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K–12 teaching and learning · from the UNC School of Education

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Learning outcomes

The students will:

  • calculate money amounts based on the questions in Pigs Will be Pigs.
  • explore money concepts as they work with partners to create their own money problems.
  • share their problems with others.
  • evaluate the accuracy of the solutions.
  • work independently to solve similar money problems on the teacher made worksheet.
  • use available internet sites to work with money activities.
  • will be able to take the Accelerated Reader test on Pigs Will be Pigs

Teacher planning

Time required for lesson

60 minutes

Materials/resources

Technology resources

Computers with internet connection

Pre-activities

  • Students are able to add three and four digit numbers as well as add money amounts.
  • They are familiar with coins and coin amounts.
  • Students have worked with money manipulatives prior to this lesson.
  • Students have had experience creating short stories that require addition to solve.

Activities

  1. Have materials ready: money banks for each pair of children, paper, pencils, worksheets, and overhead projector.
  2. Read orally: Pigs Will be Pigs.
  3. Use the overhead and teacher made document Pigs Will be Pigs to show the money that each pig found. Have the students determine the amounts and record and report their findings.
  4. Have students work with their partners to create their own pig problems. They should have neighbor partners solve the problem. The teacher will monitor progress and assist as needed.
  5. Final Assessment will be based on successful completion of the teacher made worksheet Piggin Out with Money

Assessment

  • Teacher will observe the students’ work with partners.
  • Students will successfully complete the teacher made worksheet, Piggin Out With Math.

Supplemental information

Comments

This is best in the computer lab where everyone has access to a computer, but also works with the computers set up as centers in the classroom.

Also, this activity lends itself to doing more than is given here. For example, the students can use the menu from the “Enchanted Enchilada” to make decisions about purchases based on specific amounts of money. “How much change will you receive from $5.00 if you buy…”

North Carolina curriculum alignment

Mathematics (2004)

Grade 3

  • Goal 1: Number and Operations - The learner will model, identify, and compute with whole numbers through 9,999.
    • Objective 1.01: Develop number sense for whole numbers through 9,999.
      • Connect model, number word, and number using a variety of representations.
      • Build understanding of place value (ones through thousands).
      • Compare and order.
    • Objective 1.02: Develop fluency with multi-digit addition and subtraction through 9,999 using:
      • Strategies for adding and subtracting numbers.
      • Estimation of sums and differences in appropriate situations.
      • Relationships between operations.
    • Objective 1.06: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

  • Common Core State Standards
    • Mathematics (2010)
      • Grade 2

        • Measurement & Data
          • 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ยข symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?