Lesson 5: Money: Ccss - Ela-Literacy - Sl.4.1

Lesson 5: Money
Names: Rachel Polikaitis and Kathleen Fuller

Big Idea: Roles of the factors that make up
market economy in the context of Michigans economy
Thread/Crossover: Economy,
Math
I. Objectives
What is the main focus of this lesson?
This lesson will focus on introducing students to US currency and how to add money.
In addition, the lesson will relate to economics by introducing concepts such as,
income, interest, earnings and savings.
How does this lesson tie in to your units Big Idea?
Money is a factor that makes up a market economy. Money is what runs the economy
because in order to buy something or make an income, you need a currency. This
lesson includes a simulation where students can see the importance of money and
earning money in a market economy.
What are your objectives for this lesson? (As many as needed.) Indicate
connections to applicable national or state standards. Include any themes
or major concepts from the thread
Standards:
4-E1.0.2: Describe some characteristics of a market economy
4-E1.0.7: Describe the exchange of goods and services and the role of money
CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others'
ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.4.1.D
Review the key ideas expressed and explain their own ideas and understanding in
light of the discussion.
Objectives:
Students will be able to recognize the Americans represented on the US currency.
Students will be able to add money to see the relationship between the coins and
bills.
Students will be able to read about and understand the concepts of income and
interest.
Students will be able to complete the simulation and achieve their goal of buying
their end product.
Students will be able to assemble their US currency pocket with cards for their
booklet.
Students will be able to write or illustrate a definition of the key term on the back of
each card.
II. Before you start
Prerequisite
knowledge and skills.
What is money, why do we have it, how do we use it, and how
do we get it?
Basic money math.
Concept of bartering.
Difference between goods and services.
Assessment
(formative and
summative)
Formative: Being able to combine their coins together to

produce another form of currency (bill or coin). Completing the
simulation.
Summative: Students will be able to write or illustrate a
definition of the key terms associated with the lesson on the
back of each card.
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
STRATEGIC
AFFECTIVE
Multiple Means of
Representation
Multiple Means of
Expression (Action)
Multiple Means of
Engagement
Materials-what
materials (books,
handouts, etc) do you
need for this lesson
and do you have
them?
US money (coins and bills)

Money worksheet
Computer/Laptop
US currency booklet worksheet
Scissors
Glue
Writing utensil
Do you need to set up

your classroom in any
special way for this
lesson? If so, describe
it.
Students will be arranged in four groups. Students will be

sitting at their desks.
III. The Plan
Tim Part
e
s
Motivatio
n
(Opening/
Introduct
ion/
Engagem
ent)
The description of (script for) the lesson, wherein you

describe teacher activities and student activities
(indicate in parenthesis where you are addressing
standards and themes)
Teacher explains: Today we are going to begin a lesson about

money. We will learn such things as where money comes from,
what money looks like, and what we can do with money.
Asks the class the following questions:
Does anyone know what money is?
What does the "$" symbol mean?
What kind of money is there (forms)?
Explain that money comes in two forms: coins and paper
money. Does anyone know which is which? What is the
difference between the two? Are there any other forms of
money you can think of? (checks, credit cards, etc) Who is on
the dollar bill?
Say: If you look at the paper money, it has a picture of a famous
American on it. Do you know who each of these individuals
are? If you brought some money into class with you, take a
look at it and see what pictures are on the money? Which of
these people have you seen on paper money? *Show the class
examples of different bills that they may not have with them.
Write on the board:
$1 = George Washington
$5 = Abraham Lincoln
$10 = Alexander Hamilton
$20 = Andrew Jackson adding Harriet Tubman soon
$50 = Ulysses S. Grant
$100 = Benjamin Franklin
Do a quick warm-up activity on money math:
You can put money together to make bigger money.
For example:
5 pennies = nickel
2 nickels = dime
2 dimes and 1 nickel = quarter
4 quarters = dollar
Pass out fake money and have students create these
combinations.
Ask: Are there any other combinations you can think of? Have
them do it
What other money is there? (half-dollar)
Read the Money worksheet
Develop
ment
Let students play the following simulation game, which focuses

on earning, spending, and saving.
http://pbskids.org/itsmylife/games/mad_money_flash.html
Through this simulation students will have to choose a special
something from the items shown below. They will have 30 days
of earning, spending and saving. Their goal is to end up with
enough money for big-ticket purchase they chose.
Allow students 40 minutes to complete the simulation.
Closure
Assemble their US currency pocket with cards for their booklet.

Instructions: Cut out the pocket along the lines. Fold the long
bottom flap up on the line so that it is sitting behind the labeled
pocket cover. Then fold each side tab behind it then secure the
tabs in place with tape or glue. Secure the pocket to the base
by gluing the backside to it. Then cut out the cards and place
them inside the pocket. Pull out one card at a time and for
every card have students write or illustrate a definition on the
back of each card.
Explain how this lesson supports your Big Idea. What is the takeaway?

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Lesson 5: Money

Names: Rachel Polikaitis and Kathleen Fuller

II. Before you start

Formative: Being able to combine their coins together to

Universal Design for Learning Networks/Domains (see UDL Guidelines)

US money (coins and bills)

Do you need to set up

Students will be arranged in four groups. Students will be

III. The Plan

The description of (script for) the lesson, wherein you

Teacher explains: Today we are going to begin a lesson about

Let students play the following simulation game, which focuses

Assemble their US currency pocket with cards for their booklet.

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