Artifact #6: Unit Plan (Mathematics)

This artifact was the most elaborate planning that I was able to do, and it gave me insight
into what it takes to plan a unit. There are numerous factors that go into the planning of a unit,
including the general and specific objectives that will be covered by the end of the unit, the
assessment plans throughout the unit (including formative and summative assessments),
accommodations, strides towards culturally diverse teaching, and so much more. This unit plan
includes 5 lessons that are designed to cover the strand of Money in a grade 3 classroom. It
includes 3 appendixes, which contains various activities that are planned for the lesson. This unit
plan is supported by John Deweys educational principles, especially because he was a staunch
believer that traditional education, in its rigid requirements of standards and conduct, produced
an environment where learners would most likely listen but not necessarily think critically. They
tend to act as empty vessels that are to be filled with the knowledge of the teacher, which leaves
little room for their own ideas and inquiries to come out. Dewey recognized the need for a direct
relationship between education and experience (Spanella 2015). This unit plan draws upon a
number of real-life experiences, and makes the learning of math relatable to the students. They
will learn practical applications of the concept, and discover that what they are learning is
relevant to their every day lives. This unit plan offers a number of different instructional
strategies, all intended to appeal to students of all different multiple intelligences.
Artifact six adheres to the Ontario Ethical Teacher standards of CARE, RESPECT and
INTEGRITY. The unit plan provides accommodations, displays culturally responsive teaching,
and it addresses curriculum-based concepts that are intended to help students develop their
understanding of foundational concepts for reading. In the same way, it addresses the NYS Code
of Ethics for Educators, namely Principle 1 and Principle 2, which respectively state, Educators

nurture the intellectual, physical, emotional, social and civic potential of every student, and
Educators create support and maintain challenging learning environment for all. It also
corresponds to Standard 1 of the INTASC standards, which states, The teacher understands how
learners grow and develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional, and physical areas, and
designs and implements developmentally appropriate and challenging learning experiences.
Standard 7 also comes into play through this artifact as it talks about planning for instruction:
The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context. It also complies with the CEC
Principle A. Maintaining challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways that respect
their dignity, culture, language, and background.
This artifact makes correlations to the Ontario Curriculum Standards, as well as the New
York State Common Core Learning Standards, which are laid out throughout the document
below (for each lesson). It proceeds to make connections to the NYS Learning Standards,
including Standard 3 under Mathematics, Science and Technology, Students will understand the
concepts of and become proficient with the skills of mathematics; communicate and reason
mathematically; become problem solvers by using appropriate tools and strategies; through the
integrated study of number sense and operations, algebra, geometry, measurement, and statistics
and probability. The adherence of these standards to all the above standards continues to support
the TEAC claims 1 through 3, which professes that Medaille College graduates know the subject
matter in their certification areas, they meet the needs of diverse learners through effective

pedagogy and best teaching practices, and lastly, Medaille College graduates are caring
educators.

Unit Plan
Saira Zachariah
Medaille College
Dr. Mebratu
March 21, 2015

TEACHING MONEY GRADE 3

UNIT PLAN
Table of Contents
Significance of Unit
Lesson # 1: What Do You Know About Money?
Lesson # 2: Lets Go Shopping!
Lesson # 3: Representing Money in Different Ways (Adding Money)
Lesson # 4: Making Change with Money (Subtracting Money)
Lesson # 5: Lets Review What You Know!
Appendix 1: Ms. Zachariahs Classroom Stores
Appendix 2: Counting Money Activity
Appendix 3.1 3.4: Assessment Sheets
Significance of Unit:
Money is something that has always been timeless. There has always
been methods of goods being exchanged for an appropriate price, and in this

day and age, we have all widely accepted the idea of using a piece of paper
or coins with values attached to it in order to acquire the goods and
necessities we need for everyday life.
I think it is not only important for students to be able to grasp the basic
understanding of Money and what it looks like, how to add money, and how
to make change, but they also need to understand real life applications on
how money is used in the real world. It would serve the students better to
understand how to properly manage their money, and why it is important to
do so.
I also think it is important for Mathematics to be interactive and helpful
to the students. They ought to be engaged in the lessons, and I tried to plan
the Unit in a way where the students will look forward to further learning the
concept.

I. Lesson Data & II. Instructional Data

Subject Area
Mathematics
Grade Level
Grade 3
Strand
Number Sense and Numeration Money
Ontario Curriculum
Overall Expectation:
By the end of Grade 3, students will read,
represent, compare and order whole numbers
to 1000, and use concrete materials to
represent fractions and money amounts to $10
Specific Expectation:
Students will estimate, count, and represent
(using $ symbol) the value of a collection of
coins and bills with a maximum of $10
New York State Curriculum
Measurement Strand (Units) 3.M.7. Count and
represent combined coins and dollars, using
currency symbols ($0.00)
Lesson 1 What Do You Know
Central Focus
Assessment Plan
About Money?
Duration of Lesson: 40 minutes
The focus for this
Formative
lesson is for students
assessment to
Anticipatory Set:
to be exposed to the
understand how
Prior to the lesson, ask students to bring in different
concept on money,
much students
objects from home that they would like to show the
and understand what
understand about
class (go over rules about what is appropriate to
each coin look like and
money (discussion)
bring)
the
value
of
each
coin.
Observation and
Have the students sitting on the carpet and ask them
to take turns and share what they brought in.
Participation

Play a little game of The Price is Right, and have

students guess how much each item cost (this will
give you an idea of how much they grasp the
concept of money)
Ask:
o Boys and girls, what items did you bring to
share with the class today?
o Hold up each item and ask, How much do you
think this would cost if you went in to a store to
buy it? (Note: Term cost ensure that the
students know what that means)
o What kind of things do you like to pick out
when you go to the store with your
parents/guardians?
Main Body/Procedure:
Write down the students estimates

Objectives
Students will
Begin to learn
vocabulary and
terminology about
money
They will learn to
recognize the $
(dollar) sign
Begin to get a
sense of how

Materials
Students items
White board
Chart Paper
Markers

Discuss what their estimates were, and compare it to

each item they were addressing
Drawing from students prior knowledge, together
come up with a chart for the class room that covers
the following:
The name of each coin
The value of each coin
Visual of the coin (front and back)
Closure/Ending
Go over the chart with the students
Ask them wrap up questions (to prep them for the
following lessons pre-assessment), such as:
o What do you think you can buy for under a
dollar?
o What do you think would cost more, a book or a
pencil? A binder

money is used in
the real world

III. Reflection
1. Culturally Responsive Teaching
The teaching during this lesson is culturally responsive because the
teacher is being cognizant of the fact that all students are unique and have
different ideas to bring to the table. By asking students to bring in something
that is chosen by them to share with the class, they are able to reveal a part
of themselves and something that interests them.
Students will be validated and given a fair chance at giving estimates
and later in the lesson, they will have the opportunity to show their prior
knowledge and contribute to creating a reference chart for the entire class.
With everyone involved in this process, the teacher practices culturally
responsive teaching by being inclusive of all students.
2. Accommodations/Adaptations for Diverse Learners
This lesson will appeal to learners who are auditory because the
students will be able to discuss their learning with a More Knowledgeable

Other (MKO: Vygotsky) the teacher and other peers in order to begin
grasping the concept.
This lesson will appeal to learners who are visual because they will be
able to see the chart that is made by the students and the teacher, and it will
give them a better understanding of the concept.
This lesson will appeal to learners who are kinesthetic because they
will be able to actively touch and see the objects that were brought into the
class to practice making estimates.
3. Prerequisite Skills (2-3)
Since this lesson is a diagnostic lesson, students will be coming in with
their own personal knowledge of money and what knowledge they have
acquired from various exposures to the concept of money. They will need to
understand what money is before moving into the lesson, and they will need
to understand where and how money can be used.
4. Anticipated Misconceptions
Students may have difficulty with the estimation aspect of the lesson.
They may be unsure what it means to estimate, or they may over or under
estimate and feel discouraged when their answers are far off. It is important
at this time that the teacher clarifies what the terminology is, and put out a
disclaimer that all guesses are good guesses (at this point in the lesson,
since they are only starting to learn).
5. Academic Language
Students ought to know:

Cost

Estimate

Quarter, Dime, Nickel, Penny

I. Lesson Data & II. Instructional Data

Subject Area
Mathematics
Grade Level
Grade 3
Strand
Number Sense and Numeration Money
Ontario Curriculum
Overall Expectation:
By the end of Grade 3, students will read,
represent, compare and order whole numbers
to 1000, and use concrete materials to
represent fractions and money amounts to
$10
Specific Expectation:
Students will estimate, count, and represent
(using $ symbol) the value of a collection of
coins and bills with a maximum of $10
New York State Curriculum
Measurement Strand (Units) 3.M.7. Count and
represent combined coins and dollars, using
currency symbols ($0.00)
Lesson 2 Lets Go Shopping!
Central Focus
Assessment Plan
Duration of Lesson: 40 minutes
The focus for this
Formative
lesson is for students
assessment to
Anticipatory Set:
to begin to understand
understand how
Prior to the lesson, you will set up 4 each coin value
much students
separately,
and
different stations where there will be
understand about
practice
a mini store set up, with items
money (discussion)
counting/adding
priced differently. Each station will
Observation and
have fake money for students to use money of the same
Participation
value.
for purchasing, but they will be
separated by money value (I.e.
Objectives
Materials

Dime-plaza where you purchase

items only in dimes; A Pennys
Worth where you purchase items
only in pennies, etc.) Refer to
Appendix 1.
When students come in, have them
sit on the carpet to model what they
will be doing
Review what was learned the day
before: Boys and girls, do you
remember the four different coins
we learned yesterday, and can I
have you tell me the value of each
one?
Which one has the highest value?
Which one has the lowest value?
Using the white board, work on a
problem together:
If I wanted to buy a pencil for 10,
but I can only use pennies to buy it,
how many pennies would I need?
How many nickels would I need?
How many dimes would I need?
Work on a few more problems
together, always using the same
value coin to answer

Students will
Begin to learn how
to add money of
the same value
They will learn to
recognize the $
(dollar) sign and the
(cent) sign
Begin to get a
sense of how
money is used in
the real world
Practice using
money to come up
with the amount
they need

Store items
- Paper clips
- Dice
- Balloons
- Eraser
- Scissors
- Clipboard
- Bell
- Stapler
- Sticky notes
- Trash can
- Binder
- Calculator
Fake money
White board
Markers

Main Body/Procedure:
Students will be directed to work in pairs, and have
two pairs at each store
Closure/Ending

III. Reflection
1. Culturally Responsive Teaching
This lesson will be taught through culturally responsive teaching
because the teacher will be fair to the students by modeling the expectations
of the activity. The teacher will give time for students to share their thoughts
and ideas at the carpet, and student peers will be respectfully listening and
responding to what their classmates have to say. The teacher models this

lesson for the students, and then later they will be working in pairs to get
through the activity, which will provide them assistance in their learning.
Student pairing will be according to how well each child works with another,
as well as knowledge of academic functioning. This collaborative method will
enable students to have shared thinking, and not feel solely responsible for
understanding and learning this new concept.
2. Accommodations/Adaptations for Diverse Learners
Given that students will be working in pairs for the activity, they will be
able to learn from one another. Students will be catered to through visuals
(actual objects), manipulatives (fake money), and an auditory lesson on the
carpet as a whole class. Students will be able to work at their own pace as
they go around the classroom from station to station, once they have
completed every task. The teacher will work in accordance with any students
who have an IEP, or ESL students who will have specific needs and specially
required assistance. The teacher will be constantly monitoring and walking
around the classroom in order to be readily available for students to call
upon when the task at hand is too daunting.
3. Prerequisite Skills
Students will be building on the knowledge of their introductory lesson
to the concept of money. They will be also using their knowledge of adding to
be able to count out how much money they need at each station.
4. Anticipated Misconceptions

The instructions need to be made clear for all students that at every
station, they will only deal with one coin type. Students may have difficulty
understanding how to count the money to match the price of each item,
however they will have assistance from the partner they are working with,
and if that is not sufficient, they will be able to call upon the teacher to walk
them through the problem.
5. Academic Language
Students ought to know:

Cost

Estimate

Quarter, Dime, Nickel, Penny

I. Lesson Data & II. Instructional Data

Subject Area
Mathematics
Grade Level
Grade 3
Strand
Number Sense and Numeration Money
Ontario Curriculum
Overall Expectation:
By the end of Grade 3, students will read,
represent, compare and order whole numbers
to 1000, and use concrete materials to
represent fractions and money amounts to $10
Specific Expectation:
Students will estimate, count, and represent
(using $ symbol) the value of a collection of
coins and bills with a maximum of $10
New York State Curriculum
Measurement Strand (Units) 3.M.7. Count and

Lesson 3 Representing Money in

Different Ways (Adding Money)
Duration of Lesson: 40 minutes
Anticipatory Set:

Refresh the students on what they did the day before

with counting money of the same value
Turn on the document camera and place a sheet of
paper folded in fours, with four different amounts in
each quarter (I.e. $1.25, 67, $3.50, 89)
Ask the students if anyone can tell them what is the
next value of money greater than the quarter
(Answer should be the one dollar bill)
Pull out a one dollar bill for students to visually see
what it looks like. Write on the board what one
dollar is represented as ($1.00 or 100)
Ask the students:
o When you go to the store, and the cashier asks
you to pay $1.25, would you give it to them all in
pennies? All in dimes? All in nickels? (Answer
should be no)
This is where you inform the students that they will
have to learn how to mix the coin values (and bills)
to count money faster when they are at the store
Play video on Using the Fewest Coins
Main Body/Procedure:
Using the document camera with the folded paper,
start with one corner of the page and ask how
students could represent $1.25 using the dollar bill,
quarters, nickels, dimes or pennies. Ask the students
o What would be the easiest way to represent
this amount of money?
o Can you think of another way to show this
amount of money? Refer to Appendix 2.
Allow students to work in partners at their desks,
giving each pair a photocopied sheet with money
values in each quarter. Provide manipulatives (fake
money) and allow students to work through them
together
Closure/Ending
After students have worked through the task, ask
them questions to reverse their thinking: (write and
draw questions on the board while asking)
o Can anyone tell me how much money I have if I
am carrying 1 dollar bill, 1 quarter, and 2
dimes? (Answer: $1.45)
o Can anyone tell me how much money I have if I
am carrying 2 dollar bills, one nickel and 5
pennies? (Answer: $2.10)
If students are finished early, they can work on the

represent combined coins and dollars, using

currency symbols ($0.00)
Central Focus
Assessment Plan
The focus for this

lesson is for students

to be exposed to the
concept on money,
and understand what
each coin look like and
the value of each coin.

Objectives
Students will
Begin to learn how
to add different
values of money
together
Learn to recognize
that the dollar and
cent are
interchangeable,
and learn to count
accordingly
Learn about the one
dollar bill, and
include that in their
addition sentences
Continue to get a
sense of how
money is used in
the real world

Formative
assessment to
understand how
much students
understand about
money (discussion)
Observation and
Participation

Materials
Fake money
White board
Four-square
worksheets
Markers
Computer
Video
http://www.eduplace.c
om
/
cgibin/schtemplate.cgi
?
template=/kids/mw/he
lp
/
eh_popup.thtml&grade
=2
&chapter=15&lesson=
3&
title=Use+the+Fewest
+
Coins&tm=tmfc1503e

Splash Math program, and select Adding/Counting

Money"

III. Reflection
1. Culturally Responsive Teaching
This lesson is culturally responsive because it is culturally mediated
instruction, where the teacher incorporates and integrates diverse ways of
knowing, understanding and representing information. The instruction and
learning takes place in an environment that encourages different points of
view, and allows for inclusion of knowledge. Students will feel safe when
answering questions, and they become active participants in the learning.
2. Accommodations/Adaptations for Diverse Learners:
Students are allowed to work in partners to help their learning.
Students will be given extra time if needed to complete the activity. For
students who complete the activity ahead of time, they can make their way
to the interactive bulletin board to practice more questions on money.
Students can record what they learn in their math books. Students also have
the option of giving their answer orally and by talking it out with their partner
or writing it down and working through them in their books.
This lesson has visual, kinesthetic and auditory aspects, and therefore
it appeals to different types of learners.
3. Prerequisite Skills

Students will have learned how to recognize the different coins in the
lessons prior. They may already know what the dollar bill looks like, and
therefore they will already be familiar with it. However, they may be unaware
of how to use it in a practical sense, and this lesson will provide more
contexts for students to grasp the concept of counting money, and learning
how to use it.
4. Anticipated Misconceptions
Students may not understand right away that there is more than one
way to count money, and they might think there is only one answer to each
questions. However, they will have time to explore more options and begin to
understand that there are often different ways to reach a total sum of money
using dollars, Quarters, Dimes, Nickels, and Pennies.
5. Academic Language
Students ought to know:

Counting change

Dollar ($) and cent () interchangeably

Price/Cost

Cashier

Buyer

Dollar, Quarter, Dime, Nickel, Penny

I. Lesson Data & II. Instructional Data

Subject Area
Mathematics
Grade Level
Grade 3
Strand
Number Sense and Numeration Money
Ontario Curriculum
Overall Expectation:
By the end of Grade 3, students will read,
represent, compare and order whole numbers
to 1000, and use concrete materials to
represent fractions and money amounts to $10
Specific Expectation:
Students will estimate, count, and represent
(using $ symbol) the value of a collection of
coins and bills with a maximum of $10
New York State Curriculum
Measurement Strand (Units) 3.M.7. Count and
represent combined coins and dollars, using
currency symbols ($0.00)
Lesson 4 Making Change With
Central Focus
Assessment Plan
Money (Subtracting Money)
Duration of Lesson: 40 minutes
The focus for this
Formative
lesson is for students
assessment to
Anticipatory Set:
to learn how to count
understand how
Have the students sit on the carpet
change (subtract
much students
The teacher will share a story on how she worked as money), and learn real
understand about
a cashier and was required to count back customers
life application of
money (discussion)
change. Teacher will demonstrate how to count out
being
a
buyer
and
a
Observation and
money to make change.
cashier
in
a
store.
Participation
Call on a student and give them some bills

Then display product (I.e. Cereal box) with a price

ticket on it
Teacher then explains to the student, who is a
cashier, how to count to make change.
I.e. Cereal box: $2.79. Teacher gives student $5.00.
Write on the whiteboard:
$5.00
- $2.79
$2.21
Ask students how they can give this to you in exact
change. Is there more than one way?
Repeat this a few more times with different students

Objectives
Students will
Familiarize
themselves with
counting money,
and subtracting
money to give

change

Learn how much

money is needed to
cover specific items
Main Body/Procedure:
based on the cost
Have the students work in pairs, and give each pair
fliers to look through
of the item
Students will pretend they are shopping (by looking Begin to get a
through the fliers)
sense of how
One student will be the buyer, and one will act as the
money is used in
cashier
the real world
Student One: (looks through the flier and picks and

item) Hi there Miss/Mister, I would like to buy this

Materials
Items
- Cereal Box
- Teddy bear
- Pen
White board
Markers
Flyers
Fake money
Math books

item (points to item from flier)

Student Two: Sure thing
Student One: (uses appropriate amount of fake
money to cover the cost of the item) I have $_____
to give you, how much will you give me back?
Student Two: (counts change. At this point,
students can work together in their math books to
figure out how much change will be given back) I
owe you $______. Thank you for coming!
Students take turns being the buyer and the cashier
Closure/Ending
Ask students to share about their experiences
Have a few groups come up and demonstrate their
learning, as they practiced in pairs

III. Reflection
1. Culturally Responsive Teaching
Students are allowed to work in partners to help their learning.
Students will be given extra time if needed to complete the activity. For
students who complete the activity ahead of time, they can make their way
to the interactive bulletin board to practice more questions on money.
Students can record what they learn in their math books. Students also have
the option of giving their answer orally and by talking it out with their partner
or writing it down and working through them in their books.
This lesson has visual, kinesthetic and auditory aspects, and therefore
it appeals to different types of learners.
2. Accommodations/Adaptations for Diverse Learners:
Students are allowed to work in partners to help their learning.
Students will be given extra time if needed to complete the activity. For
students who complete the activity ahead of time, they can make their way
to the interactive bulletin board to practice more questions on money.

Students can record what they learn in their math books. Students also have
the option of giving their answer orally and by talking it out with their partner
or writing it down and working through them in their books.
This lesson has visual, kinesthetic and auditory aspects, and therefore
it appeals to different types of learners.
3. Prerequisite Skills
Students will have learned how to recognize the different coins in the
lessons prior. They may already know what the dollar bill looks like, and
therefore they will already be familiar with it. However, they may be unaware
of how to use it in a practical sense, and this lesson will provide more
contexts for students to grasp the concept of counting money, and learning
how to use it.
4. Anticipated Misconceptions
Students may not be aware how to act as a cashier or buyer. They may
be unfamiliar with the concept, however, they will be learning by practicing
and through trial and error.
5. Academic Language
Students ought to know:

Counting change

Dollar ($) and cent () interchangeably

Price

Cashier

Buyer

Dollar, Quarter, Dime, Nickel, Penny

I. Lesson Data & II. Instructional Data

Subject Area
Mathematics
Grade Level
Grade 3
Strand
Number Sense and Numeration Money
Ontario Curriculum
Overall Expectation:
By the end of Grade 3, students will read,
represent, compare and order whole numbers
to 1000, and use concrete materials to
represent fractions and money amounts to $10
Specific Expectation:
Students will estimate, count, and represent
(using $ symbol) the value of a collection of
coins and bills with a maximum of $10
New York State Curriculum
Measurement Strand (Units) 3.M.7. Count and
represent combined coins and dollars, using
currency symbols ($0.00)
Lesson 5 Lets Review What You
Central Focus
Assessment Plan
Know! (Assessment And
Evaluation)
Duration of Lesson: 40 minutes
The focus for this
Summative
lesson is for students
assessment to
Anticipatory Set:
to have the students
understand how
Inform the students that they will be putting together put together
much students
all their knowledge of what they have learned on
everything they have
understand about
money, and using this class time as an independent
learned and assess
money
review session
them
on
their
learning
- Adding money
Ask the following review questions:
to
see
how
far
each
- Subtracting money
o What is the coin with the greatest money
student
is
with
this
value?
- Word problems
o What is the count with the least money value?
concept.
(Extra sheet for
o (Write out as you ask) How much money do
students who get
you have in total if you have (2) one dollar bills,
(**Note: Depending
through the other
(2) quarters and (3) nickels? (Have a student
on
how
this
class
work with ease)
come up to the white board to show the class
goes, the teacher will Observation
their thinking)
Ask students to return to their seats and separate
get a sense of
their desks
whether any students
Main Body/Procedure:
need extra help, and
Students will receive one worksheet at a time Refer
plan to re-teach
to Appendix 3.1 3.4
concepts accordingly)
Inform the students that the manipulatives (fake
Objectives
Materials

money) is still available for them to use, to help

them with any of the questions
Students will work independently at their desks for
the period of the class
Teacher will walk around and answer any questions,
and prompt students, however, do not provide
answers
If any student is done early, provide them with the
word problem worksheet (Appendix 3.3), and allow
them to work on that. This is not something you
have worked on as a class yet, however, the student
can attempt it on their own first
Closure/Ending
Collect the work from the students
Inform the students that we will continue to work on
this throughout the semester

Students will
Demonstrate their
understanding of
what they have
learned on:
- Money recognition
- Adding money
- Subtracting
money

Worksheets (3)
White board
Markers
Fake money

III. Reflection
1. Culturally Responsive Teaching
This lesson will be culturally responsive because the teacher can call
out students in the classroom who might need extra help, and work with
them as a group. The teacher ought to adapt the test for students by making
the questions a little different, or by lending more assistance to the ones who
need it.
2. Accommodations/Adaptations for Diverse Learners:
This lesson will accommodate for students who have a harder time
learning concepts by giving a range of time for students to work. Some will
take less time and some will need more. Students who complete the task
prior to their classmates will be provided with an extra sheet for them to
attempt working on. If they complete that as well, they should find a partner
who is also finished working on all three sheets, and compare their answers
for the last sheet.

3. Prerequisite Skills
By this lesson, students have been exposed to all the concepts that
were required to be covered in the curriculum. They will have learned about
counting money (adding money), giving back change (subtracting money),
and practical applications of how money can be used in the real world.
4. Anticipated Misconceptions
Students may feel like they need to get through all worksheets in order
to be completely finished, however, the extra third sheet is only if students
are completed the other two ahead of time.
5. Academic Language
Students ought to know:

Counting change

Dollar ($) and cent () interchangeably

Price

Cashier

Buyer

Dollar, Quarter, Dime, Nickel, Penny