Designing a Learning Experience

The Blueprint
NAMES: ALEXIS C UTLER AND RACHEL SOLOMON
PROJECT TITLE: MONEY MATTERS

GRADE LEVEL: SECOND GRADE

PROJECT ESSENTIAL QUESTION : WHAT ARE THE

VARIOUS FUNCTIONS OF MONEY IN OUR LIVES?

SUBJECTS: MATHEMATICS

LESSON TITLE: WHAT S THE DIFFERENCE ?

DURATION: 52 MINUTES (1 DAY )

PURPOSE OF THE LESSON

Connection to Global Mini Project
This lesson fits into the larger context of our global mini project plan because it has to do
with money and focuses on the subject of math. This lesson incorporates acting out reallife experiences while practicing math at the same time, giving children a better
understanding of the value of money. Our global mini project encourages children to have
discussions about what they would do with their own pocket money. This transitions into
our store activity as the children will understand more about how much should be allotted
for necessities verses wants. Concluding the store experience, the children will then
compare with classmates regarding their thoughts to gain various perspectives. From
these experiences, students will have a better understanding of how money is used in
their own and others every day life.

Curriculum Alignment (Standards)

MATHEMATICS GRADE 2
DOMAIN : NUMBER AND OPERATIONS IN BASE TEN
C LUSTER: UNDERSTAND PLACE VALUE
STANDARD 2.NBT.1 UNDERSTAND THAT THE THREE DIGITS OF A THREE-DIGIT NUMBER
REPRESENT AMOUNTS OF HUNDREDS , TENS , AND ONES
ESSENTIAL SKILLS AND KNOWLEDGE KNOWLEDGE OF THE VALUE OF EACH PLACE IN A
NUMBER, K NOWLEDGE THAT THE PLACEMENT OF A DIGIT AFFECTS THE VALUE OF THAT DIGIT
MATHEMATICS GRADE 2
DOMAIN : MEASUREMENT AND DATA
C LUSTER: WORK WITH TIME AND MONEY
STANDARD : 2.MD.8 S OLVE WORD PROBLEMS INVOLVING DOLLAR BILLS, QUARTERS, DIMES ,
NICKELS , AND PENNIES , USING SYMBOLS APPROPRIATELY
ESSENTIAL SKILLS AND KNOWLEDGE ABILITY TO IDENTIFY BOTH SIDES OF CURRENCY,
ABILITY TO COUNT MIXED SETS OF CURRENCY

Objectives
By counting replica money and working through real-life math situations, the students will
be able to understand that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones.
By practicing real world activities that involve money, the students will use replica money
to solve different, word problems involving dollar bills, quarters, dimes, nickels, and
pennies, using symbols appropriately.

Knowledge

Skills/Processes

After completing this learning experience,

students will know:
More about place value and how it
relates to money
How people use math in real life
situations involving money
How to do simple math computations
in your head
Better understand the value of
different bills and coins

The students will be able to solve simple

addition and subtraction problems to help
them in real life scenarios with money.
The students will exchange money for
goods to gain understanding of the value of
dollar bills, quarters, dimes, nickels, and
pennies.
The students will count replica money and
perform store computations to see how
three-digit numbers represent amounts of
hundreds, tens, and ones.

Understanding (Big Idea)

The students will understand that money is
a part of everyday life, and it is important to
know how to do math to use money.
Students will also understand that different
forms of money are used around the world,
and that we use different kinds of money to
buy similar things.

Dispositions/Habits of Mind
Persisting, Thinking Flexibly, Striving for
Accuracy, Questioning and Problem Posing,
Applying past knowledge to new situations,
Thinking and communicating with clarity
and precision, Thinking interdependently,
Remaining open to continuous learning

Assessment:
Students will participate in the store scenario activity. Then students are expected to share
their store experiences aloud with the class and answer questions posed by the teacher
or other students. After this, the students are expected to complete an assigned
worksheet about money with correct responses.
Product/
Records to
be

Evaluation
Criteria

4.0
(Exceeds
Expectation

3.0
(Meets
Expectation

2.0
(Approache
s

1.0
(Does not
meet

Assessed

s)

Participatio
n in store
activity and
presentatio
n

I.

Use of
replica
money to
solve
different
math
problems

Worksheet

II.

Use of
addition
and
subtraction

s)
Students
actively
participate
in the
store, and
are able to
present
and
effectively
explain
what they
did in the
store
scenario.
Students
complete
the entire
worksheet
with 100%
accuracy.

Expectation expectation
s)
s)
Students
Students
Students are
actively
are only
disruptive
participate
somewhat
and not
in the
engaged in engaged in
store, and
the store
the store
are able to
activity,
activity, and
present
and can
are not able
and mostly barely
to present
explain
explain
or explain
what they
what they
what
did in the
did in the
happened in
store
store
the store
scenario.
scenario.
scenario.
Students
complete
the entire
worksheet
to the best
of their
ability, with
some
possible
wrong
answers.

Students
complete
part of the
worksheet
and appear
to have put
little effort
into trying
to figure
out the
problems.

Students do
not
complete
the
worksheet,
or barely
complete it.
They put
little to no
effort into
figuring out
the
problems.

LEARNING EXPERIENCE

Vocabulary & Terms

Addition: Bringing two or more numbers (or things) together to make a new total.
Subtraction: The operation or process of finding the difference between two numbers or
quantities.
Difference: The result of a subtraction problem.
Exchange: Substituting one thing for another thing.
Change: A remaining amount of money you may be given back if you give more than the
particular item costs.
Dollar Bill: $1.00, 1 dollar
Quarter: $0.25, 25 cents
Dime: $0.10, 10 cents
Nickel: $0.05, 5 cents
Penny: $0.01, 1 cent

Instructional Materials and Supplies:

Objects for each store (Note all objects will be replicas of the real thing, i.e. cutouts and pictures)
Pharmacy: A candy bar, a medicine bottle, band-aids, a thermometer
Gas Station: A bag of chips, a soda, a pitcher of gas, a phone charger
Grocery Store: An apple, eggs, milk, a loaf of bread
Clothing Store: A t-shirt, tennis shoes, a pair of jeans, a pair of sunglasses
Restaurant: A salad, French fries, a steak, a soda
Printed signs indicating which store is which (5 signs in total on construction paper)
1 index card per student that will state either Pharmacy, Gas Station, Grocery Store,
Clothing Store, or Restaurant and the assigned position, either Shopper, Cashier, or Store
Attendant (these cards will be handed out randomly)
1 Money Matters Handout per student
1 piece of plain paper per student for the Shopping Plan
Markers
10 Shopping bags
10 Wallets
20 Pricing Stickers
Replica $1, $5, $0.25, $0.10, $0.05, $0.01 money
representations
Chalk
5 Pretend Money Drawers (made from plastic material, as
seen
at right)

Technology:
Technology wont be heavily incorporated within this lesson. Calculators could be used if a
student is really stuck on math computations.
Resources: Our Money Matters handout is attached. All ideas and aspects of handout are
authentic.

Sequence
Event

Procedure/Activity; Questioning Strategies; & Management

Considerations:

LAUNCH

What are ways that we can pay for things that we buy at the store?
Possible answers include: cash, coins, credit card, check, etc.

(5 minutes)

Money is everywhere in our world. People use it everyday to buy things

such as food, gas, clothes, and much more.
The teacher will assign each student to a store stationed around the
classroom. Each store will have about 4 students depending on the class
size. The stores will be a gas station, a grocery store, a pharmacy, a
clothing store, and a restaurant. When the student is assigned a store, they
will also be assigned a particular role to take on in regards to that store.
The various roles will include cashier, two shoppers, and a store attendant.
Each assignment will be indicated on a provided index card that the
teacher will now handout randomly to students in their seats.
Now everyone take a look at your index cards. Raise your hand if youre a
cashier. Raise your hand if youre a shopper. Raise your hand if youre a
store attendant. Can anyone tell me what a cashier does? How about a
shopper? A store attendant?
Give the students time to think, and then have a short class discussion
about the responsibilities of each role.
Please raise your hand if you enjoy going any store with your parents.
What are some things they typically buy when you go with them? Please
discuss this with the people at your table.
The teacher prompts the students to end their discussions and direct their
attention back up front. The teacher will then handout replica $5 bills to
each student.
What are some things you would buy with the $5 I gave you at your
assigned store?
The teacher will call on a few different students for responses to share
aloud. The teacher will list these responses on the board as a brainstorming

exercise. The stores will be listed out first on the board, and the items will
be written under each store category.
Do we think children around the world would buy similar things to what
we would at our assigned stores? That is something I would like for you to
consider while we go on our shopping affairs today here in our American
stores.
Give the students some time to think about this, and then let a few
students respond to the class.
EXPLORE
(15 minutes)

Now we are going to go to our assigned stores located around the

classroom. When you get to your store, you will take the role that is stated
on your index card. For example, if your index card says that you are the
cashier, you will be the one ringing up the items at the store and
exchanging money. You will then have 12 minutes to act out a shopping
scenario with the people in your group.

Since each member of your group will have a different role, everyone will
be doing different things at the same time. After about 4 minutes, I will tell
you to switch, and you will switch roles with someone in your group. After
another 4 minutes, I will tell you to switch one last time. This way each
person will get to experience the 3 different jobs.
.
The teacher sends the students to their store stations, and tells them to
wait for further direction. Once the students are all at their assigned
stores, the teacher can continue talking. The students will have about 12
minutes to act out their roles and explore what it is like to shop in a store
and exchange money
The students begin to explore their stores and jobs. The teacher will walk
around the room pose questions to each group. Examples of questions
include:
Cashier, how do you feel being in charge of all this money?
Shoppers, do you think $5 is enough to buy what you want?
Store attendant, what are you going to do with the money you make
today?
If support is needed to get through the cash transactions, the teacher can

PRESENT
(10 minutes)

offer guidance. For example:

The shopper has $5 and what theyre buying is $3, so how much money
do you give them back? The teacher could suggest doing the subtraction
problem 5 minus 3 on a piece of paper (if needed).
If a student has too many items that add up to more than $5, the teacher
can ask questions such as:
Do you think you have enough money to pay for all of that? Lets do the
math and add up the prices of all your items.
The students will be prompted to put all store materials down where they
were and to return back to their desks quietly and await student
presentations.
Each group of students (each store) will take turns going up in front of the
class and sharing their shopping experience.
The teacher then leads a discussion based on the students experiences
and checks for understanding of math vocabulary and how that applies to
money addition, subtraction, difference, change, etc.
The teacher may use the following questions to lead the discussion:
Is it important to pay attention to the prices of things while youre
shopping?
What are some easy ways to do math while shopping?
How do you know if you have enough money for all the items you want to
buy?
How would change your next shopping experience? What would you do
the same?
After the short discussion, the teacher uses what the students have just
shared and presents a new skill to them. This new skill is how to create a
pre-shopping plan. In this case, a pre-shopping plan is something you make
before you go to the store. You figure out what you want or need to buy,
how much it all costs, add it up, and make sure you bring enough money to
the store to buy all of the items. The teacher will give an example on the
board for the students to complete.
You know at the grocery store that milk is $3.50, eggs are $2.00, and
butter is $1.10. If you want to buy one of each of these things, how much
money do you need too bring to the store with you? Please silently
complete the addition on your own paper and look up when you are done.
The teacher will walk around and make sure to help anyone that may be
struggling. After all of the students have looked up, the teacher will
continue the short explanation.

You all just completed your very own pre-shopping plan. The correct
answer is that you will need to bring at least $6.60 to the store with you, if
you want to buy one of each of those items. By creating a pre-shopping
plan before you go to the store, you will always know that you have enough
money to purchase everything that you need or want to buy.
The teacher calls up one person from each group to get worksheets and
pass them out to each student in their group. The teacher goes over the
directions on the worksheet (see attached).
The teacher walks around as the students are completing the worksheet.
After they are done (about 10 minutes), the students will bring their
completed papers up to the front of the room, place them in a pile to be
collected, and grab a plain sheet and some markers for the next activity.
The teacher will then introduce the next activity, which is having the
students create a shopping guide to bring along with them on their next
shopping or dining out excursions. The pre-shopping plan activity in the
previous section is a great lead into this activity. This plan will be a
compilation of everything they learned during their own shopping
experience in the classroom stores. It should be things they learned about
money and how to exchange it, specifically how to count it and how to add
and subtract prices in the context of a public store setting.
APPLY
(25 minutes)

Now that youve had some time to practice our new understanding of the
value of money and how we can use it with math, we are going to create
our very own shopping guide for the next time we go to the store or out to
eat with someone. In your guide, you should include anything you learned
today that you think might be useful the next time you have to count
money in a public setting. At least three ideas should be on your guide
along with pictures that help you to remember the values of money and
what they look like. The guide should be neat and presentable, as you may
also want to share it with your family or whomever youre shopping with.
Each student is responsible for there own individual guide, based off of
your shopping experience. You will have 15 minutes to create this.
The teacher will walk around while the students are working to ensure that
only thoughtful ideas are being included on the guide. At the end of the 15
minutes the students will turn in the guide to be reviewed by the teacher.
After the teacher reviews them they will be handed back so that they can
be taken home and practically used.

Now that weve had some time to think about and work with math, turn to
the person sitting next to you and discuss what youve learned today. Then
were going to discuss as a class and I will write some important points on
the board.
When the students are done discussing, the teacher calls on volunteers to
share what theyve learned with the class. The teacher writes their ideas on
the board.

CLOSURE
(10 minutes)

The teacher then leads a closing discussion. Some questions to ask could
be:
Can you think of other scenarios where you would have to use money and
complete a transaction?
What are some ways we can save our money so the next time we go to
the store we have more to spend?
Do we think people in other countries spend money on similar things that
we do?
As we continue to think about money and math, next time you go to the
store, try to add up a few items in the cart before getting to the register
and figure out how much money it would cost.
How much money do you think you would need to go to the grocery store?
Or the gas station? Or the pharmacy? Or the clothing store? Or out to eat?
What kinds of bills and coins would you bring to pay for everything?

*Additional Resources + Materials: Handouts/Worksheets

Name: ____________________________________ Date: ____________________________________

Money Matters
Directions: For each question, complete the math to find the solution to the word problem.
Show all work.
1) If John goes to the store with $4.00, and buys a banana that is $1.50, how much
money does John have left over?

2) If Mary goes to the store with $3.00 and wants to buy a $7.00 shirt, how much more
money does Mary need to get before she can pay for the shirt?

Directions: For each question, count the money and write the total amount in the space
provided.
1)

2
2

3)

4)