## A Trip to the Toy Store

### Jennifer SlichterSanta Rosa District Schools

#### Description

This is the fifth lesson in the unit, Common Cents. This is a fun, entertaining lesson where students are given the opportunity to practice skills they have learned during the week about money and spend money saved on a toy of their choice.

#### Objectives

The student creates and acts out number stories using objects.

The student knows and compares the values of a penny (1 cent), nickel (5 cents), and dime (10 cents).

The student uses concrete objects to create a pattern.

The student understands the basic concept of exchanging money for goods.

#### Materials

-Summative Assessment (See Extensions)
-Plastic bag (one per each student) containing five nickels, five dimes and ten pennies. These will be paper cutouts to represent various coins.
-Toy store with cash register
-Cover sheet
-Large bulletin board cutouts of coins

#### Preparations

1. Prepare classroom toy store.
2. Make copies of assessment worksheet (one per each student) and check-sheet (one for teacher).
3. Check sheet is a list of students' names with three boxes headed at the top that say recognize dime, recognize penny, recognize nickel.
3. Borrow cash register.
4. Locate large bulletin board coins.
5. Set up inexpensive toys/candy. Parents may wish to make donations of old toy trinkets. Label with prices under 20 cents.
6. Prepare paper cutouts of pennies, nickels and dimes.
7. Also prepare paper money to give away for students to spend in the toy store during the summative assessment.

#### Procedures

1. Tell the class that today we are going to have a chance to earn money and apply our knowledge of what we know about the penny, nickel and dime by spending our money on an object of our choice at the classroom toy store.

2. Tell the class that a quick review must be done first. Quickly review concept of penny and its value by having ten students hold up ten large bulletin board cutouts of pennies and sing, "One little, two little, three little pennies, etc." learned the previous day.

3. Using the pennies, play a riddle game. I am worth 5 cents, how many pennies am I? I am worth 10 cents. How many pennies am I? I am worth 10 cents. How many pennies am I? Student who receives correct answer earns a penny.

4. Review concept of nickel by holding up large bulletin board cutouts and counting nickels together as a group. Ask the following questions and students who answer correctly will earn a nickel. I am worth 25 cents. How many nickels am I? I am worth 15 cents. How many nickels am I? I am worth 10 cents. How many nickels am I?

5. Review concept of dime by having student volunteer hold up dime cutouts. Count orally together. Ask: I am worth 90 cents. How many dimes am I? Student earns dime for correct answer.

6. Pass out plastic bag containing three nickels, two dimes, and ten pennies for each child.

7. Tell students to take out a plain sheet of paper and fold in half. Write numeral 1 on first half and number 2 on second half.

8. Instruct students to place one nickel on side 1 of the paper and 6 pennies on side 2. Student volunteers count each side and tell the class which set is worth most/least. Give several other examples using combination of coins under 20 cents.

9. Review making patterns using coins. Model ABBA pattern and ABC pattern and ABAB patterns. Give students opportunities to make their own patterns at desk.

10. If doing the entire unit, have students take out “toy money” earned and saved during the week.

11. Begin classroom toy store project. Praise students' efforts and go over rules for the store. Have students count toy money that was earned during the week for good behavior, clean desks, correct answers to questions, tokens for games played etc.

12. Give directions to the class and explain how they will be evaluated using the rubric. Students take turns coming to the front and picking an item from the front. They pretend they are visiting a toy store, pick an item of their choosing and tell the class how much the item costs. They must use at least two coins and pay the “cashier” that amount of coins.

13. Proceed until everyone has had a turn.

14. Use a rubric to evaluate SA.D.2.1.2.0.1. and MA.B.1.2.0.1. to determine if students have a basic understanding of exchanging money for goods and if they are able to communicate their ideas orally to the class by creating a number story.

15. Pass out summative assessment. See Extensions for further directions.

16. Take up written assessment and materials. Grade and give appropriate feedback.

#### Assessments

Students will be assessed using a formative assessment. Students will do the following
-create patterns using coins
-identify a penny, nickel and dime
-match coins to their correct value
-distinguish a penny from other coins, and count sets of pennies using one to one correspondance
-count sets of nickels
-count sets of dimes
-compare value of nickel, dime, and penny
-add simple combinations of coins together under 20 cents
-students will complete the worksheet with 80% accuracy or be given more opportunites to master the skills in the future.
-select sets of coins that conntain the most/least

Students will complete the worksheet with 80% accuracy or be given more opportunities to practice the skills in the future.

Students will be able to pick an item in the classroom toyshop using 'toy"money earned for good behavior/tokens during the week. Students will pick item of their choice and will tell the class how much the item costs and pay the cashier the correct amount of coins. A rubric will be used to evaluate the lesson.

#### Extensions

1. Set up the classroom toy store as a Math Center to use throughout the year.

2. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page. (Or by using the URL http://www.beaconlearningcenter.com/search/details.asp?item=4344.) Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).