Third+Grade+Money+Unit+Plan

Third Grade Money Unit GAMEPlan

Lesson One

By Kristin Jurich

Lesson Title: Our Traveling School Store

GradeLevel: Third Grade

Content Area: Math

** GOALS ** Content Standards:


 * M3.A.1.3.1: ** Count a collection of bills and coins less than $5.00 (penny, nickel, dime, quarter, dollar). Money may be represented as 15 cents, 15¢ or $0.15.
 * M3.A.1.3.2: ** Compare total values of combinations of coins less than $5.00 (penny, nickel, dime, quarter, dollar).


 * M3.A.1.3.3: ** Make change for an amount up to $5.00 with no more than $2.00 change given (penny, nickel, dime, quarter, dollar).


 * 1.6.3.A: ** Listen critically and respond to others in small and large group situations.


 * 1.9.3.A: ** Use media and technology resources for directed and independent learning activities.

** ACTION **
 * 1.9.3.B: ** Understand media as a source of information and entertainment.
 * ISTENETS-Standards **
 * 1) Creativity and innovation 4. Critical thinking, problem solving
 * 2) Communication and Collaboration 5. Digital citizenship
 * 3) Research and information literacy 6. Technology operations & concepts
 * Before-Class Preparation ** :

Introduce money unit and terminology. Describe why learning monetary concepts is important to learn. Pair students up according to their ability level, for this project it is important that students are in mixed ability level groups. Bookmark example sites that may be useful for students to utilize during the project.
 * During Class: **

Excel spreadsheet template Bookmarked websites || Excel spreadsheet template Third grade students to survey || Student Presentations ||
 * ** Time ** ||  ** Instructional Activities **  ||  ** Materials & Resources **  ||
 * 20 minutes  || # Pass out the school store money unit rubric.
 * 1) Discuss with students how they will be assessed.
 * 2) Also discuss possible ways to demonstrate their understanding of the information || RubricExamples of final products
 * 2-3 class periods of 45 minutes or longer  || # Organize students into groups of two. Each group must research school store items (pencils, erasers, pencil grips etc.) and decide what items to have at their store and where the best place to purchase them is.
 * 1) Students work collaboratively on their school store by; surveying fellow third graders about items they use in school and would want to purchase at the school store, research the best place to purchase the items for the best price, come up with a charity to give their school profit to. || Laptops
 * 45-60 minutes || # Students will present their group’s school store idea and best priced items.
 * 1) During each group’s presentations, the teacher will inquire about how the students decided which 5-7 items they would include in their store, how they found the best price, and where they would donate their money to. || Rubrics

** MONITOR **
 * ­­­­­­­­­­­­­­­­­­Ongoing Assessments: **
 * 1) The teacher will make daily observations while the students collaborate to complete their project.
 * 2) The teacher will use the rubric presented during the introduction of the unit to assess students’ understanding of the concepts and presentation skills.
 * 3) Students will have access to the rubric as the work so they can continually assess their progress and understanding of the concepts as they work on the project.


 * Accommodations and Extensions: **
 * ** ELLs: ** These students are paired with a native English speaker and will be encouraged to demonstrate their understanding use visual aids in place of words when appropriate.
 * ** Students who need enriched ** : These students will take the project a step further and will be required to create a persuasive commercial, poster, etc to explain why their school store idea should be implemented in the school.
 * ** Students with special needs: ** These students will be provided with a step by step checklist, a detailed direction sheet, and frequent teacher check ins to monitor their understanding and progress. Students with a higher level of special needs may have the project outcome altered to fit their IEP.

** EVALUATION **
 * Lesson Reflections and Notes: **
 * Think of possible ways students can share project-based learning knowledge
 * Should students evaluate themselves/group understanding of newly learned concepts?
 * Will the allotted time be sufficient for students to complete the project?