Rich Mathematical Task – Grade 3 –Managing a Classroom Store
Task Overview/Description/Purpose:
The objective of this rich task is to engage students in real-life financial scenarios that require them to apply
budgeting, money counting, making change, and problem-solving skills. Through this task, students will
develop a deeper understanding of financial literacy and how it relates to everyday decision-making.
Standards Alignment: Strand – Number and Number Sense
Primary SOL:
3.NS.4. The student will solve problems, including those in context, that involve counting,
comparing, representing, and making change for money amounts up to $5.00.
Related SOL (within or across grade levels/courses): 2.NS.4, 4.NS.4
Learning Intentions:
Content: I am learning to understand the value of money and how to work with coins and bills, up to $5.00,
using counting, comparing, and problem-solving skills.
Language: I am learning to use mathematical vocabulary related to money, such as cents, dollars, quarters,
and symbols like >, <, =, to describe and compare different amounts.
Social: I am learning to collaborate with my peers to solve money-related problems and recognize the
importance of financial literacy in our lives.
Evidence of Student Learning (based on Essential Knowledge and Skills):
I can determine the value of a collection of bills and coins whose total is $5.00 or less.
I can create a set of bills and coins to match a given monetary amount under $5.00.
I can compare the values of two sets of coins or two sets of bills and coins, up to $5.00, using words like
greater than, less than, or equal to, and symbols like >, <, or =.
I can solve real-life problems involving making change from $5.00 or less using counting-on or counting-back
strategies.
I can effectively manage money by understanding the relationships between different bills and coins.
I can apply mathematical problem-solving skills to money-related situations.
Mathematics Process Goals
Students will apply problem-solving strategies to analyze and resolve real-life situations
Problem Solving involving money, including making change and budgeting.
Students will use counting-on and counting-back techniques to find solutions to money-related
problems.
Students will communicate their thought process when determining the value of collections of
bills and coins or when comparing different sets of currency.
Communication and Students will justify their choices when constructing sets of bills and coins to match a given
Reasoning monetary amount.
Students will orally explain their reasoning when making change from $5.00 or less.
Connections and Students will connect the concepts of addition and subtraction to money-related scenarios.
Representations Students will represent the values of coins, bills, and combinations of currency using both
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Rich Mathematical Task – Grade 3 –Managing a Classroom Store
Standards Alignment: Strand – Number and Number Sense
concrete and symbolic representations.
Students will compare the values of different sets of currency using concrete or symbolic
models, connecting their understanding of mathematical relationships to real-world financial
decisions.
Task Pre-Planning
Approximate Length/Time Frame: 60 minutes
Grouping of Students: Should students want to be in pairs they will get assigned partners that are on or at the same
level of understanding. Each group may work together for their answers but will be responsible for turning in their
own copy of the assignment.
Materials and Technology: Vocabulary:
Play money Equal to (=)
price tag Greater than (>)
shopping lists Less than (<)
budget sheets Efficient (doing something in the best way)
dry erase board and marker or paper and Budget (a financial plan)
pencil Overspending (spending more than the budget)
a “classroom store” Cost-effective (spending money wisely)
a copy of the directions. Value for money (getting the best deal)
Currency (money)
Transaction (buying or selling something)
Money management (handling and using money)
Anticipate Responses: See the Planning for Mathematical Discourse Chart (columns 1-3).
Task Implementation (Before)
Task Launch:
Start the lesson by discussing the concept of making change using a visual model of play money.
Introduce the idea of change - the money you receive back when you buy something.
Use visual representations of coins and bills to explain different values. Show students a one-dollar bill, two-
dollar bill (not often found), five-dollar bill, ten-dollar bill, and a twenty-dollar bill. Show a collection of coins
one penny, one nickel, one dime, one quarter, one half dollar (not often found), one dollar (not often found).
Discuss the idea that there are more bills and coins but for this lesson we are going to just focus on the
common currency.
Discuss what the $ symbol represents and explain that it means dollars.
Introduce the idea of cents (¢) and the cent symbol.
Ask students questions like, "What is the value of this collection of coins?" or "How much money do we have
in dollars and cents?"
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Rich Mathematical Task – Grade 3 –Managing a Classroom Store
Task Pre-Planning
Task Implementation (During)
Directions for Supporting Implementation of the Task
Monitor – As students engage with the task, I will actively monitor their progress. I will observe how they are
using play money, digit cards, and symbols to represent and solve the money-related problems.
I will ask assessing questions to understand their thought process. For example, I might ask, "Can you explain how
you decided on the change to give back to the customer?"
I will also ask advancing questions to challenge students to think deeper. For instance, "How else could you
represent the same money problem using different combinations of coins and bills?"
Select – After students have completed the task, I will choose specific strategies or approaches that
demonstrate key mathematical concepts related to making change and understanding money values.
Sequence – The sequence in which I present these strategies will be determined based on the logical
progression of concepts and the students' readiness to comprehend them.
Connect – By encouraging students to compare and contrast their strategies, they can deepen their
understanding of the topic and learn from each other's approaches.
Suggestions For Additional Student Support
Sentence Frames to Support Student Thinking:
Provide sentence frames to help students explain their thinking:
o "I think the value of this collection is _____ because _____."
o "I chose these coins and bills to make _____ dollars because _____."
Sentence Frames for Justification:
Offer sentence frames to assist students in justifying their answers:
o "I know that _____ is greater/less than _____ because _____."
o "I can show that these two sets are equal because _____."
Modeling and Acting:
Encourage students to act out their problem-solving process. One partner can demonstrate their
approach while the other partner explains it. This hands-on activity can help clarify their thinking.
Creating Equal Values:
If students struggle to find equivalent expressions, challenge them to choose an equal value for a given
amount and then find different ways to create that sum or difference using various coins and bills.
Flexibility with Subtraction:
If students find subtraction challenging, you can modify the task to focus on addition. For example,
instead of making change, ask students to explore how to add coins and bills to reach a specific total.
Model Examples:
Provide a few modeled examples to support students who may need more guidance. These examples can
serve as references for students to see how to approach various money-related problems.
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Rich Mathematical Task – Grade 3 –Managing a Classroom Store
Task Implementation (After)
Connecting Student Responses (From Anticipating Student Response Chart) and Closure of the Task:
● Based on actual student responses, select students to present their mathematical work during a class
discussion. Begin with strategies that you believe all students can connect with, and save more complex
solutions for later.
● When testing an equation that is not true, work with students to make changes so it becomes balanced
(equal). For example, ask, "How could we change this set of coins and bills to make it equal to the other?"
● As students share their work,discuss solutions and ask questions like:
o "How did you choose the coins and bills for this problem?"
o "Did you choose a variety of coins and bills, or did you stick to just a few? Why?"
o "Did you start by adding or subtracting? Why did you choose that approach?"
o "Did you notice any patterns that helped you solve the problem? Can you explain them?"
o "How can you convince us that the two sets of coins and bills have equal values?"
o "Do you agree or disagree with a classmate's approach? Why?"
o "Did anyone think about the problem in a different way?"
o "Who can restate the big math idea that emerged from this task?"
o "Is there just one solution to this problem, or are there multiple solutions? How do you know?"
● Encourage students to support their ideas and listen actively to their peers.
Teacher Reflection About Student Learning:
Use the Rubric: Start by looking at the rubric for your task to see how well students did.
Look at students’ work. Did students meet criteria for success in “I can” statements?
Assessment of "I can" Statements:
o Understanding the Equal Sign: Check if students have a solid grasp of what the equal sign (=) signifies.
Ensure they see it as a symbol representing equality rather than just a cue to provide an answer.
o Matching Expressions: Assess whether students were able to create expressions that are equivalent
or have the same value.
o Connecting Expressions: Determine if students comprehend how different expressions can be equal.
o Using Equations: Examine whether students were able to construct equations that illustrate the
relationship between two expressions, incorporating addition and possibly subtraction.
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Rich Mathematical Task – Grade 3 –Managing a Classroom Store
Planning for Mathematical Discourse
Mathematical Task: ____Managing a Classroom Store Content Standard(s): ____SOL 3.NS.4
Teacher Completes Prior to Task Implementation Teacher Completes During Task Implementation
Anticipated Student Assessing Questions – Teacher Advancing Questions – Teacher List of Students Discussion Order - sequencing
Response/Strategy Stays to Hear Response Poses Question and Walks Providing student responses
Away Response Who?
student responses along with Teacher questioning that allows Based on the actual student responses,
Which students
examples of student student to explain and clarify Teacher questioning that moves sequence and select particular students
used this to present their mathematical work
errors/misconceptions Provide thinking thinking forward
strategy? during class discussion
examples of possible correct
Connect different students’ responses
and connect the responses to the key
mathematical ideas
Consider ways to ensure that each
student will have an equitable
opportunity to share his/her thinking
during task discussion
Anticipated Student Response "Can you explain how What if you didn’t have any Student A, B
you counted the coins quarters or dimes, what
Correct Response: "I can and bills to get $4.75?" coins would you use?
determine the value of a "Tell me more about
collection of bills and coins your process when you
whose total is $5.00 or less." used counting back to
figure out the change."
Example: "I counted a group of
quarters, dimes, and nickels, and
it added up to $4.75."
Anticipated Student Response Can you tell me why you What answer would you get
chose that strategy? if you used the counting on
Correct Response: "I can solve Student C, D
or up strategy? Why do you
real-life problems involving
think it may or may not
making change from $5.00 or less
using counting-on or counting- change?
back strategies."
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Rich Mathematical Task – Grade 3 –Managing a Classroom Store
Teacher Completes Prior to Task Implementation Teacher Completes During Task Implementation
Anticipated Student Assessing Questions – Teacher Advancing Questions – Teacher List of Students Discussion Order - sequencing
Response/Strategy Stays to Hear Response Poses Question and Walks Providing student responses
Away Response Who?
student responses along with Teacher questioning that allows Based on the actual student responses,
Which students
examples of student student to explain and clarify Teacher questioning that moves sequence and select particular students
used this to present their mathematical work
errors/misconceptions Provide thinking thinking forward
strategy? during class discussion
examples of possible correct
Connect different students’ responses
and connect the responses to the key
mathematical ideas
Consider ways to ensure that each
student will have an equitable
opportunity to share his/her thinking
during task discussion
Example: "I bought a toy for
$2.50 with a $5 bill, and I got
$2.50 in change. I used counting
back to figure out the change."
Anticipated Student Response "At what point did you "Imagine you were at a Student E,F,G
realize that a dime is not store and needed to buy
Misunderstanding the Value of
worth 15 cents? What something that costs $2.50
Coins
made you realize your with your coins. How would
Example: "I thought a dime was error?" knowing the correct values
worth 15 cents, so I couldn't “Let's talk about the of coins, like dimes, help
figure out why my coins didn't value of coins. Can you you make the right payment
add up to $5." explain the value of a and receive the correct
dime and other change? What difference
common coins like would it make in a real-life
quarters, nickels, and situation?"
pennies?"
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Rich Mathematical Task – Grade 3 –Managing a Classroom Store
Teacher Completes Prior to Task Implementation Teacher Completes During Task Implementation
Anticipated Student Assessing Questions – Teacher Advancing Questions – Teacher List of Students Discussion Order - sequencing
Response/Strategy Stays to Hear Response Poses Question and Walks Providing student responses
Away Response Who?
student responses along with Teacher questioning that allows Based on the actual student responses,
Which students
examples of student student to explain and clarify Teacher questioning that moves sequence and select particular students
used this to present their mathematical work
errors/misconceptions Provide thinking thinking forward
strategy? during class discussion
examples of possible correct
Connect different students’ responses
and connect the responses to the key
mathematical ideas
Consider ways to ensure that each
student will have an equitable
opportunity to share his/her thinking
during task discussion
Anticipated Student Response "Can you explain why “Can you think about a time Student H,I,j,K
you guessed instead of when you successfully
Not Using Counting Strategies
using counting counted back or counted on
strategies to make to make change, even if it
Example: "I couldn't make change
change?" wasn't $5? What helped you
for $5 because I didn't know how
to count back or count on. I just "If you were to try figure it out?"
guessed." making change again,
what steps would you
take to improve your
approach based on what
you've learned?"
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Rich Mathematical Task – Grade 3 –Managing a Classroom Store
Name ___________________________ Date __________________
Shopping List
School Supplies: Healthy Snacks:
Pencils 25¢ each Granola bars 75¢ each
Erasers 50¢ each Applesauce cups $1.00 each
Crayons $1.50 each Mini carrots $1.25 each
Glue sticks 75¢ each Pretzels 50¢ each
Rulers $1.00 each Juice boxes 75¢ each
Fun Items: Classroom Supplies:
Stickers 10¢ each Tissues $1.50 each
Coloring books 75¢ each Hand sanitizer 75¢ each
Small toys 50¢ each Dry erase erasers 40¢ each
Mini puzzles 25¢ each Dry erase markers 60¢ each
Keychains 35¢ each Magnet 15¢ each
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Rich Mathematical Task – Grade 3 –Managing a Classroom Store
Name ___________________________ Date __________________
Student Budget Sheet: Classroom Store
Instructions:
You have $5.00 to spend in the classroom store. Browse the store's items and decide what you
want to buy.
Under quantity write how many you want to buy.
Calculate the total cost for each item by either multiplying the price by the quantity or adding
the price repeatedly for each item and write it in the "Total Cost" column.
Subtract the total cost of your selected items from your budget on the bottom and answer the
question.
Starting Budget = $5.00
My Total Cost = $_____
I (over/under) spent my budget by ________.
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Rich Mathematical Task – Grade 3 –Managing a Classroom Store
Rubric
Advanced Proficient Developing Emerging
(4 points) (3 points) (2 points) (1 point)
I have trouble
I can determine
I can mostly determining
3.NS.4a: I can easily determine the value with
determine the the value of
Determining 20% the value of bills and some help, but I
value but make a bills and coins
Value coins up to $5.00. make several
few mistakes. accurately.
errors.
I can create sets of bills
I can create sets, I can create sets I find it hard to
and coins to match a
but I may struggle with help, but I create sets to
20% given amount under
3.NS.4b: with some find it match given
$5.00 with different
Creating Sets combinations.
combinations challenging. amounts.
I can confidently
compare the values of I can compare
I can compare values I find it difficult
3.NS.4c: two sets of coins or values, but I may
with some help, but to compare
Comparing 20% bills, using words like have a few errors
there are noticeable values
Values greater than, less than, in using words
errors. accurately.
or equal to, and and symbols.
symbols like >, <, or =.
I can effectively make I can make
I can make
3.NS.4d: change from $5.00 or change with I struggle to
change with
Making 20% less using counting-on help, but there make change
minor counting
Change or counting-back are significant accurately.
errors.
strategies. counting errors.
I can manage money I can manage
I have trouble
well by understanding money, but I may I find it hard to
3.NS.4: managing
the relationships make a few manage money
Managing 20% money
between different bills mistakes in and make wise
Money effectively and
and coins, consistently making wise choices.
consistently.
making wise choices. choices.
Score _____ / 20 points
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