Lesson Four

Objective:  After a lecture and discussion on making change, students learn how much change they should get when they buy something, with 80% accuracy. 

Vocabulary: bill, coin, equivalent set, penny, nickel, dime, quarter, half dollar (penny = $0.01 or one cent; nickel = $0.05 or five cents; dime = $0.10 or ten cents; quarter = $0.25 or twenty-five cents; half dollar = $0.50 or fifty cents) 

Materials:

        * Manipulatives (play money)

        * Worksheet

        * Internet

Activities:

1.  Review vocabulary and the value of each coin.

2.  The teacher asks the students the following question: "How many of you have ever gone to the store with your parents to buy something that you wanted and you had more than enough money to buy it?"  Once students respond, the teacher asks them to mention some things that they have bought or would like to buy.  Students that respond are called up to the board to draw these things.  

3.  The teacher then assigns prices at random to the items drawn and raises questions such as the following, "If this item drawn costs $3.52 and you had $5.00 with you, do you think the cashier at the store owes you change when you pay for it?  If so, how do you know how much change you need to receive?"  After thinking about the questions raised, students answer and the teacher writes the appropriate steps that need to be followed in order to determine the correct change that needs to be received.

4.  The teacher writes the following word problem on the board:  "Sandra buys a notebook that costs $0.78. She pays with a $1 bill.  How much change should she get?" Students should attempt to answer before the teacher writes the solution to the word problem on the board. The teacher  writes the following on the board:  $1.00 - $0.78 = $0.22.

5.   After having introduced the concept of making change to students, the teacher instructs the students to complete a worksheet.  The teacher then points out that the word problem just completed on the board is the same one on top of the worksheet.  She then explains that on the worksheet they found out how much change Sandra should receive by counting on. The teacher now tells the students how they can count on or subtract to find the answer to the word problem. The teacher makes sure that the students understand that when they use counting on to find out an amount of change, they need to begin counting on with the coins of least value and continue to coins of greatest value.

6.  After stressing that students either count on in order to find out how much change they should get when they buy something, the teacher instructs students to work on their own to complete the worksheet. As students work, the teacher walks around distributing play money so the students can use it in order to help them answer the questions.  The teacher also answers any questions that the students might have while working.

Web Activities:

1.  Students go online and play interactive games on making change and counting change.

2.  Students go to the Change from a Purchase website.  Here they will read information and be given an opportunity to practice with interactive games

Enrichment Activity:  worksheet (optional)

Evaluation:  Worksheet (Students will complete the worksheet with 80% accuracy)

Home Learning: Students create 5 problems about money and complete a worksheet.