CONT933 Module 3 Culminating Task

Name: Kim Redgwell

Date: Oct 24 2020

Title of Lesson:

Mathematics Applied Design, Skills, and

Technologies

Grade Level: K K

First Peoples’ Learning involved recognizing the

Principle(s) of consequences of one’s actions.
Learning Focus:

Big Idea(s): Objects have attributes that can be -Skills can be developed through play
described, measured and compared.
-Technologies are tools that extend
human capabilities

Curricular -Use technology to explore math
Competencies: (calculators)
- Model mathematics in contextualized
experiences (acting it out, using
concrete materials, drawing pictures)
- Connect to each other and to other
areas and personal interests (daily
activities)
- Generate ideas from their experiences
and interest
-Develop their skills and add new ones
through play and collaborative work
- Explore the use of simple, available
tools and technologies to extend their
capabilities

Curriculum Financial Literacy

Content:
-notice attributes of Canadian coins

-identify names of coins

- role playing financial transactions

- token value (ex. Trade beads for fur)

Purpose: Introduce Canadian coins and create an understanding of their value and

© Continuing Teacher Education, Queen’s University, 2020

 purpose through role play.

Objectives: I can name each Canadian coin.

I can identify what each coin looks like and how to use it.

Description of Learning Task 1

Activity:
Opening – introduce using my Youtube Coins playlist - “Canada in my Pocket” ,
then add money words with picture to our word wall.
- Math Centers

1. Coin sorting – using cupcake tray labeled with each coin

2. Coin booklet – color and trace each page with different coin picture and name

3. Ipad – I will use apple classroom to screen scare my youtube playlist, from
there students can choose videos the would like to watch

https://www.youtube.com/playlist?
list=PLiceMqjPYBmou45PfbqCaVx30AWpO7nNa

Closing- Ab Support worker comes to talk about how trading worked prior to
money, ex. Trading beads or furs etc., Ask students if they’ve ever traded for
things they wanted? Ex. Toys, food, etc.

Learning Task 2
Opening- Ask students to think about when have you used or seen your parents
use money? (ex. Restaurants, grocery, bank, etc.) Explain we are going to set up
our own grocery store. *have materials set up ex. Empty cereal boxes, food
containers, yogurt drinks, jars, cans etc.

- Each student gets some coin templates to color and trace the value. Then
chooses items to tape their coin pictures to.

- Explain that during math centers each group (of 4 kids) will take turns role
playing. One or two students can be grocery store clerks while the others use
their money and shopping baskets to purchase items. Then change roles. One
clerk will have a calculator (giant one from the dollar store) to “total” items,
other will use calculator on Ipad. (*we will not be teaching decimals, students
will just get to practice adding the numerals). Shoppers will be given coins to use
to purchase items.

Other Centers might include – coin patterning, reading our coin poem to a

© Continuing Teacher Education, Queen’s University, 2020

 partner.

Closing – discuss: what did you notice when you were shopping? Were you able
to purchase a lot of things with your coins?

Accommodations/ ELL: lots of visuals of the coins and their labelled name accompanying each
Adaptations for activity
Students:
Learning Disability: Provide more direct support when using technology such as
the Ipad and calculator. Use a buddy system during centers when needed.

Gifted: encourage to incorporate decimals when adding on the calculator, ask

them to use mental math strategies to try and figure out how much 2 of an item
would be, or all the items in their basket. Challenge them to see how many
different items they can buy with their money.

Assessment Formative – observe students during centers time. Ask questions ex. Lesson 1:
Methods: How did you know that coin goes into that spot? What picture do you see on the
front of this coin, what is this coin called? What colors will you choose for the
toonie?
Lesson 2: Use Ipad to take videos or photos of students during role play as
evidence of learning, can also show to class at a later time so they can see
examples of proper transactions (if needed). Observe students’ abilities to
incorporate technology to total purchases.

© Continuing Teacher Education, Queen’s University, 2020