## More Money, More Money

### Janet Harrigan

#### Description

Students explore money via poetry and problem solving.

#### Objectives

The student reads, writes, and identifies decimal notation in the context of money.

The student solves real-world multiplication problems with whole numbers (two digits by one digit) using concrete materials, drawings, and paper and pencil.

#### Materials

-Play money including coins and a \$1.00 bill
-"More Money, More Money" Poem (see attached file)
-"More Money, More Money" Worksheet (see attached file)
-Pencils
-Chart or Board

#### Preparations

1. Gather materials for activity.
2. It is suggested that the teacher bookmark the weblink prior to teaching this lesson if it is to be used as a reinforcement to this lesson.
To use the US Mint site, you must have the current version of Flash installed on their computers. They can download the software free at this URL.
http://www.macromedia.com/software/flash/

#### Procedures

(NOTE: Students should have been introduced to decimals and know one-digit multiplication prior to this lesson.)

1. Show students the dollar and the coins. Ask them for the values. Ask if anyone knows how to write the values. On a board or chart, write the coin name (quarter, dime, etc.) and the value using the cents symbol. Ask if anyone knows another way to write the amount. (If no student suggests using a decimal, then you suggest it.) Write the first amount of coin using decimals. Review the fact that in money, the decimal is based on 100 cents. Ask if anyone knows how to write the amount for a dollar using decimals. Write this on the chart. Then review with students, using the coins, different ways to make a dollar. Ask questions such as, how many quarters equal a dollar? How many dimes equal a dollar? How many nickels equal a dollar? How many pennies equal a dollar? (If time permits, hand out fake money coins and ask students to show one way to make a dollar using coins. Circulate and check to make sure all students can do this and understand the coins' values.)

2. After making sure that students understand the concept of the value of each coin and how to write its value using decimals, tell students that they are going to use a poem and what they have just reviewed about money to decide just how 'smart' someone really is.

3. Give the students a copy of the poem and read the poem, More Money, More Money, to/with the class. Give students the worksheet and tell them that they are going to determine just how 'smart' this person is. Review the worksheet with students. Point out how the dollar is written in decimal form on the worksheet. Point out how the worksheet requires students to write the subtraction problem.

4. Use the poem and with the students, complete the row concerning the quarters trade. Make sure to model on the board how to write the quarter as a decimal, how to write the multiplication problem and the subtraction problem. Circulate and check as students copy from the board, because this is their example to use for the rest of the sheet.

5. Instruct students to refer to the poem and record the number of coins collected during each trade. Record these numbers in the Number Collected column. (We actually had students make these amounts with real coins based on the premis that students should begin with concrete, move to pictoral, and the operate in the abstract.) Circulate and help students write the money in decimal form and create the multiplication and subtraction problems. Offer feedback and guidance.

8. Review the worksheet when students have finished. Allow them to share in the answer process and to correct their papers with a different color of pen.

#### Assessments

1. Students self-assess by making corrected entries of the trades and the problems using the different color of pen when the teacher reviews the answers. Tell students to check for three things: decimal amounts written correctly, multiplication problems and subtraction problems written correctly, and correct values (amounts) in the last column. Since this is a formative assessment, ask students to write the correct answer if they miss it or to add the correct decimal or symbol.

2. Teacher assesses student mastery levels and non-mastery of the benchmarks listed by each student's completion and correction of the worksheet and the ability to comprehend the process, write money as decimals, write problems for multiplication in correct format with correct answers.

ISTE standards regarding the use of technology as productivity and problem solving tools are addressed.

#### Extensions

Shel Silverstein's poem "Smart" can be used as an alternative assessment.