How Much Money?

Designed by:   David K. Blackwell, Gibbes Middle School  

GRADE LEVEL: 6th         SUBJECT(S):  Math

1) CORE CURRICULUM OBJECTIVE(S):

Determine the value of a set of coins and dollar bills and make change in consumer situations.    (6ME2-1)   [1.C]

RESTATEMENT:    The student will tell how much money is in a set of coins and dollar bills and will give back the correct change after solving consumer problems.

2) OVERVIEW: The students will complete activities that deal with money. In Activity 1, students have to count money. In Activity 2, students will total the customers lunch orders and calculate the change the customers will receive back. Activity 3 allows them a chance to be a customer and a cashier. The final assessment is a paragraph on the skills necessary to be a cashier at a fast food restaurant. Extension activities are provided. Future learning could include sales tax, estimation of the amount spent and change to be given back to the customer. EXTENSION ACTIVITIES include additional practice in making change and buying items.

3) FOCUS/ESSENTIAL QUESTION(S):

1. What must teenagers be able to do if they want to work at Burger King or in one of the stores at the mall?

2. Do you always count the change you receive when you buy something?

3. When you pay for something at McDonald's, do you hand the cashier all of your money or do you count out the correct change?

4) TIME FRAME: Two Class Periods (45 - 50 minutes)

5) RESOURCES:

Glencoe Course 1

Computers with Internet access

Internet sites (listed below in activities)

ATTACHMENT 1

ATTACHMENT 2

ATTACHMENT 3

ATTACHMENT 3a

ATTACHMENT 4

Index cards

Construction paper

Zip-lock sandwich bags

Play money & coins

Pencils

6) ASSESSMENT: The activities will be assessed using the following rubric. Completed assignments can also be graded individually using the Richland One Grading Scale.

Activities Rubric for "How Much Money?"

7) INSTRUCTIONAL ACTIVITIES:

DAY ONE

1. Divide class into pairs.  (This can be done by counting 1-2, students can self-select their partners, or the teacher can pre-select partners.)

2. Begin the class by giving the objective(s) and focusing the students on the tasks ahead by asking the focus questions. Allow a few minutes for students to respond to the focus questions.

Activity 1 -

3. Give each pair two zip-lock bags with assorted play money, play coins, and an index card in them. (Make sure each bag has different amounts of money ($10, $15, or $20 in small bills and coins.)

4. If you can't find play coins, copy some real coins and cut them out.

5. Have them add up the amount of money in each bag on the index card and share their answers with each other.

6. Next, ask them how many eat out during the week. Allow them some time to respond.

Activity 2 -

7. Tell them that they are going to be cashiers at the Sunnyside Dairy Queen. Their task will be to give back the correct change to the students who eat lunch at Sunnyside Dairy Queen. Sales tax will not be considered.  However this exercise could be used when figuring sales tax is taught.

8. Pass out ATTACHMENT 1 and ATTACHMENT 2 to each pair.

9. Have a student volunteer read the directions on ATTACHMENT 2. Then give the pairs time to complete the activity. The teacher should monitor to see that students are on task and understand the assignment.

10. Then have a round-robin session and encourage students to share their answers. If there are differences in the change given back, discuss why the differences occurred.

Activity 3 -

11. Students use the Sunnyside Dairy Queen Menu. Let them stay in their pairs.

12. Give students a maximum amount to spend - more than $5, but less than $20.

13. Students are to take turns ordering sample meals from the menu and being the cashier. The (cashier) should take the items down on a Sunnyside Dairy Queen ticket - ATTACHMENT 3. To allow for student choice, you can use ATTACHMENT 3a and let them come up with the name of the restaurant and slogan.

14. Once the customer has selected the meal, the cashier should add up how much the meal costs and should determine how much change the customer would get back from the $20 bill.

15. After they finish the activity, have students share their choice of meals, cost of the meals, and the change with the whole group during a whole class sharing.

DAY TWO

1. For the final assessment, have students write about the types of math skills that are needed to be a cashier at a fast food restaurant. They should also include other skills that are needed besides being able to add, subtract, and multiply money. The students should paste their final draft on a piece of construction paper. These can be displayed on a hall or classroom bulletin board during an open house for parents to read.

EXTENSION ACTIVITIES

* The teacher can choose to use either paper menus obtained from local restaurants or students can go to the site www.columbiasc.com.  There is a section on dining, which provides the menus and prices of several restaurants in Columbia. They will follow steps 12 - 15.

* The students can also use the following Internet site to practice figuring the correct amount of change to give back. http://funbrain.com/cashreg/index.html  The activity keeps score of the number correct and the number wrong. This could be used as part of the assessment or grade.

* MAKING CHANGE - Another site that will allow the students a chance to tell how many of what denomination are required to make a given amount of change back. (See site below.)

* SPENDING MONEY - The student is given a specific amount of cash and presented with a list of items. Their job is to buy things until they have less than $1.00 left. They must not overspend.

The Making Change and Spending Money activities have additional hints that will help the students complete both activities. This site allows for the student to use a scorekeeper and timer. The game gives immediate feedback to the student. The site below will take you to the starter page for both activities.   http://www.edu4kids.com/money/

* ATTACHMENT 4 Activity - Students will try to find the smallest number of bills & coins needed to give the cashier the right amount of money to pay the bill.

ATTACHMENT 1

ATTACHMENT 2

Sunnyside Dairy Queen "The Best Burgers in Town" Quantity Ordered Item Ordered Cost of Item                                         Total Cost of Order     Subtract the total cost of the order from the amount that the customer gives to you.   Customer________________________ Cashier__________________________

Sunnyside Dairy Queen "The Best Burgers in Town" Quantity Ordered Item Ordered Cost of Item                                         Total Cost of Order     Subtract the total cost of the order from the amount that the customer gives to you.   Customer________________________ Cashier__________________________

ATTACHMENT 3  

_____________________ "The Best Burgers in Town" Quantity Ordered Item Ordered Cost of Item                                         Total Cost of Order     Subtract the total cost of the order from the amount that the customer gives to you.   Customer________________________

_____________________ "The Best Burgers in Town" Quantity Ordered Item Ordered Cost of Item                                         Total Cost of Order     Subtract the total cost of the order from the amount that the customer gives to you.   Customer________________________

ATTACHMENT 3a  

ATTACHMENT                    THINKING ABOUT MONEY
Look at the following amounts of money owed to the cashier at the Sunnyside Dairy Queen. Decide how you could pay the amount to the cashier using the smallest number of bills and coins. Write the bills and coins in the space to the right of the amount. Compare your solutions with your partner. Discuss the solutions if you have a different amount for a problem.
An Example: $6.33	One five-dollar bill One one-dollar bill One quarter One Nickel Three pennies
$22.51
$10.31