Lesson For protection, the students name has been changed** Grade: Lower elementary (1st-3rd grade) State

Standards: M.PS.01.07 Add and subtract money in dollars only or in cents only M.UN.01.05 Match one coin or bill of one denomination to an equivalent set of coins/bills of other denominations, eg., 1 quarter=2 dimes and 1 nickel. M.PS.01.08 Solve one-step word problems using addition and subtraction of length, money and time, including how much more/less, without mixing units. Objectives: Student will add in dollars and cents Student will subtract money in cents and dollars using proper regrouping techniques Student will solve one-step word problems using addition and subtraction of money, including how much more/less Materials: Coins Play dollars Computer/Laptop Money regrouping worksheet

Assessment: I will give Quinn a regrouping worksheet that he will complete accurately by regrouping the proper coins and dollars. I will also work with him to answer the questions on the website game about money correctly.

Launch: ME: Quinn, the last time you and I were together, we worked with money and different ways we could use money to buy some of our favorite things. Could you tell me something you remember or learned last week about money or how to count it? o Quinn: When you add money, 100 equals a dollar. Then you say cents. ME: Very good memory! You remember that one hundred coins is the same as one dollar! And if we have more than one dollar but still have coins left over we say that we have 1 dollar and left over cents! Place 2 dollars, a quarter, a nickel, a dime, and a penny in front of Quinn. For example, could you please tell me how much money we have here?

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o Quinn: 2 dollars and 41 cents. ME: Very good! Could you please tell me how you got to that answer? o Quinn 2 dollars plus 25 plus 5 plus 10 plus one. ME: Great! I like that you added up the dollars and the coins separately. Thats a good strategy to use when counting money. Place 3 dollars, 3 quarters, 5 dimes, and 2 nickels in front of Quinn. Could you tell me how much we have now? o Quinn: 3 dollars and 135 cents ME: You added correctly. Is there another way to say 3 dollars and 135 cents? o Quinn: (Shrugged shoulders) ME: Lets try this together. Is there something that is equal to 100 cents? o Quinn: A dollar ME: Right! So lets take the 100 and turn it into a dollar. How many dollars do we have now? o Quinn: 4 ME: Great! And how many cents are we left with? o Quinn: 35 ME: Right again! So how much would we say we have altogether? o Quinn: 4 dollars and 35 cents ME: Perfect! We are going to practice turning 100 cents into dollars when we add money, and turning dollars into cents when we are subtracting by completing this worksheet. Once you finish this worksheet we can go onto the computer and play a game involving money!

For the first activity of the lesson I used a worksheet with a T-chart on it dividing cents and dollars. I used play money and asked him to tell me how much money I had. The money amount all needed regrouping so this gave Quinn practice with a visual and hands on activity. ME: Okay Quinn! Im going to give you some play money. I would like you to first place all the dollars in this column and all the cents in this column. Then, add up the money and tell me what you have! Place 5 dollars and 8 dimes, 2 quarters, and 1 penny on the worksheet. How much do we have? o Quinn: 6 dollars and 131 cents ME: Your answer was close. Lets see where you may have made a mistake. What was the first thing you did to solve the problem? o Quinn: Added the dollars ME: Okay, then you added the cents? o Quinn: Yes ME: Lets recount the money but this time lets start with adding the cents first. How many cents do we have? o Quinn: 131

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ME: Very good. Now what do we do when we have 100 cents? o Quinn: Make it into a dollar ME: Right. So lets take away 100 cents and add a dollar to the dollar column. Great! Now what are we left with? o Quinn: 31 cents ME: Good! Is there cents left to make another dollar? o Quinn: No. ME: So how much do we have? o Quinn: 6 dollars and 31 cents ME: Very good! Now lets try another one! Place 7 dollars, 5 quarters, 2 dimes, and 3 pennies on the worksheet. How much do we have? o Quinn: After exchanging the 4 quarters for a dollar said, 8 dollars and 48 cents ME: Great! How did you get your answer? o Quinn: No response ME: What was the first thing you added? o Quinn: Cents ME: Good! How many cents did you have? o Quinn: 148 ME: Very good. What did you do with the 148 cents? o Quinn: Made it into a dollar ME: Good. Did you have enough left to make another dollar? o Quinn: No ME: So how much were you left with? o Quinn: 48 cents ME: Good! So how much money did we have all together? o Quinn: 8 dollars and 48 cents ME: Perfect! I really like that you started with adding the cents and then exchanged the four quarters for a dollar! Very good. Lets do one more! Place 3 dollars, 6 quarters, 5 dimes, and 4 nickels on the worksheet. How much do we have? o Quinn: First Quinn exchanged the 4 quarters for a dollar and after a very long pause exchanged 5 dimes and 2 quarters for another dollar 5 dollars and 20 cents ME: Quinn that was great! You did a great job! Very good at noticing that you had enough change to make two whole dollars! Im very impressed. Lets keep practicing these skills by playing on the computer!

The computer game I found was on the website, Mathplay.com (http://www.mathplay.com/Adding-Money/adding-money.html). This game expanded on the work and skills that Quinn and I have been working on including, adding and subtracting money, and regrouping. I

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liked this worksheet because rather than typing in answers, you had to give the answer by selecting the correct bills and coins. ME: Okay Quinn. While I pull up the website I want to tell you a cool fact I learned about money! Guess how old our money is! o Quinn: 10 years ME: Nope! Even older! o Quinn: 50 years?! ME: Older! Its actually 200 years old! Can you believe it? Our dollar was born in 1785! o Quinn: WOW! ME: I know right!? Pretty cool. Before dollars, people used to use gold and silver coins, kind of like our coins today, to buy things. Can you guess what people used to use before that? o Quinn: Toys? ME: Good guess! Before money, people used to trade things. Do you know what trade means? Quinn: I give you something for what I want ME: Exactly! Back before money, people used to exchange, or give up something to get something else, as payment. They would agree on a fair trade, that way everyone was happy! Cool facts, huh?! Okay, lets play some fun math games!

For the game I told Quinn he could use the play money if he needed to visualize the problem; however he never needed to use it. 1. The first question asked If you have 200 pennies, and I gave you 4 nickels how much would you have? Quinn, almost immediately clicked the $1 bill twice, and the nickel button 4 times. ME: Very good! Could you please tell me how you got to that answer? Quinn 1 hundred, dollar. 1 hundred, dollar. 20 cents ME: Great! You knew that 200 hundred cents equaled 2 dollars, and you had 4 nickels, or 20 cents left over! Click next to keep playing! 2. The second question asked, If you have 35 dollars and you win a 46 dollar prize, how much money would you have? Quinn correctly added the problem and came up with the answer 81 dollars. However, instead of using 4 twenty dollar bills and a one dollar bill, Quinn used 8 ten dollar bills and a one dollar bill. So I asked, ME: You added correctly. Is there another way to show 81 dollars? Can you show me with this pretend money? Quinn used a 50 dollar bill (an option not available in the game), a 20 dollar bill, and a one dollar bill.

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ME: Very good! Heres another you could show it as well. I placed 4 twenty dollar bills and a one dollar bill in front of Quinn. There are a lot of ways to make money but the bigger amounts of bills we use, the less we need! Click next for the next question. Youre doing great! The next question asked, If you have seven nickels and your friend gives you a dollar and two pennies, how much would you have? Quinn correctly added 1 dollar and 37 cents and answered by putting the largest quantities possible (1 dollar, 3 dimes, 1 nickel, and 2 pennies). ME: Great! I like that you used the largest coins you could to make the amount! Keep going! The fourth question asked, If you have 7 dollars and 2 quarters and I give you 15 dollars and 50 cents how much money would you have Quinn correctly added 23 dollars and answered by putting the largest quantities possible (20 dollar bill and 3 one dollar bills). ME: Great! How did you figure out you had 23 dollars? Quinn: 2 quarters plus 50 cents, dollar. Plus 22 ME: Perfect! I liked that you started with adding the change, making the 100 cents into a dollar, then adding the rest! We have time for two more questions! The fifth question asked, If you have 5 quarters and I gave you 20 dimes how much money would you have? Quinn correctly added 3 dollar and 25 cents and answered by putting the largest quantities possible (3 dollars and 1 quarter). ME: Great! Way to add the change and exchange it for dollars. I also liked that you used large amounts of coins and dollars! One more before we have to stop The last question asked, If you have 12 quarters and you find 1 dollar on the ground, how much do you have? Quinn correctly added 4 dollars and answered by putting the largest quantities possible (4 dollars) ME: Wow! How did you get that answer? Quinn: 12 quarters is 3 dollars. ME: Very good! 12 quarters is 3 sets of 4, or one dollar! I am so impressed that you got that answer so quickly! Great job!

Summarize: ME: Today we learned that 100 cents was equal to what? Quinn: 1 dollar ME: Right! We also learned a strategy when counting money. Our strategy is to count what first? Quinn: Cents ME: And then what?

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Quinn: Dollars ME: Great! Great job today Quinn! I am so proud of all the hard work youve done and impressed by how much youve learned. Thank you for working with me! ______________________________________________________________________________ _______ Analysis of childs understanding: Quinn did a really great job today. He started the lesson by not regrouping at all. He would add the dollars and coins separately then put those two totals together without regrouping and would get an amount like 2 dollars and 131 cents. However, after practice with both the worksheet and the computer activity, he was regrouping accurately and efficiently. I feel that Quinn now grasps the concept of turning 100 cents into a dollar and knows that he should use the strategy of adding the coins first, regrouping, and then adding the leftovers to make adding money simpler and easier. Quinn would benefit from the reinforcement and repetition of these skills so that he remembers retains the information. If I were to do a next lesson, I would work with Quinn on regrouping money during the subtraction process. Critique: Quinn had a lot of fun with the lesson because of the computer. He enjoys spending time on the computer and was gaining great regrouping practice. I feel that the lesson was a more appropriate length of time and amount of work, whereas I felt my first lesson may have been too much work for one lesson. I was also happy with the worksheet activity. It was a great way for Quinn to visualize regrouping as well as getting hands-on experience with the play money. I wish I wouldve made the worksheet into a WorkFolder. Without the Velcro, it was really hard for Quinn to organize the coins and bills because he lacks fine motor skills. I also wish I had time in the lesson to work on some subtraction regrouping skills, but didnt feel that Quinn could handle that amount of information in one lesson. However, the last question of the computer activity was the beginnings of multiplication which Quinn did really well on, so I wish I couldve expanded a little bit more on that subject as well. Overall, I thought the lesson was really great because it was relatable, fun, practice for Quinn. It also satisfied all of the GLECs and objectives and the goals that I set for Quinn in the interview stage of this project. Im really proud of Quinn and his progression with money and am so glad I got the opportunity to work with him.