 1: SELECTING AND SETTING UP A MATHEMATICAL TASK
What are your mathematical goals for the lesson? (i.e., what do you want
students to know and understand about mathematics as a result of this lesson?) / STUDENTS WILL:
2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels and pennies, using $ and c symbols appropriately.
2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. eg: by using drawings and equations with a symbol for the unknown number to represent the problem.
2.OA.8 Add & subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds
2.NBT.2 Count within 1000, skip count by 5’s, 10’s, 100’s
VOCABULARY:
Skip count, cent (c), denomination, dime, dollar ($), equation, money, nickel, penny, quarter
·  What are your expectations for students as they work on and complete this task?
·  What resources or tools will students have to use in their work that will give them entry into, and help them reason through, the task?
·  How will the students work—
Independently, in small groups, or in pairs—to explore this task?
·  How will students record and report their work? / STUDENTS WILL:
-identify coins and bills
-recognize the value of each coin and bill
-skip count by 5’s, 10’s, 25’s in relationship to counting like and coins
-record money values using appropriate symbols ($, c, .)
-record (add and combine) money values up to $5.00
MATERIALS:
-money manipulatives, containers (jar), calculators, coin stamps & stickers, counters, large paper and pencils
SMALL GROUPS
-students will record their findings on the large paper
How will you introduce students to the activity so as to provide access to all
students while maintaining the cognitive demands of the task? / LITERATURE CONNECTION:
-“A Chair for My Mother” by Vera Williams
read and discuss the story prior to Task Activity
-Share personal experiences of saving and counting money.
PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK
As students work independently or in small groups, what questions will you ask to—
· help a group get started or make progress on the task?
· focus students’ thinking on the
key mathematical ideas in the task?
· assess students’ understanding of
key mathematical ideas, problem- solving strategies, or the representations?
· advance students’ understanding
of the mathematical ideas? / PRE TASK QUESTIONS:
-What do you already know?
-What information do you need to find out?
-Think about a plan to solve this problem with your group.
DURING TASK QUESTIONS:
-What does the task ask you to do?
-What operations are you using?
-What could you use to help you solve this problem?
How will you ensure that students remain engaged in the task?
· What assistance will you give or what questions will you ask a
student (or group) who becomes
quickly frustrated and requests more direction and guidance is
solving the task?
· What will you do if a student (or group) finishes the task almost
immediately? How will you
extend the task so as to provide additional challenge? / STUDENT ENGAGEMENT TASK:
-Students will record the information on the paper as they communicate with each other
QUESTIONS OR PROMPTS:
-Can you solve the problem another way?
-Can you think about the problem in a different way?
-Are there any other tools you could use to help you solve this problem?
-What if you… instead of …?
PART 3: SHARING AND DISCUSSING THE TASK
How will you orchestrate the class discussion so that you accomplish your mathematical goals?
· Which solution paths do you want to have shared during the
class discussion? In what order will the solutions be presented? Why?
· What specific questions will you ask so that students will—
1. make sense of the
mathematical ideas that you want them to learn?
2. expand on, debate, and question the solutions being shared?
3. make connections among the different strategies that are presented?
4. look for patterns?
5. begin to form generalizations?
What will you see or hear that lets you know that all students in the class
understand the mathematical ideas that
you intended for them to learn? / SHARING:
-Groups will come up to share and present their findings.
QUESTIONS OR PROMPTS:
-What materials did you use to solve this problem?
-What strategies did you use that were helpful?
-Did you use any strategies that were NOT helpful? Why?
-Did your answers make sense?
-What evidence do you have to support your answer?
CHECKING FOR UNDERSTANDING:
-Teachers will observe students using the appropriate materials, money values, and calculations to solve problems.
-Students will communicate orally and written, their process to solve problems, using evidence to support their answers.
-All students will compare and contrast the various approaches and strategies to solving problems.

MONEY JAR TASK:

You’ve been saving money to buy a ticket to the circus and you finally have enough money. The ticket costs $5.00 and you have saved $5.00! Your task is to determine how many dollars, quarters, dimes, nickels and pennies you have in your jar. Show at least one way you could have saved up $5.00. You must have at least some of each denomination.

(Work with your group and record your problem solving strategies on the paper provided. You may use any of the materials provided.)