# Building Creatures: Day 1

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## Objective

SWBAT will appropriately use coins for commerce. SWBAT add three or more addends. SWBAT calculate if they need change.

#### Big Idea

This two day unit culminating activity will ask the students to use a budget to buy supplies format he Creature Store and to build their very own creature. While shopping, they will have to add up their merchandise and pay for it.

## Warm Up

10 minutes

"I am going to tell you a riddle.  I want you to listen to the riddle and then try to figure out what coins I would need.  I have four coins.  They are worth 20 cents in total.  What coins do I have?  I want you to figure out the answer and put your thumb on your chin.  I will then call on someone to share their answer."

I have included a video (More Coin Riddles) of students solving one of the riddles.

Other riddles:

I have 3 coins, they are worth 16¢.  What coins do I have?

I have 5 coins,  they are worth 15¢.  What coin so I have?

## Introducing Building Creatures

15 minutes

Advanced Preparation:  You will need a bunch of supplies for students to be able to build their own creatures (see creature store).  You will also need a bunch of pennies, nickels, diems, and quarters.

I ask the students to sit in a circle around the coins that are spread out on the floor.  "

"Today, you are going to go shopping at the creature store.  You will be given some money and have to buy supplies to build your own creature.  You will each get 25¢ to spend at the store.  Let's take a look at the items and prices."

I then hand each student a copy of creature store.

"As you can see, there are a variety of items that you can buy.  Let's take a look at the prices of each item."

"I would like each of you to grab 25¢ from the pile of coins."

I don't tell them to take a quarter because I want to see how students are making 25¢.

"Your job will be to take one of the creature store sheets and decide which items you are going to buy and who much it will cost you.  You must show how you figured out the total price.  Then you will come to the store and pay me.  Finally, you will get your supplies and build your creature."

In this situation the students are adding up a total by counting the value of the items purchased.  They are meeting the CCSS expectation of relating counting to addition (CCSS.MATH.CONTENT.1.OA.C.5).

## Station Time

35 minutes

Students have two choices during station time today  They must start with the Building Creature activity because it needs to be completed before tomorrow's lesson.  Then students can play the Race to 100 game (introduced previously - see below).

1.  Building Creatures:  This activity was just introduced in the previous section of this lesson.  As students are creating their supply list, I will circulate around and ask them about their items and the cost. This way I can see who studies are adding the amounts together.  There is a video, Planning to Shop, that captures the informal interview that I had with each student.

Once students are ready to purchase their items, they must come up and tell me their total and then tell me what coins they will use to pay.  If they are owed change, I will ask them how much do they need to get back.  There is also a video that captures this interaction too: Paying For His Purchase

2.  Race to 100:  This activity was introduced in a previous lesson.  This activity asks students to calculate the total of a set of coins (for each round).  This meets the CCSS of CCSS.MATH.CONTENT.2.MD.C.8.

## Continued Practice

5 minutes

I will ask the students to meet me on the carpet and hand out their sheet for today's Mad Minute exercise.  This routine was introduced in a previous lesson.  Please check out the link to get a full overview of this routine.

I want to really focus on fact fluency and build upon the students ability to solve within ten fluently (CCSS.MATH.CONTENT.1.OA.C.6).  I am going to use the Mad Minute Routine.  This is a very "old school" routine, but I truly feel students need practice in performing task for fluency in a timed fashion.  Students need to obtain fact fluency in order to have success with multiplicative reasoning.  Students who don't gain this addition fact fluency by the end of 2nd grade tend to struggle with the multiplicative reasoning in third.  Having this fluency also allows them to work on more complex tasks because the have the fact recall to focus on the higher level concepts.