# Lesson Plan

## How Do I Make Change From A Dollar?

Main Subject Area: Mathematics

Duration of Lesson:  45 minutes

Keywords:

• Decimals
• Dollar
• Subtraction

Brief Description:

Students will apply mathematics strategies of counting, adding, and subtracting decimal amounts to create change for a dollar.

National Standard(s):

• Number and Operations

Objectives:

Students will apply mathematics strategies of counting, adding, and subtracting decimal amounts to create change for a dollar.

Students will be introduced to the economics of making change when shopping.

Materials (online):

Materials (offline):

Each group of students will need a supply of coins for making change.

Each student pair will need a sheet listing 6 purchasing scenarios to act out.

Each student will receive a worksheet listing 3 scenarios to work out independently with space to write out math sentences.

Coins Used in Lesson:

Currently circulating U.S. cents (pennies), nickels, dimes, quarters, and dollar coins

Procedures (online):

Procedures (offline):

1. After introducing students to the value of all currently circulating U.S. coins (including cents, nickels, dimes, quarters, and dollar coins), explain that the students will be exploring how to make change for a dollar.

2. The teacher explains that there are different ways in which to make change. A person can either subtract the cost from the amount given, or they can count up from the cost until they reach the amount given. Today youâ€™re going to work with counting up.

3. The teacher asks one student to be the shopper and one to be the clerk to model the activity for the class. The shopper wants to purchase one pencil which (s)he is told costs \$0.25. (S)he gives clerk \$1.00, and the clerk counts out (aloud) how much change to give back (starting at \$.25, they will count \$.50, \$.75, \$1.00), and gives back three quarters. Ask someone else to be shopper and clerk, model another simulation with whole class. Repeat again until students grasp this concept.

4. Provide class with a sheet listing 6 different scenarios to act out in pairs.

5. Once the students seem comfortable with making change, provide each student with 3 more scenarios to work out independently. Provide manipulatives to help students visualize their work. Then ask that students write out number sentences to show how they solved each problem.

Assessment / Evaluation:

Teacher will observe group interactions. Each child will complete a worksheet which may be formally assessed.

Differentiated Learning Options:

Advanced students could write and solve their own scenarios and use larger money amounts.