Cooperative Learning: The Problem-Solving Model Lesson Plan
Title of Lesson: Money Value
I. Introduction (Total Class)
A. This lesson will build on cooperative learning skills previously practiced by students. The students will be expected to successfully work both individually and with a partner. The will use previously learned problem-solving tactics to complete each center. They will be asked to think about occasions when they have had to count change (piggy bank, restaurants, grocery stores, allowance, mall, etc.). They will describe their experiences with different types of coins and bills. They will be required to remember times they have used money, the issues they have faced, and how they overcame these difficulties (through various problem-solving strategies). The students will be asked questions including: Have you observed someone giving/receiving incorrect change? Have you ever miscounted your money? Have you ever thought your money was worth more than it actually was? –We were limited with time, so we were unable to do this part thoroughly with our peers. In the classroom, the introduction that ignites the students’ thinking and connects to their previous knowledge is very important and should NOT be skipped.
B. 1. Math Objective: This lesson will guide the students to develop their ability to differentiate between various coins and bills.
2. Cooperative-Learning Objective: The students will practice effective communication as they work together to solve various money-related math problems and as they report their discoveries and experiences to the class.
C. Before introducing the problem, the class will review what they know about money. The will review the various denominations and values of both coins and bills (penny = 1 cent, nickel = 5 cents, etc.). Additionally, they will discuss the different characteristics of money including: sizes, shapes, symbols, portraits, materials (nickel, copper, paper, etc.). –We decided to have the students start off with making their index cards of coins, this sort of hands-on activity was followed by a class discussion of the characteristics of coins. The students’ answers were recorded on the board.
D. To introduce the problem, the students will create coin rubbings to make a set of flash cards. They will make 4 cards: penny, nickel, dime, quarter (optional: half-dollar and silver dollar). With teacher facilitation, the students will determine how much money their cards represent (41 cents), as well as various combinations that can be made (6 cents from penny + nickel, 16 cents from penny + nickel + dime, etc.). This activity will initiate the type of problem-solving skills that will be necessary to complete/master each center. -This worked well for our lesson. Some students will have more knowledge about the characteristics of coins, this will get the others thinking about the differences. In the future, I would probably add a discussion of the characteristics of bills and include the 50cent and dollar piece in the coin rubbings.
E. Problem: We are trying to figure out how to make different amounts of money (values) with all of our different coins (denominations).
F. Each cooperative learning group will consist of a reporter, recorder, materials, and strategist (in this class we will only have 2 people per group: reporter and recorder). The recorder is responsible for writing down answers/results, ideas, conclusions, and difficulties faced. The reporter is responsible for communicating these findings to the teacher, other groups, and/or the entire class.
The students will be randomly divided into cooperative groups and each group will be given time to complete 3 different centers (distinguished by 3 different colors).
1. SmartBoard/Promethian: The students will complete the Houghton Mifflin Math 3rd Grade Extra Practice Unit 1: Place Value and Money Lesson 3.2
If they complete this activity successfully, they can continue practicing counting money by experimenting with the Houghton Mifflin Math 3rd Grade eManipulatives Coins and Bills http://www.eduplace.com/kids/mw/manip/mn_3.html
2. Class Store: The students will purchase a selection of items using the provided coins and bills. They will select the merchandise that is within their budget and record their decisions and reasoning
3. How Many Ways?: The students will be given several problems to solve in which they determine the variety of ways to make various values of money. For example: They may be asked to figure out that a dollar can be represented with a one dollar bill, 4 quarters, 20 dimes, etc.
II. Exploring Solutions (Small Groups)
A. Extension: Groups that successfully complete a particular center with extra time to spare may be directed to the enrichment activity: What’s in my pocket?
i. The students will select a pocket and fill out a worksheet to determine which coins are in a “pocket” given the value and number of coins.
ii. For example: I have 5 coins in my pocket that equal 29 cents. Answer: You have 1 quarter and 2 pennies.
iii. For additional practice, students may create their own “What’s in my pocket?” riddle to share with the class.
-Many of the students commented on this activity. It might be used as a center in the future instead of an extension so that each group has the opportunity to explore various solutions and spend time creating their own mystery pocket.
III. Summarizing Results (Total Class)
A. Questions regarding the processes, possible solutions, generalizations, etc.
1. From this activity, what can you tell me about making change?
2. What was hard about this activity?
3. Is it important to know how to do this?
4. Why is what you did in that center important?
5. What did you learn today?
B. This lesson will conclude with the students describing their understanding of various coin/bill denominations and methods to determine the value of a collection of coins/bills
The summary discussion was very informative to the teachers, we were able to informally gauge the students’ learning and the students were able to practice explaining their ideas verbally.
*Additional Activity: Change Range –This activity may be used as an assessment of the students’ understanding at the conclusion of the lesson. It may also be a good idea to create an organized packet that corresponds to each center and includes discussion questions as well as a place for the students to store their coin cards. If a more detailed packet was used, this would be an additional form of evaluation for the teacher to use.
Question: Rosa, Glen, Cathy, and Errol each bought snacks from several vending machines. Each person got back 6 coins, but they were different combinations of coins.
Each person received less than $1 in change. The machines returned only nickels, dimes, and quarters. Each person had at least one of each coin.
* Rosa had the fewest dimes but the same number of quarters as Errol.
* Glen had an equal number of nickels, dimes, and quarters.
* Cathy had the same number of quarters as Glen.
* Errol had more dimes than Cathy.
* Cathy had more dimes than quarters.
* Rosa had fewer quarters than Cathy.
How much money did each person get back from the machines?
How much money did they get back in all?
Solution: Rosa had 55 cents. Glen had 80 cents. Cathy had 85 cents. Errol had 70 cents. Altogether, they had $2.90
Explanation: Make a chart.
Coins Rosa Glen Cathy Errol
Nickels 4 nickels = 20¢ 2 nickels =10¢ 1 nickel =5¢ 1nickel = 5¢
Dimes 1 dime = 10¢ 2 dimes =20¢ 3 dimes =30¢ 4 dimes = 40¢
Quarters 1 quarter = 25¢ 2 quarters = 50¢ 2 quarters = 50¢ 1 quarter = 25¢
Total 55 cents 80 cents 85 cents 70 cents
To find the total amount of money each person got back, add the amounts each person received.
$ 0.55 (Rosa)+ 0.80 (Glen)+0.85 (Cathy)+0.70 (Errol)= $ 2.90 (in all)
