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

Musical money

Musical Money is a game to help reinforce counting different amounts of money. It is fashioned after the game Musical Chairs.

A lesson plan for grade 3 Mathematics

By Brenda Allred

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Learning outcomes

This game should be used after students have had several activities in which to count money. This game gives them the chance to count money but they are under a time limit.

Teacher planning

Time required for lesson

60 minutes

Materials/resources

  • Each student will need a pencil and a sheet of paper.
  • 30 numbered laminated cards with different amounts of money on them. The cards should also be numbered. Teacher should have an answer key with dollar amount of each card.
  • You will also need a CD or tape player and your favorite music.

Pre-activities

Students need to know the amounts of coins and how to count coins.

They also need to have an understanding of how the game “musical chairs” works.

Activities

  1. You will play the game by taking a money card for each student. For example, if you have 23 students present to play the game then you would take cards 1-23. Next you would have your students to number their paper to match the number of cards you are using. Next you would place the cards around on your tables or desk in a circular order spreading them out as much as possible and have your students to make a circle around the room. If you don’t have a large room or are in a mobile unit as I am, you may want to go to the gym to play. You will also need to have an area set up for the students to go once they are out.
  2. Next, explain to the students that when you start the music they are going to begin to walk around the room. When you stop the music they have to find a card. Whatever the number on the card is the number on their paper they answer. For example,if they stop at card #7 then they count the amount on the card and put the amount by #7 on their paper. They cannot do card #7 again. If they get stopped at that card again they have to try and find another card.
  3. The first round everyone should have a card because you put out 1 card for each student. Only give them a short time to count their card and list their amount. Then have the students to move back out into circle and you take away one card. Put that card in the area you have for students who get out. At this point you will not have any students in that area.
  4. Now start the music again. The students walk around slowly until you stop the music. When you stop the music this time there should be one student without a card. That student will go to the area for students who are out and will answer the cards that are taken away each round. Each round you will take a card away and another student will come to the area. In the area they will answer any cards that are there that they did not get to answer in the game. This will go on until there is only one card left and two students!

Assessment

When the game is over give everyone a few minutes to find any cards that they still have not answered. Then as a whole group check the papers! The students should have answered at least 80% correct to show mastery of this objective.

Supplemental information

Comments

This lesson has to be very organized and monitored. The students can get excited and get loud if allowed to. This game can be played with time, multiplication, etc. It takes a little preparation at first but after your cards are made and the students understand how to play you can play with a lot of different subject areas.

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 1.06: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.