NAME:

Samantha Becker
Unit topic: Adding and Subtracting money
Grade level: 5-8 life-skills
Blooms
Taxonomy

Knowledge

Comprehension

Application

Analysis

Evaluation

Synthesis

tell, list, define, label,

recite, memorize, repeat,
find, name, record, fill in,
recall, relate

locate, explain, summarize,

identify, describe, report,
discuss, review, paraphrase,
restate, retell, show, outline,
rewrite

demonstrate, construct,
record, use, diagram, revise,
reformat, illustrate,
interpret, dramatize,
practice, organize, translate,
manipulate, convert, adapt,
research, calculate, operate,
model, order, display,
implement, sequence,
integrate, incorporate

compare, contrast, classify,

critique, categorize, solve,
deduce, examine,
differentiate, appraise,
distinguish, investigate,
categorize, infer

judge, predict, verify,

assess, justify, rate,
prioritize, determine,
select, decide, value,
choose, forecast, estimate

compose, design,
hypothesize, formulate,
create, invent, develop,
refine, produce, transform

Verbal/linguisti
c
poetry, debate,
story-telling,
essay,
checklist,
journal

Students will list

each of the coins
and their values.

Students will be
given a set
amount of money
to add and they
will have to
explain how they
came to the
conclusion about
their total.

Students will have

to tell a story
(create a word
problem)
involving adding
or subtracting up
to five dollars.

Students will
compare and
contrast their
word problems
with one another
before solving
each others word
problem.

Visual/spatial
drawing,
model, poster,
photograph,
storyboard,
illustration,
board game

Students will
match pictures of
coins and dollar
bills to the
number
representation
card.

Students will draw

a diagram to
describe their
thought process as
they add and
subtract coins and
bills.

Students will
construct
storyboard to
represent a word
problem using
visual
representations of
money and what
is happening in
the story. This will

Gardners
Multiple
Intelligences

Students will be
given a word
problem that
involves money.
The students will
have to estimate
what the total
will be without
solving the
problem. The
students will
need to verbally
explain how they
came to their
conclusion
before they can
solve their
problem.
Students will
Students will
analyze word
create a chart
problems to
prioritizing what
determine the
coins they view
important
as being the
information that is most useful and
needed and
why they believe
determine what is this. This is
fluff information.
meant to have
students think

Students will
compose a word
problem with
and without
important
information that
involves a clear
story, adding
and subtracting
within the
problem.

Students will
design a board
game where
they begin with
a set amount of
money have to
purchase or sell
items
throughout the
game.

Logical/mathe
matical
diagram,
outline,
timeline, chart,
critique, graph

Students will
create a chart
that will put the
coins in order
from least
amount of value
to the highest
value.

Students will
complete a simple
adding and
subtracting money
worksheet.

Naturalist
classification,
collection,
display,
observation,
forecast,
investigation,
simulation,
exhibit,
identification

Students will be
given a card with
a coin on it and
they will have to
find something in
the class that
has been tagged
with a number
equaling that
coin. Eg: Student
A will be given a
picture of a
penny and
something in the
room with have a
tag on it with 1
cent written on
it.

Students will
classify objects by
their price, which
will be shown
through visual
images of coins,
into groups to
show that they
comprehend equal
amounts of money.

help the students

to see what is
happening
making it more
applicable to a
situation they
may find
themselves in.
Students will
practice adding
sums of money
outlining their
work on their
worksheet.

Students will
identify places
where they will
use the skills that
they have been
learning about
money and chose
one to exhibit
their knowledge.

about where and

how they could
use coins and
bills.

Students will
graph the coins
that they were
given in the form
of a bar graph.
Students will then
analyze the total
amount of money
they have and
see how many
more pennies are
needed for
example to equal
the same total for
dimes. Ex. 10
pennies = 1 dime
Based on
observations from
coupons for
different stores
students will
compare and
contrast what
items are the
cheapest at
different stores.

Students will
determine two
different ways to
solve money
equations
through a
diagram,
pictures, or a
chart.

Students will
develop a
diagram for
subtracting
money that
show them how
much they have
left to spend.

Using the
internet the
students will
choose an item
to investigate.
Once the object
it chosen
students will
assess the object
and decided, in
their opinion, if
the object is
worth the price
that it is or if
they think it is
too cheap or too
expensive.

Students will
develop a
shopping list of
things that they
can buy with a
specific amount
of money given
to them.
Students will
then exhibit the
information so
that other
students in the
class can see
what the other
students
shopping lists
look like.

Musical
song, rap,
lyrics,
composition,
jingle, slogan,
melody

Bodily/Kinesth
etic
role play, skit,
pantomime,
dance,
invention, lab,
improvisation,
prototype

Intrapersonal
journal, log,
goal statement,
belief
statement, selfassessment,
editorial

Students will
read a poem
about money
aloud once
before they then
sing along to the
song together.
The students will
each be given a
coin card to hold
up when it is
their part in the
song.
I will create a
die with
pictures of coins
on it. The
students will toss
the die around
between them in
a small circle and
whatever side is
facing up the
students have to
tell me what the
coin is and how
much it is worth.

Students will
create a jingle for
something that
they can buy with
a given amount of
money. An
example would be
something along
the lines of Ive
got a penny and
Im buying that
sticker from
Lenny.
Students will role
play buying
something from
their classmates.
They will have to
add the coins they
are given in order
to purchase the
item, the seller in
this case will have
to double check
the students
answer.

Students will
sequence the
steps involved
with adding or
subtracting
money and sing
or rap their
explanation.

Students will
examine the
money song that
we use in class
and create their
own version of
the song.

Students will
select a
particular coin
and create a rap
or jingle about
the coin,
including what it
is made of, the
value, and who
the president on
the coin is.

Students will
compose a song
that will involve
the addition or
subtraction of
money as well
as design a
small skit, like a
music video,
that they will
present as they
sing the song.

Students will
demonstrate how
to how to buy
merchandise at
the school store.

Students will be
shown a variety of
pictures of objects
and they will
predict how much
each object costs.
The students will
then have to
move around the
room to find the
object and see
how closely their
answers matched.
Were they above
or below the real
price?

Students will
chose a coin and
create a skit
where they have
to discuss what
they would buy
with that coin, or
more of that
coin.

Students will
create a list of
personal goals
that they have
about learning
money.

Students will
recount about an
experience that
they have had
concerning money.

Students will give

themselves a selfassessment about
how they thought
they did buying
an object at the
school store. They
will write what
they think they
need to work on
and what they did
well.

Compare and
contrast what the
student knew at
the beginning of
the unit and what
they know now.
They should
include any
further questions
or concerns that
they have.
Students will

Students will
create an
editorial about
what five dollars
can buy them.
Students will
have to assess if
five dollars is a
good amount of
money to have
or not.

Students will
design an
invention that
people will have
to insert a coin
to use. An
example is the
gumball
machine,
however
students will
design one on
their own,
building it would
not be
necessary for all
students.
Students will
compose a belief
statement about
how they think
that this unit will
help them in
everyday life.

Interpersonal
discussion,
roundtable,
service
learning,
conversation,
group activity,
position
statement,
interview

Students will talk

to one another
and compare the
amounts of
money that they
were each given.
They will
determine who
has the most and
who has the
least.

Students will work

together in a
group to add up
the money given
to them and
together as a
group they must
identify what they
can buy with that
money.

In groups
students will have
to order bags of
money from
greatest to least.

write this as a
journal.
Students will have
a discussion
comparing and
contrasting the
different ways to
add and subtract
money and when
they think each
time is
appropriate or
what way is more
successful for
them.

Students will
create a position
statement about
the value of
money in our
society. Why is
money so
important? What
could we have
done as a society
if we hadnt
created money>

In groups
students will
work together to
transform their
given amount of
money to the
simplest form,
meaning fewest
bills and coins.