Common Core Standard 15.1-4

Several third grade special education students lack the basic skills to determine how much money is needed to make a purchase. In particular they are unable to identify and value coins. However, it is assumed that students entering third grade have already

Every friday, a teacher will pull three tokens from the bin. Those three people will get the prize of the week.

teacher, gave us each $5,000 dollars (fake dollars). With that money we had to buy

Once the first task is completed students will work with a partner to play a game. They will flip the bottle onto a game board trying to land on a number to earn those “points.” At the end of tens minutes students will add all their “points” together to practice double digit addition and regrouping. Once each person as a score the two partners will add their scores together.

For this unit, I have three learning goals. 1) By February 26, 2016, students will sort coins into categories of pennies, nickels, dimes, and quarters so they may be successful when managing money through guided reading, reading groups, shared reading, read aloud, and manipulatives. This will be measured through exit slips and questioning. This goal is possible for my first grade students due to their prior knowledge of pennies and nickels. The result of this goal is to know the visual differences between a penny, nickel, dime, and quarter. 2) By February 26, 2016, students will compare the value of coins so they may be successful when managing money through guided reading, reading groups, shared reading, read aloud, and manipulatives. This

The teacher will check each of the students exit ticket for completion. The teacher will provide scaffolding for students working independently, while Ms. McDavid works with the students in the small group. The teacher will check in with Ms. McDavid to assess the students in the small group for understanding. Ms. McDavid will take anecdotal notes based on the students understanding. The teacher will assess the students exit ticket for accuracy as his/her earliest convince. The teacher will make note of any students that need a small group reteach based off their exit ticket

I plan to contact those who were assigned to a teachers to collect the donations in the teachers classroom. It should be their responsibility to record the amount of money and give the money to Mr. Miller or Mrs.Davis. I would then record the numerical value in a chart of some sort to keep track of which class is has the most.

It would be wise to check with your administration before going this route as there is a possibility that it might not be allowed in all school districts. Additionally, there also might be more funding that you are unaware of, that the administration might have for such a case. Also, there might be a company that is willing to donate to your cause, again always check with your administration to make sure you are not doing more work trying to find money for your classroom needs. My school was recently contacted by a local Kroger, they asked if we needed any supplies and of course we did. That Kroger provided paper and pencils for every student in every class at my school. Where, at times, districts may not be able to provide what is needed. the community can be contacted or the community might just contact you and provide

While other students spent their money on food, clothes, entertainment, and etc., I had to save my money. Knowing that I will never receive allowance in my life, I had to be reasonable with what I purchased. For instance, there were many upperclassmen selling their old textbooks to students like me. Some of their prices were too pricey so I did not bother buying from them and looked into other alternatives. I was able to save lots of money on these textbook deals instead of buying new ones that cost over hundreds of dollars. Not only did I save money, I also saved time by not having to wait for it to be shipped because time is

The third grade teachers at Joseph Martin Elementary school face challenges during math instruction. Proper manipulates and resources are scarce. All teachers at Joseph Martin are giving a one hundred-dollar

40 Math worksheets are needed to conduct this experiment with ten participants. Each worksheet has twelve problems in each row and each row is alternating between addition and subtraction. The pencils are needed because the participants need something to wright with. Each time the test is taken the participant have 30

Throughout my lesson, the students will asked to gather the correct amount of coins to get the correct amount of money. If their group can accomplish their goal, then they will receive a point. In order to monitor student learning

I observed a forty-five minute second grade lesson using the Invagations program. The lesson was called how many stickers how much money (cents). The lesson began with the students coming to the carpet and reviewing the value of coins. After that the students were shown stickers in a base ten blocks format. They were told to come up with an answer of the total number of sticks and write it on their white boards SMP 7. Then they were

The opening keynote speaker for the conference was Ms. Joy Gawlik. Ms. Gawlik is currently a 5th grade teacher in Blooming ISD and presented a presentation on financial literacy in the classroom. I found her presentation to very informative and helpful for my future classroom and while I have seen classroom economies in action, this was my first time being taught about it. She provided me with information on how and when to start teaching my students about the monetary system in our classroom and when to conduct and open the “store.” Children begin learning about money in kindergarten and as they advance in grades they are then required to learn even more about money and how it works. A classroom economy allows teachers to teach students how they receive money by providing them with pay for classroom jobs and additional ways to earn money. Students also lean about using money to pay for things by purchasing items from a shop or paying fines for missing work or bad behavior. A classroom economy can be made as simple as a teacher would like by just using money or become more complex by issuing debit cards, checks, or teaching students how to balance a bank account with their money. Ms. Gawlik has great ideas for her classroom shop that she opens and lets students use their classroom money for. One year after learning that one of her students lacked adequate food at home she decided to include food and toiletry items in her shop. At the end of the day with the frequency depending on time and classroom behavior she would open her shop and the students would be able to buy food that they could take home. Food items

Teachers will also be able to use programs like Formative and Desmos which allow students to respond to questions in a variety of ways such as drawing, typing, graphing, etc. and allow teachers to provide students with “real-time intervention” as they complete their work (Formative, 2017). Additionally, TenMarks, an adaptive learning program provides students with customized practice material to target each student’s individual needs. All of these tools and more will be available to support classroom learning.