I start class by displaying a poster entitled "School Store". This poster has pictures of items with their prices.
I have some items for sale at my school store. Who can tell me what three items they would like to buy from the school store.
I have a student pick three items.
I saw some ice cream for $.17. I saw an eraser for $.40. I saw a bouncy ball for $.30. If I want to buy all three items, how much money do I need?
I hand out white boards to students and allow them to work individually or in partners to solve this problem to the best of their abilities. Coin manipulatives and cubes are also available to students.
After students have had 3-5 minutes to work on the problem, I ask them to turn to their partners and share how they solved the problem.
Turn and Talk: How did you solve this problem? What strategies did you use?
As students discuss, I circulate to listen for students' strategies and any common misconceptions. Some students might add using column addition, others might add two of the addends and then added the third to the sum. Others might visualize the addends using coins and skip count.
When finished, I ask two or three students to share their strategies.
As students share, I make sure that they are modeling how to solve this kind of problem and WHY they chose their specific strategy. I make an anchor chart of students strategies for future use.
Guided practice can be set up in two ways:
1) School store
Set up various stations throughout the room with items for “sale”. Students can pick items they want and add up the amount of money they would need to buy each item.
2) “Virtual” school store.
Post various items for “sale” on the board and students can pick the items they want and add up the amount of money they would need to buy each item.
The worksheets attached can be adapted to fit either type of “school store”.
Independent practice is tiered based on facility with money. As students work make sure that they are attending to precision and being accurate in their work. (MP6)
Group A (In need of intervention)
Students in group A will work with teacher support to add money amounts that require little to no regrouping. If adding using column addition, this group will be encouraged to add only two items at once and then add the sums together in order to improve accuracy.
Group B (Right on track!)
Students in group B will work independently or in partners to add money amounts using regrouping. Remind students in this group to pay attention to their decimal point and line the numbers up correctly.
Group C (Extension)
Students in group C will work independently or in partners to add money amounts using regrouping. This group will be challenged to add money amounts where the total is greater than $1.00.
See: Student strategies In this video, two students add the coins using column addition, two others draw and group the coins.
Today we practiced adding up money amounts to determine a total using these strategies:__________________. Now you are going to show me what you know on an exit ticket.
As students work on their exit ticket, I circulate to observe student strategies and determine which students are being accurate in their addition.
If students finish in time, I correct the exit ticket with the group in order to give students immediate feedback.