Perlin

The students will learn and use the basics of addition and subtraction to learn how to count money. The students will develop the necessary skills to count money in order to learn and demonstrate how counting money can affect their daily lives when they get older. The students will demonstrate their overall understanding of counting money through completion of a grocery shopping exercise. The students will be expected to buy items as if they were consumers and sell items as if they were business owners. Students will also be assessed through daily morning exercises, weekend worksheet take home quiz, and a group purchase exercise. Students will further their understanding over the weekend by using index cards and fake money at home to buy and sell with their parents and or guardians just as they did in class. The parents must sign their take home work to show completion. Students will also research various prices of items they like using the internet and report their finding to the class.
 * ** Unit Title: ** |||||| Counting Money |||| ** Grade Level: ** || Fourth Grade ||
 * ** Subject / Topic Area: ** |||||||| How to read and count money and how to incorporate this into the daily lives of the students ||
 * ** Key Words and Phases: ** |||||||||| Money, Add, Subtract, Change, Original Amount, Amount After Change, Price, Dollar Bill, Ten Dollar Bill, Twenty Dollar Bill, Penny, Nickel, Dime, Quarter ||
 * ** Designed By: ** |||| Christopher Perlin |||| ** Time Frame: ** || 1 Week ||
 * ** School District **** : ** |||| Morris Plains School District || ** School: ** |||| Borough School ||
 * __Brief Summary of Unit (includes curricular content and unit goals)__ **

1. Houghton Mifflin Text Book 2. Notebook 3. Money Pre-Made Table Worksheets 4. Index Cards 5. White Boards 6. Money (Fake Dollars and Change) 7. Practice Book 8. Overhead 9. Homework Book 10. Morning Exercise Overhead Sheet 11. Calculator 12. Quiz / Test Material **// Identify Desired Results – Part I //**   - Whole numbers through millions  - Decimals through  hundredths || concepts || of numbers || - counting, measuring, labeling || This is good.
 * __Unit Resources:__ **
 * __Content Standards / Established Goals:__ **
 * <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> ** 4.1.4 A. Number Sense ** ||
 * 1.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Use real-life experiences, physical materials, and technology to construct meanings for numbers
 * 2.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Demonstrate an understanding of place value
 * 3.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Demonstrate a sense of the relative magnitudes
 * 4.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Understand the various uses of numbers.
 * 5.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Use concrete and pictorial models to relate whole numbers and decimals to each other ||
 * 6.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Explore settings that give rise to negative numbers ||

- Addition and subtraction: joining, separating, comparing || - Pencil-and-paper - Mental math - Calculator || - Addition of 3-digit numbers - Subtraction of 3-digit numbers || - Standard dollars and cents notation || Also good. has less than, more than, or the same number of objects as a reference set. || strategies (e.g., rounding and mental math) for estimating both quantities and the results of computations. || understand the usefulness of an  estimate as distinct from an exact answer. || a computation (either by calculator or by hand) is reasonable. || ** Understanding Essential Questions ** || # How could not knowing how to count present a problem in your life? || || **__Title__:** Adding, Subtracting, and Counting Money ** Performance Tasks ** As a Consumer Form: As a Seller Form: Sample Pre Made Worksheets
 * <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> **4.1.4 B.** ** Numerical Operations ** ||
 * 1.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Develop the meanings of the four basic arithmetic operations by modeling and discussing a large variety of problems
 * 2.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Construct, use, and explain procedures for performing whole number calculations and with:
 * 4.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Use efficient and accurate pencil-and-paper procedures for computation with whole numbers.
 * 5.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Construct and use procedures for performing decimal addition and subtraction. ||
 * 6.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Count and perform simple computations with money
 * 7.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a given situation depending on the context and numbers. ||
 * 8.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Check the reasonableness of results of computations. ||
 * <span style="color: windowtext; font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> ** 4.1.4 C. Estimation ** ||
 * 1. Judge without counting whether a set of objects
 * 2. Construct and use a variety of estimation
 * 3. Recognize when an estimate is appropriate, and
 * 4. Use estimation to determine whether the result of
 * ** Overarching Understanding ** || ** Overarching ** ||
 * # Counting is a necessary skill to master when buying a product or selling a product
 * 1) Adding and subtracting are necessary skills to learn in order to count the correct change to give a purchaser or the correct amount of money to give when buying
 * 2) Money is a necessary object in life, and not knowing how much you have or how much you need to have could create a problem if you can not add or subtract
 * 1) How could knowing how much you have or need affect you buying something you may need to live?
 * 2) How could a business be affected if the owner or employee did not know how to make change? All good questions that 4th graders could relate to. ||
 * ** Related Misconceptions **
 * 1) Items in stores have prices on them which tell you how much money you at least need to have
 * 2) Calculators, computers and registers all help you determine how much change is needed or how much money is needed to purchase something so why learn the basics
 * 3) Prices are on items, but fail to take into account sales tax and/or percentage discounts
 * 4) Similar items have similar prices making adding and subtracting less necessary True!
 * ** Knowledge **
 * Students will know… ** |||| ** Skills **
 * Students will be able to… ** ||
 * # How to add and subtract money up to $60.00
 * 1) How budgeting your money allows you to buy different types of items and different amounts of items
 * 2) Counting is important to be able to save money, to buy items, and sell items
 * 3) Counting has a purpose other than just learning it for math class, or for classroom and standardized state testing |||| # Count, add and subtract up to $60.00
 * 4) Estimate without adding and subtracting and determine what they could buy if they spent a certain amount of money
 * 5) Manage their money to buy things they may need rather than want
 * 6) Make change for purchases and make payments for items bought
 * 7) Learn how to ask questions and interact with their fellow classmates
 * 8) Learn how to keep track of their money using an organizer
 * // Determine Assessment and Acceptable Evidence – Part II //**
 * ** Goal: ** || Students will begin to understand how counting money and making change can be used in their daily lives. They will be able to think rationally and estimate the amount needed for payment and the amount needed for change when buying and selling a product. ||
 * ** Role: ** || The students will pretend they are business owners selling an item, and consumers buying an item from a business. ||
 * ** Audience: ** || I will be the supervisor when the students are selling items and I will be the bank supervisor when the students buy the items. I will review their bank records to make sure all calculations are accurate ||
 * ** Situation: ** || The students will pretend they are consumers and business owners. The students will take turns being each. During this time the students will use fake money to buy certain items. Hands on will make this realistic. ||
 * ** Product / Performance ** || Students will fill in two forms which will highlight the…
 * 1) Product
 * 2) Price of product
 * 3) Amount of money given to business
 * 4) Change received from purchase
 * 5) Amount of money remaining after change was given
 * 6) Amount of money started with
 * 1) Product
 * 2) Price of product
 * 3) Amount of money started with
 * 4) Customer number
 * 5) Amount of money remaining at time of next purchase
 * 6) Amount received
 * 7) Change given
 * 8) Amount of money after change was given ||


 * [[image:Money_1.JPG width="426" height="655"]] || [[image:Money_2.JPG width="363" height="590"]] ||
 * [[image:Price_List.JPG width="783" height="722"]] ||

-<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Why is counting important when adding money and making change? -<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Are there other reasons for counting other than using it with money? -<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How do you feel about your ability to add and subtract money?
 * __Other Evidence__ **
 * 1) Homework assignment regarding adding and subtracting money
 * 2) Quiz regarding adding Money
 * 3) Quiz regarding Subtracting money
 * 4) Circulate and assess during daily money counting exercises
 * 5) Take home math assignment similar to performance task (to be done with parents and signed by parents upon completion)
 * 6) Chapter test and review
 * __Student Self Assessment – Process Check__ **
 * 1) Students will write in their journals and reflect upon how they think they did
 * 2) They will answer the following questions;

**// Learning Experience Plan – Part III //** -<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Why is counting important when adding money and making change? -<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Are there other reasons for counting other than using it with money? -<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How do you feel about your ability to add and subtract money? The students will also demonstrate their knowledge by completing an at home task with their parents. || **Hook:** Students will be led through an introduction of money, how it is used, and questions about how counting plays a role when using money. Students will jot down a few ideas about how knowing how to count money could be important in their lives
 * ** How will you hook students at the beginning of the lesson? ** ||
 * I will bring in pictures of different items and bring in actual items. I will ask them how much they think they cost. I will then ask them, why would knowing how much money you have, or how much money you would need would be important if you wanted to buy these items. I would bring in different amounts of money to draw interest. They would include; quarter, nickel, dime, penny, half dollar, two dollar bill, dollar bill, five dollar bill, ten dollar bill, twenty dollar bill, fifty dollar bill, and one hundred dollar bill. You could use ad circulars from the paper! ||
 * ** Where are your students headed? Where have they been? How will you make sure students know where they are going? ** ||
 * The students will build upon knowledge of adding and subtracting to see how it could be used in their everyday lives. The students past experiences include the basics of adding and subtracting, and will hopefully evolve into how other mathematical concepts such as multiplication and division, play a part in life in similar ways that this unit does. Through the following assessments (described above) I intend on determining their progress through an authentic assessment performance project, paper assessments, observation, and student self reflection. ||
 * ** What events will help the students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? ** ||
 * The students will experience the big ideas of the unit through the buy and sell exercise, through open discussion, and through various assignments. The students will experience and explore independently, and use their knowledge and skills to complete a similar task at home that they did in class. ||
 * ** How will you cause students to reflect and think? How will you guide them in rehearsing, revising, and refining their work? ** ||
 * Every night the students will be given work that corresponds to what they learned that day. Each day’s knowledge and skills will be built upon, and will be shared with the class. Finally, as students work through problems and demonstrate them through quizzes they will assess their work, and maintain an understanding of how they are doing through self reflection and self assessment. Finally, the students will eventually have a clear view of how they did after completing the final performance task described in section two. As an educator, I will build upon this information, and develop further unit plans accordingly**.** ||
 * ** How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? ** ||
 * I will have the students complete various assessment tasks, and give time for each student to write in their journals. The students will answer the following questions each day;
 * ** How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goal of the unit? ** ||
 * I will provide alternate sheets which include products that are more whole number friendly. I will allow calculators to be used to determine if their calculations are correct. Certain students will be able to use the calculator during the entire exercise, while other students must wait till the end of the exercise to use the calculator. ||
 * ** How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? ** ||
 * I will assess prior knowledge through previous unit plans and assessments. I will then organize my unit to initially hook the students, teach and reflect on necessary skills and their purposes for this lesson, and provide on-going assessment opportunities to determine students’ level of understanding. I will use math corners to guide students who are having trouble with the concept during time when other students are engaged in a specific task. After school time will also be allotted to students who are having trouble with the concepts and reasons behind the lessons ||
 * Day 1 **
 * ** Objective: Introduce money and counting **
 * Pre-Assessment:** Students will complete a short overhead exercise regarding counting money in their notebooks
 * Equip/Explore:** Students will be introduced to adding and subtracting money using text book pages 410 – 412. Students will work in partners to complete problems 1 – 10. The students will then leave their group and work with another group to review their answers. The answers will be reviewed as a class.
 * HW:** Students will complete homework book page 215 ||
 * Day2: **
 * **Objective:** Students will explore adding various amounts of money
 * Equip/Explore**: Students will complete a morning exercise regarding adding various amounts of money. As a class we will review pages 413 – 415.
 * Practice**: The students will complete problems 1 – 10 and word problems 11 – 15. The students will then get a calculator to review their answers. The students will then be chosen to go to board to write their answers. Another student in the class will look at the problem and attempt to explain how they got to the answer.
 * HW**: Students will complete a list of items and will put prices next to each item. The students will then add up the prices and come up with a final amount. These items could be made up, or researched on the internet. The two sites they may use will be [|www.bestbuy.com] or [|www.steinersports.com] ||
 * Day 3: **
 * **Objective:** Students will explore subtracting various amounts of money
 * Equip/Explore**: Students will complete a morning exercise regarding subtracting various amounts of money. As a class we will review pages 416 – 418.
 * Practice**: The students will complete problems 1 – 15 and word problems 16 – 17. The students will then get a calculator to review their answers. The students will then be chosen to go to board to write their answers. Another student in the class will look at the problem and attempt to explain how they got to the answer.
 * Assessment**: Students will complete a brief quiz on adding and subtracting various amounts of money, and identifying certain amounts of money by their look. The assessment will also include identifying which money amount is greater
 * HW**: Bring home white boards and create a bingo board with the answers from questions on homework book page 222. The bingo board will be used tomorrow as we review what we have learned ||
 * Day 4: **
 * **Objective:** Students will explore estimating money through rounding and mental math strategies
 * Equip/Explore**: Students will first write in their journals about how and why adding and subtracting money is extremely important and answer three journal questions.
 * Practice**: The student will then take out their bingo board and as a class I will ask a question and the students will have to answer the question on a separate sheet of paper. The students will then have to use the answer they came up with to find the box that matches the correct answer. During the exercise I will use bonus questions which if the students answer correctly will be able to pick any box they wish to cover. This helps avoid the chance that the students may memorize an answer.
 * Reflect**: Students will reflect on their understanding in their journals
 * HW**: Complete a short 5 question packet ||
 * Day 5: **
 * **Objective:** Students will demonstrate their knowledge of adding and subtracting through performance based assessment exercise
 * Equip/Explore**: Students will be introduced to exercise and how the exercise will play out. The students will be given note cards (name/ business name/ product); self made forms, and will situate desks according to floor plan for exercise. Students will be given a calculator, and fake money packet. Students will review two quick problems regarding making change prior to beginning exercise.
 * Practice**: Students will participate in the performance based assessment exercise. All material will be handed in at the end of the class.
 * HW**: Make a list of 10 items and price items to what they think they may cost. Then when they get home they are to buy and sell items with their parents just as they did in class. The form will be signed by their parents. They will also complete a short review of the chapter in preparation for the unit test next week. We will review the end of chapter review as the morning exercise next Monday. ||

** __Reflection__ ** The overall lesson was exciting to create; however the process to create the lesson was a bit overwhelming. Yes it is! Although it was very time consuming, I believe it could definitely help me see and keep track of what works, and helps provide a clear path for where my lesson should be and end up. Once this unit plan is written, I believe over time it will be easier to review. I would have to say putting together a lesson plan like this avoids gaps in learning. Getting started was the hardest part, but after I did ideas seemed to flow quite easily.
 * How was it creating this lesson? **

Determining the essential questions was difficult. I knew what I wanted my students to know but at the same time I wanted to make sure I allowed for exploration. The organization was a little difficult; because I wanted to make sure I put my lesson down on paper in a way that it would be easy for me to review during future years. That is the hardest part, but the most meaningful.
 * What difficulties did you encounter? **

I did like the format. Although this is not necessarily convenient for a lesson plan all the time, I believe this could definitely be an initial lesson plan which could be built off of and adjusted later on. It is a good template to review the structure of the lesson. I guess initially it was very time consuming, but after it is done, and you become familiar with it, a less formalized lesson plan structure could be used to supplement its lengthiness Again, the EQ will be the hardest but most important part to replicate.
 * Did you like the format? **

1.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How could I have done this better? 2.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Did I do this right and what suggestions would you make? 3.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Is this format a new way for doing lesson plans initially, or for doing lesson plans all the time. You use it to develop unit plans!
 * What are additional questions you now have**?

Chris: I am very impressed with your unit plan; it is extremely extensive! I especially liked your assessment in which you will have the students act as sellers and consumers. I think that activity has real-world connections and will really help you to assess student understanding. Your plan was clear, and it was easy to see what your plan was for each day of the unit. ~Sara Schechter

Chris: Commendation: You have some great ideas here. Last year I taught fourth grade and I feel that the students would love this unit. It has real-world applications, is related to the standards, and will help prepare for the NJASK. Suggestion: I suggest that you try to condense this if you are going to use this format for every lesson/unit. -Peter Ianacone