Properties Title: Type: Subject: Grade Range: Description: Duration: Author(s):

Decision Making Lesson Plan Mathematics 2 Party Planningvalue of money & making change, budgeting 90 Minutes ree osse

Instructional Unit ontent Standard(s)!"le#ent(s) ontent Area Standard Math Content: $ %&$D&' !olve "ord #roblems involving dollar bills, $uarte rs( di#es( nic)els( and pennies( using * and + appropriately& ",a#ple: I- you ha.e t/o di#es and three pennies( ho/ #any cents do you ha.e0 Social Studies Content: SS%"1% The student /ill describe the costs and bene-its o- personal spending and sa.ing choices& Speaking and Listening Skills: "2A %S23: Partici#ate in collaborative conversations "ith diverse #artners about grade 2 to#ics and te&ts "ith #eers and adults in small and larger groups& "2A %S24: 'reate audio recordings of stories or #oems( add dra"ings or other visual dis#lays to stories or recounts of e&#eriences "hen appropriate to clari-y ideas( thoughts( and -eelings& TAG Standard Higher Order Critical Thinking Skills 1% )he student makes and evaluates decisions using criteria% 33& )he student dra"s conclusions based u#on relevant information "hile discarding irrelevant information% Creative Thinking & Creative Problem Solving Skills 1& )he student demonstrates skills in fluency and fle&ibility to solve #roblems or create ne" #roducts% 4& )he student develo#s original ideas, #resentations, or #roducts through synthesis and evaluation% Su##ary!5.er.ie/ )he focus of this lesson is to give students the o##ortunity to a##ly the skills needed to "ork "ith money including counting coins, adding and subtracting "ith money, and "orking "ithin a budget% "nduring Understanding(s) *t the end of this lesson the student "ill understand ho" to demonstrate+e&#lain reasoning

used to solve a #roblem and correctly create and solve addition and subtraction #roblems involving money% !tudents "ill also understand ho" to find change and ho" to re#resent money amounts% "ssential 6uestion(s) -o" is counting coins and making change used in the real "orld. -o" do "e kno" if "e have enough money to buy something. /hat are the different "ays "e can re#resent an amount of money. /hy is it im#ortant to be able to count amounts of money and find change. oncept(s) to $aintain The student understands: Problems can be solved using addition and subtraction% /e solve math #roblems every day% 'ounting dollars is 0ust like counting by ones and tens in our #lace value system% 'ounting cents can be connected to ho" "e count by ones, fives and tens% The student will: 'ontinue to develo# their understanding of, and facility, "ith money% ".idence o- 2earning hat students should know: 'hange can be given using a variety of coin combinations% 'ounting dollars is 0ust like counting by ones and tens in our #lace value system% 'ounting cents can be connected to ho" "e count by ones, fives and tens% 1ou can use many strategies to solve addition and subtraction #roblems using money% hat students should be able to do: 'reate #roblems re$uiring addition or subtraction% Determine the number sentence needed to accurately solve a #roblem% Demonstrate+e&#lain reasoning used to solve a #roblem% 2e#resent a money amount "ith "ords or digits and symbols 3either cent or dollar signs4% 'ount "ith #ennies, nickels, dimes, and dollar bills% 5se the 6 and 7 correctly% Suggested 7ocabulary udget, #riority, decision Money 'oins, dollar bill, $uarter, dime, nickel, #enny 'hange *ddition8 !um !ubtraction8 Difference Dollar symbol+sign

'ent symbol+sign

Procedure(s) Phase ,9 8oo) ,% )he teacher "ill read the book, !le"ander ho #sed to be $ich Last Sunda% by :udith ;orist% )he teacher "ill ask the students "hat kinds of decisions *le&ander made in the story% /hat ha##ened to *le&ander<s money. -o" did these decisions affect the money he had. *re there some other decisions 3good or bad4 *le&ander could have made "ith his money. -o" "ould have you used the money. Phase 29 ",a#ine the ontent 2% Distribute the grocery store flyer 3any one from local grocery store or one teacher has created4% )he teacher "ill e&#lain to the class that "e are going to #lan a #arty and in small grou#s they "ill have to make some decisions on "hat to #urchase for the class #arty% *s a class, generate a list o& steps for com#leting the task% =ach student "ill develo# a Priority Pyramid of criteria to consider "hen buying items for the #arty% >% 2evie" the ste#s in solving addition and subtraction #roblems involving money% *llo" students to solve a fe" #roblems for revie" and then com#are ans"ers and correct any misunderstandings% 2emind students that there are many different "ays to solve addition and subtraction #roblems involving money 30ust like traditional addition and subtraction #roblems4% 2einforce #lace value conce#ts "ith the value of money% ?% @rou# !tudents: !tudents "ill be divided into &ive groups 'predetermined grouping(9 Aood 3#iBBa, etc%4, Drinks & !nacks 3drinks, chi#s, etc%4, Dessert, Plastic "are+#a#er #roducts, and Decorations+=ntertainment% C% 2evie" the !mall @rou# Directions9 =ach grou# "ill be given 620%00 to s#end on the #arty 3!/ be given 620 in #a#er money+#lastic coins4% Dn small grou#s they "ill come u# "ith the items they "ould like to #urchase "ithout going over their budget 3revie" the term budget from #revious lesson of #lanning a )hanksgiving feast4% )he students must find the sum of the items they "ould like to #urchase and find out ho" much money+change they "ill have left over% )"tra support: #rovide students "ith coins+#a#er money to hel# solve #roblems% *lso #rovide "ith mani#ulatives, number lines, and gra#hic organiBers to assist in solving addition and subtraction #roblems "ith money% Phase >9 Decision $a)ing E% Decision $a)ing $atri,9 !tudents "ill use a decision making matri& to determine "hich items are the best to #urchase and "hy. F% Optional !ctivit%: Aor those grou#s that $uickly make a decision, they create their o"n menu for "hat they "ould like to have at their #arty% Phase ?9 Synthesis Acti.ity

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o##unicate the Decision: !tudents "ill com#ose a 28? minute #resentation on "hy they chose the items that they did, ho" much they s#ent and the amount of change that they "ill get back after their #urchase% 35sing an iPad a##%9 )ellagami, *udioboo, etc%4

Su##ari9ing Acti.ity >828, =&it )icket9 Hame three reasons "hy you think counting money and being able to add and subtract using money is an im#ortant skill to understand and+or "hen you or someone else may need to use this skill% @ive t/o e&am#les of "hen you or someone else may have to use 3and understand ho" to use4 a budget% =&#lain one "ay that being able to make change "ill hel# you in real life% Resource(s) @rocery !tore flyer 3actual store ad or teacher created4 iPads -andouts Plastic coins+dollars, mani#ulatives, gra#hic organiBers for student su##ort Anchor Te,t(s): *le&ander /ho 5sed to be 2ich Last !unday by :udith ;orist Technology: iPad a##s9 )ellagami, *udioboo 8andouts: -andout ,9 Priority Pyramid -andout 29 Decision Making Matri& -andout >9 >828, =&it )icket