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FRIT 7430: Instructional Design

Stage 3, Understanding by Design
Mitzi Helms Fall 2011

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Title of Unit Standard:

Money Matters

Grade Level

First

M1N1. Students will estimate, model, compare, order, and represent whole numbers up to 100. e. Exchange equivalent quantities of coins by making fair trades involving combinations of pennies, nickels, dimes, and quarters up to one dollar; count out a combination of coins needed to purchase items up to one dollar. f. Identify bills ($1, $5, $10, $20) by name and value and exchange equivalent quantities by making fair trades involving combinations of bills; count out a combination of bills needed to purchase items that total up to twenty dollars. Understandings: Students will understand that: The appearances of and labels on coins and bills identify their values. The values of coins and bills make it possible to accurately count coins and bills needed to purchase an item.

Essential Questions: Overarching Questions: 1. Why do we need to be able to count coins? 2. Why do we need to be able to count bills? Topical Questions: 1. How can we use different coins to represent the same amount? 2. How can we use different bills to represent the same amount? 3. How do we count combinations of coins accurately? 4. How do we count combinations of bills accurately?

Stage 3: Plan Learning Experiences

Week 1 1) Give students pre-test to assess prior knowledge. W 2)Teacher will introduce students to the Honey Bunny chant: A pennys worth one, a nickels worth five, a dimes worth ten, and a quarter twenty-five. Hey, Honey Bunny! I know my money money! W 3) On the SMARTboard, the whole class will play Shopping Spree on www.primarygames.com. H 4) At center time, groups play Coin Memory Game on www.usmint.gov. (differentiation) H

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5) Teacher will introduce a strategy to count coins: (each hair is worth fivecount by fives) a. quarter has five hairs b. dime has two hairs c. nickel has one hair d. penny is bald (differentiation) E 6) As part of morning routines, students add another penny to the coin collection from the previous day and make coin exchanges when possible. First grade students can use coins to express the date. R 7) Students use large magnetized coin cutouts to make the correct money amount given by the teacher. This activity provides for discussion of different ways to make the same amount as student pairs often choose different coin combinations. Students at their seats use coins to create combinations as well and record them on whiteboards. (differentiation)E 8) Clean Up the Money! Game: this 2-player game challenges students to toss 2 dice, form a coordinate pair, then collect the coin from that space, if there is one. First students alternate placing quarters, dimes, nickels and pennies on the gameboard. Then students toss a regular die and a special die (A-B-C-D-EF) to form the coordinate pair and remove the coin from the matching space. Students must find the value of their coins to identify the winner of the game so they get plenty of practice sorting and counting coins. R 9) Play I Have, Who Has? as a whole class. Cards should have coin stickers or stamps. Student reads the correct coins to answer the question, then reads the question on the card to keep the game going. The round ends when the question comes back to the answer on the first card. R 10) Play Piggy Bank on http://fen.com/studentactivities/Piggybank/piggybank.html. E Week 2 1) Make a coin rubbing book to show coin values on each page. (differentiation) E-2 2) As a whole group, do Discovering Coin Values activity on http://www.toonuniversity.com/flash.asp?err=569&engine. E 3) Trading Up Game: this 2-player game challenges students to toss 2 dice, calculate the sum and take that many cents from their bank. The student places these coins on his/her gameboard. The player "trades up" to higher value coins whenever possible and replaces coin collections with the larger value coin. The first player to trade up to the dollar bill wins the game. E 4) The poem Smart! by Shel Silverstein is read aloud by the teacher. Teacher and students reread the poem together. Teacher encourages student discussion of the poem. Did the boy get a good deal? What was wrong with his logic? Teacher reads poem aloud again, a stanza at a time. Students determine the amount of money the boy in the poem has by acting out the "swap" described in the poem with coin manipulatives and comparing the amounts. Ask students to find out how much money the boy in the poem loses after each transaction. (For example: "And just 'cause he can't see...He gave me four nickels for my three dimes,...And four is more than three!" The boy lost 10 cents.) Students respond in writing to the prompt: "Did the boy in the poem

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get a good deal?" (differentiation) R, T 5) Teacher reads A Quarter from the Tooth Fairy. What other ways could the character have gotten his 25 cents in change? Try to find all of the different ways. (differentiation) T 6) Make Counting Coins printable book with a partner. See www.enchantedlearning.com for the printable. (differentiation) E-2 7) Make coin caterpillars using coin manipulatives during center time. Have another group member check the amount. (differentiation) O 8) Play Space Case in small groups during center time. This practices coin counting. (differentiation) E 9) As a whole group, make a 4-flap Parts of a Dollar foldable. This foldable shows 5 ways to make one dollar. R, O 10) Listen to Dr. Jeans The Money Song and make a class book to go along with it. H Week 3 1) Play Pot o Gold game in small groups during center time. This game practices money counting. (differentiation) T 2) In small groups, create bubble maps (word webs) for each of the coins weve discussed. (differentiation) T, O 3) Play Money Bingo as a whole group. E-2 4) Counting Coins Review Game: In partners, the first student spins the spinner and whatever amount it lands on, the student gets out that coin {you can use real or pretend coins}. Each player takes turns until they've had 5 spins. Each student counts their 5 coins out loud to their partner and tells them the total amount. R, O 5) Using money and coin stamps, stamp the amount that is being requested. This will be done in small groups during center time. (differentiation) T, R 6) Watch Math for Children: Money by Schlessinger Media. T, H 7) Play Count on It on http://www.gpb.org/countonit/games/first/money as a whole group. R 8) Have pairs of students write simple money word problems and share with the class. (differentiation) T, E 9) Play Money Jeopardy on the SMARTboard, as a whole group, to review money concepts. E-2, O 10) Give a post-test to assess student learning after the instructional unit. E-2 Notes to the Instructor Small groups at center time are differentiated based on ability level and learning style. The teacher is also available to the small group when extra assistance is needed.

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(0 Points) 1 Does not clearly . communicate WHERETO for learning activities Fails to provide a pretest for learners. 2 Alignment is not . demonstrated between instructional strategies, standards, and understandings of the unit.

Stage 3 Scoring Rubric (3 Points) Codes some learning activities with WHERETO

(5 Points)

Your Scor e

Clearly codes each activity with WHERETO Includes a pretest to check for prerequisite skills and knowledge. Alignment is clearly demonstrated between instructional strategies, standards, and understandings of the unit. Matches all essential questions, understandings, skills, and knowledge with a corresponding instructional strategy. Utilizes Gardners strategy to provide different Entry Points to meet the needs of all types of intelligences. Clearly labels the parts of the plan that illustrate differentiation Provides numerous opportunities for students to RETHINK big ideas, REFLECT on progress, and to REVISE work. Includes the use of technology in a meaningful way. Off the shelf resources are properly referenced Assignment is

There is evidence of alignment between some of the instructional strategies, standards, and understandings of the unit.

3 Instruction has one . global starting point for all learners. No evidence of an attempt at differentiation

Utilizes Gardners strategy to provide different Entry Points. Evidence of an attempt at differentiation exists, but differentiation is not illustrated using labeling. Provides opportunities for students to RETHINK big ideas, REFLECT on progress, and REVISE their work. Includes the use of technology

4 Fails to provide . opportunities for students to RETHINK ideas, REFLECT, and to REVISE work. 5 Does not indicate the . use of technology in a meaningful way

6 Assignment is not

Assignment somewhat

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organized Assignment Instructions not followed

organized Most assignment instructions followed

organized Assignment Instructions followed No errors in grammar or form that distracted the reader. /30

A few errors in grammar Several errors in and form which grammar and form, distracted the reader which distracted the reader Your Total Score