Subject: Math Grade Level: 3rd

Objectives
● SWBAT classify coins and bills. They will write amounts of money using $ and ¢ and
solve real-world problems to determine whether there is enough money to make a
purchase.
● SWBAT Value social relationships to promote interest in differences and include others in
school and social activities.

Materials
● Table
● pencil, hat, banana
● Labels for intro items
● https://www.youtube.com/watch?v=aU6e33FYgg0
○ Teamwork video
● Math Workbook
● Paper currency from Greece, Chile, and Thailand
● Whiteboard

Introduction/ Hook (5min)

● Have a table set up at the front of the class
● On the table will be a pencil labeled “$1.00”, a hat labeled “$5.99”, and a food item
labeled “$7.00”
● Have the students observe what the labels mean and the items on the table
● Ask students what they see
● Ask students what they would do to retrieve the items if they wanted them
● Ask students what they would do without money?
● Finally discuss with students the importance for money and how we use it.
Mini-Lesson (15 min)
● Handout
● Vocab
● Define, money, penny, nickel, dime, quarter, and dollar
○ This should be a refresher from previous lesson plans
● Deal with greater than and less than
○ This should be a review from previous lesson plans
● Introduce the idea of currency from other nations
● Ask students what nation they are from? Where would you like to travel? Why?
○ Prompt students to think about going other places
● Give the value of other currencies
○ Greece - Euro
○ Chile - Peso
○ Thailand - Baht
● Ask students why it would be useful to have knowledge of other currencies?
○ Prompt students to understand that to travel to see other places they
● Teacher will play a short video clip to demonstrate the importance of working together
○ https://www.youtube.com/watch?v=aU6e33FYgg0
 ○
● Teacher will ask students why they should work together for this activity

Guided Practice (15 min)

● Students will break into groups of three
○ There will be multiple Greece, Chile, and Thailand groups
● Group 1: Greece
● Group 2: Chile
● Group 3: Thailand
● Students will complete their math work using the currency from their country
● Teacher will circle to each group ensuring all groups are working together

Independent Practice (20 min)

● Students will practice their math word problems by themselves
● Students will look at the different food options from each country
● Then using the workbook, students will decide on one cultural food that they want to
purchase
● Students will follow the guided math problems to decide if they have enough money to
purchase their items
● Students will then find a partner to discuss what food they chose and why
● Students will discuss what they know about the artifacts they chose using the information
from the workbook

Exit slip/ Assessment (5 min)

● Coming to a whole class discussion the teacher will write an American work problem on
the board (U.S coin and dollar amounts)
○ Question: Jake decides to go shopping. He finds a pair of shoes for $15, a shirt
for $8 and a ring for $5. Jake has a 10 dollar bill, a 5 dollar bill, 4 quarters and a
nickel. Does he have enough money to purchase all three items?
● Students will solve it in their workbook
● Students will return their workbooks to the front of the table group when finished
● Teacher will come and collect all workbooks and materials

Resources
● CartoonTube.(2015, March 5). Minions Teamwork Super Funny [Video].
Youtube.https://www.youtube.com/watch?v=aU6e33FYgg0

Reflection
The specific concepts that were taught is comparing money values and being able
to combine coins and dollar amounts. For example, I open by reviewing math problems
about greater than and less than and in the last task they must see if they have enough
money to purchase their sh opingitems. The lesson also provides a new understanding
of money from other nations and a new way to view dollar amounts.
The multicultural knowledge that was achieved in my lesson plan was promoting
interests in working with others and about one's own culture. I have discussion
questions that ask students to work together. I also show a video on the importance of
working together. In addition, in my workbook that I created the titles are intended to
promote cultural interests with a title such as, “There's Value Around the World”. Then in
the independent practice where students get to choose a cultural food to purchase, I
have students discuss what foods they like to eat with one another. This is in hopes that
students can connect and bond over similar food interests as well as learn about a new
form from their peers' culture.
During the instructional learning, students are reconnecting what they already know
to what is being introduced. I have students review greater than and less than so that
later when they evaluate if they have enough money or not, they can recall their skill set
to compare number values. The students are also being introduced to new ideas of
money from around the world. They will be given a handout for visual learners, model
money for kinesthetic learners, and I will read them aloud for audio learners. This will
help students grasp the concept of other values and currency from other nations.
A strength of this lesson is that it is utilizing students' past knowledge and
expanding their mind by providing real examples of traditions from other cultures. In this
lesson students are not only exposed to the value of other cultures' money but also a
traditional food dish that is popular in each country. This should push students to be
interested about these countries and facilitate a positive student learning environment.
In addition, students of all learning styles from the A-K-V examples are included as
explained in the paragraph above.
However, my lesson can be improved in multiple ways. For example, having a
stronger exact amount of dollar and coin values so that students can see the difference
from other countries to the U.S.A. By this I mean that in the chart on my workbook, the
values would be more explained. In addition, I could create a final exit slip regarding the
students chosen culture instead of a problem using America's currency.