Skip to main content

Money , Money , Moooney 😁

😁 Do you know your money?

As  I was thinking about what to do next for my Personal Learning Path, I was in the store and I saw a little girl asking her mom about money. She looked no older than about 6/7 years old, however her curiosity about money and its valued sparked my interest.  So this week I was discuss and show you some cool ways to help you students learn about money. 

One christmas when I was about 8 years old my mom gave me a cash register set which came with groceries, a basket ,and pretend money (both coins and dollars). This was by far a great way to learn about money but also implement my pretend play skills at home.  THANK YOU MOM !!!! 
So I always said that when I become a teacher I would use the cash register system to help my students understand and learn the value of money. 

CONTENT:  MONEY

GRADE : 2ND 

COMMON CORE STANDARDS: 

CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

When starting the lesson about money the students must be able to identify all the coins and dollar bills in order to use the currency in the real world. As the teacher I would provide a worksheet and activity to help the students grasp and fully understand money and its value. 

Here is an example of a starting worksheet I would use: 
























Here is one activity I would use to break down the value of coins:

Then I would do a separate one that deals with dollar bills only. In order to combine both elements of money,  I would assess the students understanding of both coins and dollars. 


Once the students start to understand the concept of money and its value I would bring into play the cash register notion that my mom used with me.  The main element would be the bank , which I would call Bank of Smitty.  My spin on this idea would have the students come to the cash register to  take out money, exchange money and other elements that involve the use of money. For instance, if the student wanted to go to the grocery store in our pretend play area they would need to come to the bank to take out money from their account and use it to pay for the groceries wisely . There would be different areas where they could use their money, such a the mall , grocery store, restaurant, and laundry mat. This would also be a way for the students to earn at the end of the week they have to use their money to buy and purchase desired items in the Smitty Store.  This will be a great way for the students to practice their understanding of money but also make it fun for them to apply it to real world concepts that they can use later on in their lives. 

Reflection:  As a child math was never my strong suit however, the concept of money was always a topic I excelled in. So I created this lesson and daily element for my future classroom because I do believe that teaching goes far beyond just the topics and concepts for each subject. As a teacher our goal is to help our students to excel in the real world.  In order to fulfill that goal, I thought about how I can use teaching money to peak students interest but also make money fun to them as well.  I always say practice makes perfect so this idea can be apart of their daily practice in understanding money. 




Comments

  1. Chavonna BrooksMarch 13, 2019 at 6:29 PM

    Hi Darlyn! I grew up playing with a cash register, and it taught me useful skills. Understanding money can be quite challenging. At first, I struggled with money when I was younger. I used to confuse money with time. Money has its own set of rules that take some time to comprehend. I agree with you 100 %. Teaching should not be limited to just the classroom. The Smitty Store is an excellent way for students to engage and interact with money. Including it in your normal daily routine makes it less of strenuous activity and will give students an adequate amount of time to fully comprehend.

    ReplyDelete
  2. Courtney HenryMarch 20, 2019 at 7:05 PM

    Hey Darlyn,
    I like this post. Sometimes, I also had trouble struggling with what to write so I love how you found the inspiration. It just goes to prove that math is really all around us. Like Chavonna and yourself, I remember having a play cash register and play money that was made to look like real money. It helped me get comfortable with using it. It was also helpful to realize that each coin was distinctly different and there for a different value. And learning money is extremely useful as it exposes students to fractions and decimals, without them even knowing. The math activity looked like a fun way to reinforce the math concepts. Great Job!

    ReplyDelete

Post a Comment

Popular posts from this blog

👀 Can you find the Perimeter???👀

Can you tell me the perimeter of this house?  Most adults cannot from the top of their head. Sometimes as the teacher we expect our students to know a lot more than they should. Their brains grow just as much as our adult brains do therefore we have to continue to shape and mold them with new material to sharpen their tools and expand their knowledge.  In order to do this we must start out with the basics and try to help our students build on the tools they already have.  This Perimeter topic can be difficult to some students but as the teachers it is all about how your present the material to help the children who are learning.  Like a wise woman once told me .. " its not what you say , its how you say it" so for teachers the saying is "its not what you teach, its how your teach it ".  Grade : 3rd Grade  Content: Perimeter Common Core Standard : Geometric measurement: recognize perimeter. CCSS.MATH.CONTENT.3.MD.D.8
Post a Comment
Read more

Time oh Time ⏰

Whats the Time? ⏰ The aspect of telling time is so important in today's generation. We are so reliant on our smartphones that we have loss the ability to actually look at a clock and tell the time.  As an adult myself I wish my teachers were able to focus in and develop our skills of time telling back when I was in elementary school.   Grade Level: 2nd Grade  Content: Time Telling  COMMON CORE STANDARDS:  CCSS.MATH.CONTENT.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.  For example, draw a bar graph in which each square in the bar graph might represent 5 pets . Here is a video  from Khan Academy, that breaks down the elements of telling time and gives different examples of telling different time slots.    https://www.youtube.com/watch?v=Ll3QzXftlS0
2 comments
Read more

Sub-TRACT Thaaaaat 😃

Sub-TRACT Thaaaaat 😃 Subtraction can be very hard for students especially once they move into regrouping. As I stated in  my previous blogs it is important to make sure that your students understanding the basic content of the topic before moving on to other elements that are associated with the material. During an observation for another class I watched a few students struggle with the topic of subtraction. One student said " I just can't get this ! I wish this was easier for me" Immediately , the teacher Mr. Matt came over to the student and said "Let's see how we can break this down for you." - Breaking down the topic /content is the best formula towards helping students expand their knowledge on a topic they are struggling with. Grade Level : 2nd Grade  Content: Subtraction  Common Core Standards : CCSS.MATH.CONTENT.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the rel
Post a Comment
Read more