Day 1: Spending and Receiving Change-Dollars and Cents

Day 1: Spending and Receiving Change-Dollars and Cents

Title: Subtraction- Dollars and Cents
Day One: Content Development / Grade Level:
3-5 / Resources for Lesson:
High Yield Routines: Alike and Different
Origo Fundamentals: Red Level Pages 40-43
Lesson: Dollars and Cents simulates the procedure for spending and receiving change by adding and subtracting. At this level calculations will bridge across a whole dollar. / Guiding (Focus) Question:
How can I find out how much change I should get after spending money?
Unit Learning Targets:
Solve multiple step problems to add and subtract dollars and cents.
Success Criteria:
I can use strategies to correctly add and subtract money accurately.
Mathematical Practices
SMP 1
SMP 2
SMP 3 / Content Standards:
2.MD.C.8
4.MD.A.2
4.NF.C.7
5.NBT.B.7 / Time for Lesson:
Warm Up: 10 Minutes
Content Development: 20 Minutes
Game: 20 Minutes
Reflection: 10 Minutes
Content Objectives:
I can determine the amount of money when I add dollars and cents together.
I can determine how much change I should get when I subtract the money I have by the money I spend. / Language Objectives:
(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)
I can discuss how I calculated the change I will receive.
I can record and discuss the amount spent and the amount left over.
Key Vocabulary
Amount Saved
Amount Spent
Amount Left Over
Names of Coins
·  Quarter
·  Dime
·  Nickel / Lesson Supports
Manipulatives:
Coins (nickel, dime, quarter, small bills)
Strategies chart
Add total money then subtract / Take one money amount at time off the total value
Start with the amount rolled and add up to the amount spent. / Other Strategy
The strategies on the chart reflect some ideas. Use this idea to develop your own class’s strategies and record them as students share. / Materials:
Dollar and Cents Game Sheet (Page 42)
Three (3) money cubes for each pair of students (see page 40)
Coins (real or play)
Student Engagement: Leadership
How will this lesson develop leadership skills for our migrant students?
3. I am healthy and plan financially. / Strategies to develop leadership skills:
Discuss saving and spending money. Prompt students with example such as…
How can you earn extra money?
What can you save money for?
What are some items that cost around $5.00?
Warm Up: Alike and Different
Provide students with two money amounts: $1.25 and $0.75. How are these two values alike? How are they different?
Content Development:
How can I determine how much money I have? As a group roll the three number cubes needed for the game. Have students discuss with their partners the total on the three number cubes. Next discuss how you would write that total using money notation. Roll One: $2, 25c, and 10c-total and how do I write this total (example)
Ask how do they know this? Do several more times.
Suppose I have $9.25 cents and I roll $5, 25c and 10c number cubes. How much money would I have left over? (Have students suggest different ideas).
Possible strategies include (but are not limited to):
·  Add the value of the number cubes and subtract from the original amount
·  Have $9.25 then take away values of coins one at time ( take away $5.00 and then I would have $4.25, then take away a quarter and I have $4.00, then take away 10 cents and I have $3.90)
·  Start with the value on the cubes $5.35 and add up until you get to 9.25 (First I go from $5.35 to $8.35-that’s $3.00, then it is 10 cents less than one more dollar, so it would be 90 cents or $3.90. / Notes:
Have dollar and cents Player One and Player Two as a chart.
Provide “play” money for students as a model to use.
*If students are proficient at the game they can use the Beyond the game for an extra challenge.
Game Activity:
·  Model the game by using the game chart from page 42, play 2 rounds with your students. Roll the three number cubes, add together and place in the amount spent.
·  Determine how much the item was from the game sheet and discuss ways you could find the amount you had left over. (Allow students to discuss different ways to find the difference.) Repeat until 2 rounds are complete.
·  Have students work with partners to play entire round.
·  Students who need an extra challenge can play “Dollars and Cents Again” where students shift their thinking to how much more money will I need to save.
Reflection:
What were some of the subtraction strategies did you use to play the game?
Ask students to justify true and false statements such as:
Is $2, 25c and 10c equal to $2.40?
If I have $8.35 and spend $2.50, can I have $6.80? / Review and Assessment:
Exit Ticket:
You have $7.25. What could I roll on my number cubes to subtract the amount mentally? What amount would I have?
Example includes: I could roll $1, 10c, and 10c and would have $6.05 because I took away one dollar and 20 cents.
Home School Connection
Send number cubes and game sheets home for students to play with other family members. / Materials to Send Home:
Number cubes
Game Sheet/Pencil

Problem Solving-Finding Change

Title: Subtraction- Finding Change
Day Two: Problem Solving / Grade Level:
3-5 / Resources for Lesson:
High Yield Routines:
Illustrative Mathematics: Margie Buys Apples
Worksheets: Determining Change and Buying with Change
Lesson:
Using operations to solve word problems including simple decimals. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. / Guiding (Focus) Question:
How can I find out how much change I should get after spending money?
Unit Learning Targets:
Solve multiple step problems to add and subtract dollars and cents.
Success Criteria:
I can use strategies to correctly add and subtract money accurately.
Mathematical Practices:
SMP 1
SMP 2
SMP 3 / Content Standards
2.MD.C.8
4.MD.A.2
4.NF.C.7
5.NBT.B.7 / Time for Lesson:
Warm Up: 10 Minutes
Content Development: 20 Minutes
Problem Solving: 20 Minutes
Reflection: 10 Minutes
Content Objectives:
(Student Friendly) / Language Objectives:
(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)
Key Vocabulary
Receipt
Change
Change
Amount Left Over
Amount Spent / Lesson Supports
Graphic Organizer:
What important information do I know?
3 apples
50 cents each / Diagram/Model
See diagram on illustrative worksheet with tape diagram.
Show Work: / Answer Statement:
Margie will get back ___ money after buying three apples.
Equation:
/ Materials:
Problem Solving Worksheets
Margie Buys Apples
Determining Change
Buying with Change
Exit Ticket
Student Engagement: Leadership
How will this lesson develop leadership skills for our migrant students?
3. I am healthy and plan financially. / Strategies to develop leadership skills:
Discuss saving and spending money. Prompt students with example such as…
How can you earn extra money?
What can you save money for?
What are some items that cost around $5.00?
Warm Up: Alike and Different
Provide students with two money amounts: $0.55 and $0.80. How are these two values alike? How are they different? Have students build upon the work they did with other money amounts. Also strive for your students to try the ideas from other members of the class.
Content Development:
Pose the following question (orally and written): Margie bought 3 apples that cost 50 cents each. She paid with a five dollar bill. How much change did Margie get back?
·  What is the question being asked? How can the question be turned into a statement without an answer. (Example Margie got back ___ in change.)
·  What are the important pieces of information in the problem?
·  How could we show our thinking in a diagram of some kind?
·  What equations may I need to solve?
Work through problem with entire group as a model. / Notes:
I do, we do, we do, we do, you do considerations of scaffolding instruction.
Problem Solving Activity:
There are two problem solving experiences with change your students could engage with.
·  First problem requires students to calculate the change received after buying four items with $20.00.
·  The second problem requires students to determine the change from one item then assessing which other item they could then buy.
Reflection:
Share your groups’ thinking about either of the problems they chose to answer.
How much change did you get back (in either answer)
What additional item where you able to buy? (Problem 2) / Review and Assessment:
Exit Ticket…
Hamburger Shack!
Home School Connection
Send number cubes and game sheets home for students to play with other family members.
Estimate how much change you would get back if you bought common grocery store items and paid for that item with different size bills. / Materials to Send Home:
·  Home School Connection
·  Dollars and Cents Game Sheet
·  Number Cubes

Determining Change:

Find the change for the store receipt.

John’s Groceries
Eggs / $4.31
Milk / $4.25
Cheese / $4.99
Bread / $1.89

If you paid with a 20 dollar bill, how much change would you receive? Give a reason for your answer.

Buying with Change:

The table below shows the prices of several items at the movie theater.

Item / Price
Candy / $1.45
Water / $1.85
Popcorn / $3.70
Nachos / $2.35
Soda / $2.95

Evelyn had $5.00 when she went to the theater. If she bought one candy, what is the most expensive item she can buy with the money she has left?

Justify your answer.

Exit Ticket:

Hamburger Shack
Hot Dog / $4.15
Burger / $3.75
Soda / $4.50
Shake / $1.75
At the Hamburger shack you bought some items. If you paid with a $20 bill how much would you get back?
Justify the amount you spent and the amount of change you got back.

Exit Ticket:

Hamburger Shack
Hot Dog / $4.15
Burger / $3.75
Soda / $4.50
Shake / $1.75
At the Hamburger shack you bought some items. If you paid with a $20 bill how much would you get back?
Justify the amount you spent and the amount of change you got back.

Home School Connection

Dollars and Cents: Calculating Change

Goal of the Game:

Your child will add and subtract money to determine how much they spent and how much change they will get back. Money can be a useful way to learn about place value of decimals. By calculating change students are solving problems with many steps.

Materials:

Dollars and Cents Game Sheet

Number Cubes with the following amounts:

·  Cube A: $1, $1, $2, $2, $5, $5

·  Cube B: 25c, 25c, 10c, 10c, 5c, and 5c

·  Cube C: 25c, 25c, 10c, 10c, 5c, and 5c

How to Play:

The aim is to have the greater amount of change after each round.

1.  Read aloud the amount of money you saved for the first round. (This is on the game sheet).

2.  Roll the three number cubes and add those amounts together. Record this as the amount spent on the score sheet.

3.  Subtract the amount saved from the amount spent. Record the total in the “Amount Left Over” this is the amount of change you should get.

4.  The other player has a turn.

5.  The player with the most change (money left over) at the end of each round scores one point.

6.  The player with the most points at the end of all of the rounds is the winner.

Questions I could ask my child:

How can you tell quickly how much money you spent?

What is the greatest value you could roll?

What is the smallest value you could roll?

Can you calculate the amount left over in your head, or mentally?

Other Activities:

When you are at the store, ask your child what the different values there are for items. Ask them to estimate if you subtracted that item from $5.00 how much change should you get.

Examples include:

Salsa sells for $3.99. If I rounded that to $4.00 and subtracted from $5.00 I would get back about a dollar.

Having your child estimate in the grocery store builds stronger number sense.