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3rd Grade Money Combinations Lesson

Students will learn to make equivalent combinations of money to equal a specified dollar value through a 30 minute lesson. The lesson involves introducing money combinations, having students create combinations for values like $1.20, and playing a game where they draw value cards and use play money to create equivalent amounts to put in their bank. The teacher will assess understanding through informal checks during the lesson, by reviewing student work, and observing their ability to create money combinations correctly during the closing activity and game. Follow up activities include a homework worksheet and an extension store purchasing lesson.

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1K views2 pages

3rd Grade Money Combinations Lesson

Students will learn to make equivalent combinations of money to equal a specified dollar value through a 30 minute lesson. The lesson involves introducing money combinations, having students create combinations for values like $1.20, and playing a game where they draw value cards and use play money to create equivalent amounts to put in their bank. The teacher will assess understanding through informal checks during the lesson, by reviewing student work, and observing their ability to create money combinations correctly during the closing activity and game. Follow up activities include a homework worksheet and an extension store purchasing lesson.

Uploaded by

gotribe79
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
  • Lesson Information: Provides basic details about the lesson, including teacher's name, subject, title, and duration.
  • Procedure: Details the step-by-step process of the lesson, including teacher preparation and student activities.
  • General Goal/Instructional Context: Outlines the instructional context where students learn about creating equivalent sets of money.
  • Instructional Objective: Specifies objectives for students to produce equivalent money combinations.
  • Follow-up: Suggests follow-up activities to reinforce the lesson content and ensure understanding.
  • Materials/Equipment: Lists required materials for conducting the lesson, such as play money and index cards.
  • Assessment: Describes assessment strategies to gauge student understanding during the lesson.
  • References: Cites online resources used for preparing the lesson, specifically the US Mint website.

Name: Elana Hoenig Subject: Math-Money

Lesson Title: Money in the Bank Grade: 3rd


Duration of Lesson: 30 minutes

I. General Goal/Instructional Context: Students will learn to make equivalent sets


of money, as part of a Money unit in Mathematics.

II. Instructional Objective: Given a specified dollar value, students will produce two
equivalent combinations of money.

III. Instructional Procedures:


• Prepare value card sets (index cards) with bill/coin amounts written on one
side (i.e. $1.45).
• Make one set and then photocopy and laminate for each pair of students.
• For each student, prepare a container to be the “bank” and a handful of
play bills and coins of each denomination: 5 dollar bill, 1 dollar bill,
pennies, nickels, dimes and quarters.
• Introduction: Review with students how to determine a bill/coin
combination for a specific amount.
 Write $0.50 on board and brainstorm with students- which coins
would they combine together to make this amount? (at this point
they should know how to add bills/coins together to make a
specific amount).
 List each combination on the board.
 Write $1.35 on board and ask students which bills and coins
combined together make this amount.
 List each combination on the board.
 Discuss with students that there are multiple ways to represent a
specific amount of money.
• Do Now: Hand out blank index card to each student.
 Instruct them to write their name/date on one side and draw a
horizontal line across the middle of the other side.
 Write $1.20 on board and instruct students to record on index cards
two bill/coin combinations for the specified amount.
 Collect index cards from students.
• Activity: Students will play a game involving the creation of different coin
combinations.
 Divide class into student pairs and distribute materials.
 Explain the rules to the students: One student chooses a card and
names the value. Each student uses his/her play money to create a
bill/coin combination. Their partner checks to make sure their
amount is correct. If the amounts are correct, each student drops
the money into his/her bank. Students will take turns choosing a
new card and naming the value. Play continues for about 15
minutes.
• Closure: Go over game together.
 Choose a card from one of the students’ set.
 Name and write the value on the board and specify certain
bills/coins student can use to make the specified value.
 Ask two student pairs to list on board combinations that make up
listed amount.
 Ask students if they agree.
 Repeat sequence three times or until period ends.

IV. Materials/Equipment:
• Play money (bills and coins)-used to determine bill/coin combinations for
specific values during the group activity.
• Blank index cards-used to record bill/coin combinations during the “Do
Now”.
• Value card sets- provide students with specific monetary values during the
group activity.
• Small containers-used as “bank” to hold play money.
• Whiteboard & markers OR blackboard and chalk-used to present
information to students.

V. Assessment/Evaluation: First, the introduction to the lesson serves as an


opportunity for informal and formative assessment. If the students have trouble
naming combinations of bills/coins, the teacher must modify his/her explanation of
equivalent sets of money. Next, the teacher will check for students’ understanding
by assessing their index cards filled out during the “Do Now”. Also, in the process
of play, students will see that there are many possible solutions to putting bills and
coins together to equal a specified amount. The teacher will observe students
combining their play money into the specified amounts. Lastly, during the closing
activity the teacher will evaluate students’ understanding through their participation.
Additionally, I will readminister items #3 and #5 from pretest to determine the
extent to which they have attained the instructional objective.

VI. Follow-up Activities: I would reinforce this lesson by assigning a worksheet for
homework which resembled the activity. They would have to list equivalent sets of
money for a specified value. To extend this lesson, I would plan a follow-up lesson
where a pair of students would purchase items from the “classroom store” and each
partner would have to “pay” using a combination of bills/coins which differs from
his/her partner. For less advanced students, I would work only with one type of coin
denomination at a time. I would create value card sets that only list coin amounts
and have students build that combination using the coins being discussed.

VII. References: I referred to the U.S Mint website, [Link].

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