Money Here, Money There I. Objectives Essential Questions: a. What is money? b. What is saving? c. Why do people save money?

? NCSS Theme(s): a. Culture b. Global Connections c. Production, Distribution, and Consumption Social Studies VA SOL 1.9: The student will recognize that people save money for the future to purchase goods and services. Language Arts VA SOL 1.3: The student will adapt or change oral language to fit the situation. a) Initiate conversation with peers and adults. Fine Arts VA SOL 1.13: The student will describe how art is an integral part of ones culture. Math VA SOL 1.7: The student will a. Identify the number of pennies equivalent to a nickel, a dime, and a quarter; and b. Determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. Students will be able to express the basic concept of (complex) money.

II. Materials for Learning Activities Teacher Materials 1. Pigs Will Be Pigs: Fun with Math and Money by Amy Axelrod 2. The Coin Counting Book by Rozanne Lanczak Williams Student Materials 1. Money, Money, Money! Worksheet. 2. Money Review Worksheet. 3. Pencils, and erasers. 4. Crayons. III. Procedures for Learning Activities Preview to Savings Lesson {Lesson V}:

o During morning meeting, students are informed that they each will get 5 skittles in a cup. They may choose to do whatever they wish their skittles. They may eat them if they wish. o But, if they save the skittles and have all 5 skittles intact at the end of the day, they will earn a reward. o At the end of the day, students will earn a bag of skittles if they all riders are met in the contract. o This is an excellent segueing for the saving and opportunity cost lesson next social studies block (Note: this activity MUST precede Lesson V) Introduction (~10 mins) o Students will be prompted to gather on the carpet. Students will be asked the following questions to activate their prior knowledge: Remember when we went to the book fair last quarter? What did you need to buy the books? (Money) What is money? (What we use to buy goods and services if students dont respond using goods and services, use the following guiding question: what do we call the items we buy in the market? We talked about it a few days ago/ it is a medium of exchange we use it to exchange for other goods and services). Why do we have money? What can we do with money? How much is a dime, quarter, nickel, and penny worth? o We will review the features of money today. But first, let's read a fun book! Teacher will proceed to read Pigs Will Be Pigs: Fun with Math and Money by Amy Axelrod Instructional strategies (~20 mins) o After reading Pigs Will Be Pigs: Fun with Math and Money, teacher will generate a list of goods and services that the students and their parents buy weekly and monthly. What did you learn from this book? Did you learn anything new? Although money is important in our lives, it is important to remember that we should not be greedy about money. Money is just a medium of exchange!

o Students will then be prompted to go back to their desks and complete Money, Money, Money! Worksheet. o Instruct the students to come back to the carpet. On the carpet, students will be asked to review the values of pennies, nickels, and dimes. After the discussion, students will be asked to back to their desk to work on Money Review Worksheet. Summary (~10 mins) o Students will be working independently on their worksheet.

o After the students have finished working on their worksheet, they will be prompted to come and sit on the carpet. On the carpet, teacher will talk about how money is different in countries. The following teaching points will be hit: We use dollars ($) in this country. However, in London they use pounds. In Canada, they use Canadian dollars. In Bangladesh, where I am from, we use taka. On money, you will find pictures of presidents, queens, or landmarks that represent that culture.

o Teacher will have examples of real money from the countries mentioned above. Students will have the chance to look at them and touch them. o Students and teacher will also discuss how fine arts are a big part of money printing. IV. Assessment Students will be assessed based on the discussion on the carpet. Students will also be assessed post-interactive read aloud Anecdotal notes using address labels. Students comprehension will also be assessed based on the worksheet. Significance of those images on the money will be told to the students.

V. Differentiation and Accommodations Differentiation Kinesthetic Learners will be appealed by cutting, pasting, and physically sorting the goods and services. Visual Learners are also catered to as they are visually seeing the pictures that are being sorted. Visual Learners are also appealed to through the viewing of the video. Auditory Learners will have the opportunity to listen and orally explain during carpet discussion. Math enthusiasts will be highly engaged in this lesson. Students will be accommodated according to their needs. ELL students will have access to extra help, such as dictation, to help them through the process. Struggling math students will be working on their Money Review Worksheet at the teachers table.

Accommodations

VI. Technology Integration There are no forms of technology implemented in this lesson.