Money and Addition

Author: Karen Carswell
School District: Lisbon Central School
Subject(s): Language Arts (English), Mathematics
Topic or Unit of Study:Money and addition
Grade Range: 4
Duration/Time Required:

• Number of days: 1
• Length of period: 50 minutes

Standard:

• Content - Number Sense & Operations
• Process - Connections

Objective:

1. The learners will predict how much money the pigs found.
2. The learners will solve the addition problem presented in the story.
3. The learners will develop their own menu prices.
4. The learners will construct a new food order.
5. The learners will solve the new addition problem they created.

Evaluation of Student Learning:
Evaluation will be done through class participation of finding the correct sum (check each learner’s work and listen to his/her oral explanation) and check of the independent practice. For part B, evaluation will also occur by observing the learners when getting the correct money out of the cash register and totaling up the money.

Summary:
The learners will discuss going out to dinner, listen to a story involving finding money to go out to dinner, and add up the money found. The learners will then create their own prices on a menu, create a new order, and solve for the new total.

Time Allotment:
1 class period. 50 Min. per class.

Learning Context:
This activity will expose the learner to the connections between math and literature and have them compute addition using money.

Universal Design for Learning:
Instruction is geared toward and accessible to all learners.
Instruction methods will be clear and consistent so that all learners will be able to successfully participate at each step.
Instruction is adapted to different learning styles.

Diversity Issues:
Will be accounted for, depending on the classroom.

Anticipatory Set:
Discuss with students why people go out to dinner, restaurant choices, and ways to pay for dinner. Have students estimate how much money will be needed to pay for a family of four pigs to have dinner at a Mexican restaurant. Have students write down their estimates. Explain that they will listen to a story, see how close their estimates were, and then do a few activities with the story.

Teach/Model(instruction):

1. Read Pigs Will Be Pigs to the students without telling the total amount of money found.
2. Choose one (or both, if time permits):
   • Read the story again, have students add up the money found as the story is read. Have students adding on the Pigs Will Be Pigs worksheet. Discuss with students how much the pigs found and what each student found for his/her total. Compare the total to each student’s estimate. Discuss comparisons.
   • Read story again. Using play money, have students take turns getting the amount of play money out of the cash register that the pigs found each time. At end of the story, have students sort and add up all the money found. Extension: trade “found” money for fewest coins and bills then add.

Guided Practice:

• For part A, students may work in pairs to come up with the total amount of money (depending on group dynamics).
• For part B, students can work together to count or exchange money.
  The teacher will be repeating each amount found and checking to make sure students are writing down amounts and then assisting if anyone is having difficulty finding the total.

Independent Practice:
The learners will receive an Enchanted Enchilada menu with the prices missing. The learner will create a new price list and order a new dinner for the family. The learner will then calculate the new price that the family will have to pay for dinner. Extension: add tip and/or tax.

Closure:
Discussion review of the story and the amount of money found. Students will be informed that they will be sharing their new menu and order with the other students the following day.

Instructional Materials:

• Pigs Will Be Pigs by Amy Axelrod
• Play money
• Menu from Enchanted Enchilada
• Menu worksheet
• Pigs Will Be Pigs worksheet
• Order/Cost worksheet
• Pencils

New York State Standards
Subject: Mathematics, Science, and Technology (1996, 2005 Math update)
Learning Standard 3: Mathematics (2005 update)
Students will:

1. understand the concepts of and become proficient with the skills of mathematics
2. communicate and reason mathematically
3. become problem solvers by using appropriate tools and strategies
4. through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability.

• Grade/Subject: Grade 4
  • Area: Process Strands
    • Strand: Problem Solving Strand
      • Standard: Students will solve problems that arise in mathematics and in other contexts.
        • Performance Indicator: 4.PS.4 Act out or model with manipulatives activities involving mathematical content from literature.
        • Performance Indicator: 4.PS.5 Formulate problems and solutions from everyday situations.
        • Performance Indicator: 4.PS.7 Represent problem situations in oral, written, concrete, pictorial, and graphical forms.
      • Standard: Students will apply and adapt a variety of appropriate strategies to solve problems.
        • Performance Indicator: 4.PS.12 Use physical objects to model problems.
  • Area: Content Strands
    • Strand: Number Sense and Operations Strand
      • Standard: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
        • Performance Indicator4.N.10 Develop an understanding of decimals as part of a whole.

Assessment/Rubrics:
Assessment was done with student responses during the lesson, the addition of the money found, ability to find and count the correct money, and the independent practice that will be graded and shared the next day.