For the last several days, we have explored our country’s currency and worked to find different ways to create given amounts. In today’s lesson, we apply what we have learned about Egyptian currency and adding banknotes.
Math4u grade 2 second term
ماث فور يو جريد 2
math grade 2 second term
math grade 2 second term
شرح دروس ماث جريد 2 الترم الثاني المنهج الجديد بأسلوب سهل وبسيط
Mathematics Teacher`s Guide primary 2
Math primary 2 second term lesson 65
Learn (40 minutes)
Directions
Note to the Teacher: students experience a real-world challenge by “shopping” in a class “store.” Each student is given a budget of 500 LE. Their challenge is to purchase as many items as they can without going over their budget. This activity will help you determine whether or not students understand the value of each denomination and can decompose and add money. It is NOT expected that students will have mastered keeping a running total of money. What is important is that they engage in the thinking processes and discussions required to complete the activity.
To extend this learning experience using computational thinking skills, set up a class “store” with actual items that students can practice purchasing. This activity allows students to model purchasing, adding,subtracting, and making change as they act out the role of shopper or seller. Using models to build understanding of complex concepts is an important computational thinking skill.
1. TEACHER SAY: Today you will work with a partner to go pretend shopping in our class store. Raise your hand if you have ever been shopping.
STUDENTS DO: Raise hand if they have been shopping.
TEACHER SAY: Usually an adult pays for your items, right? But today, it will be up to you to manage your money as you pretend to buy different items. Please take out your Mathematics Student Book and turn to page Lesson 65: Apply.
STUDENTS DO: Turn to page Lesson 65: Apply.
TEACHER SAY: At the top of the page in your student book, you see the virtual class store. There are several different items in the store with different prices. You and your Shoulder Partner will have 500 LE to spend at the store. 500 LE is your budget. A BUDGET is a spending limit, or a plan for how much you can spend. There is also a chart on the facing page. This is where you and your partner will record the items you want to purchase and the price of each item.
STUDENTS DO: Look in their student book to find the virtual store and the chart where they will record their work.
TEACHER SAY: Your challenge is for you and your partner to buy as many items as possible with your 500 LE. This requires some critical thinking and careful planning. What will your strategy be to make sure you buy the most items with your money? How will you make sure you do not go over 500 pounds? Think for a moment. Give me a Thumbs Up when you have an idea.
STUDENTS DO: Think quietly about the strategy they will use. Give a Thumbs Up when they are ready to share. Selected students share their ideas with the class.
TEACHER SAY: Wow, those are great strategies. Some of you may have other strategies that you would like to try. In this challenge, you must write down the items you want to purchase as well as their price. You must also keep track of how much money you spend. How can you do this? Raise your hand if you have a strategy in mind.
STUDENTS DO: Raise hand to volunteer. Selected students share their strategies.
TEACHER SAY: Great ideas. When you decide to purchase items, it is a good strategy to record their prices and add them together right away. That way, you can make sure you do not go over your budget of 500 LE. Also, you will only be adding two numbers at a time. What can you do if you go over your budget? Think for a moment. Wave at me when you have an idea.
STUDENTS DO: Think for a moment. Wave hand when they have an idea. Selected students share their thinking.
2. TEACHER SAY: Wonderful. You can change your mind about items. If you change your mind, you can erase the item and subtract its price from your total. You may use your banknotes to help you if you choose. You may also use mental math strategies and the 120 Chart, if helpful. Are you ready? Let’s go shopping.
STUDENTS DO: Work with their Shoulder Partner to shop in the class store, buying as many items as possible with 500 LE. Record shopping lists and prices and calculate the total amount spent after each “purchase.”
TEACHER DO: Walk around and offer help as needed. When students are finished (or near the end of the Learn segment), use an Attention Getting Signal.
3. TEACHER SAY: Wow. Shopping is hard work. Do you think we all have the same shopping lists? How can our shopping lists be different if we all have the same budget?
TEACHER DO: Use Calling Sticks to select students to share their thinking. Allow students to ask a friend for support.
STUDENTS DO: Selected students share their thinking, asking for support as needed.
TEACHER DO: Have some pairs share their shopping lists. If possible, try to identify the pair that purchased the most items.
STUDENTS DO: Selected pairs share the items they bought with their 500 LE.
TEACHER SAY: Great work today. Please keep out your student book.
Reflect (5 minutes)
Directions
Note to the Teacher: Students reflect on the kinds of decisions they had to make today and the conversations they had about money. They identify what they would do differently if they were able to do the activity again.
1. TEACHER SAY: Turn to page Lesson 65: Math Journal in your student book.
STUDENTS DO: Turn to page Lesson 65: Math Journal.
TEACHER SAY: Today we saw what it was like to go shopping with a budget, or a set amount that we can spend and cannot go over. What were some of the challenges of staying within your budget and not spending more than 500 LE? What did you think about? What did you talk about? What would you do differently if you got to do the activity again? Write your thoughts on your Math Journal page.
STUDENTS DO: Reflect on the experience. Answer the questions in their student book.
TEACHER DO: As students work, walk around and read some of their journal entries. Be sure to read all entries at a later time. The math journal entries provide valuable formative assessment data about students’ learning and can help you identify and address lingering misconceptions.
TEACHER SAY: Wonderful work today. You may put away your student book and banknotes for today.
STUDENTS DO: Put away their student book and banknotes.
