LEARN NC

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

Piggin Out with Money

Students will work with money manipulatives to solve word problems that involve adding money amounts and making change. The lesson is introduced with the literature book, Pigs Will be Pigs. After solving the problems posed in the book, the students will work with partners to create their "pig problems". Assessment will require students to solve similar problems on a teacher made worksheet. When time allows, each student will have the opportunity to go to an Internet site to work with money problems and games.

A lesson plan for grade 3 English Language Arts and Mathematics

Learn more

Related pages

  • What Can Scatterplots Tell Us?: Using data from peer surveys and self surveys of popular TV shows, students will create computer-generated scatterplots. Students will culminate a unit on correlation with a Parent vs. Teen scatterplot project.
  • Bouncing bubbles: Students will listen to Bubbles Bubbles by Mercer Mayer and a bubble poem before exploring the joys of bubble blowing. Students will observe bubbles, discuss their observations and create illustrations and stories to share.
  • Math Name Tag: An Introduction Project for the First Day: In this project the students will introduce themselves to teh class by using a creative display of magazine cutouts, pictures, and drawings on a math symbol that represents who they are.

Related topics

Legal

This page copyright ©2008. Terms of use

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

  • Pigs Will be Pigs by Amy Axelrod http://www.amyaxelrod.com/index1.html
  • money manipulatives for each pair of students
  • teacher made worksheets (attachments)
  • computers with Internet access

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
  6. Extra practice is available at the Internet sites listed below.

Assessment

  • Teacher will observe the students’ work with partners.
  • Students will successfully complete the teacher made worksheet, Piggin Out With Math.
  • Students will successfully work with the money activities at http://www.aaamath.com/

Supplemental information

Attachments:

Related websites

Both of these sites have math activities and games by grade level:
http://www.aaamath.com/
http://www.aplusmath.com/

This site will allow you to create money worksheets with pictures of money:
http://www.edhelper.com/math_grade3.htm
Scroll down to the money section and then click on each hyperlink to create the worksheets. These can be printed for classroom practice activites with money.

Comments

My students worked with the money activities at:
http://www.aaamath.com/

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

Computer Technology Skills (2005)

Grade 3

  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.11: Investigate teacher-selected Internet resources about communities; discuss and compare findings for usefulness as a class. Strand - Telecommunications/Internet

English Language Arts (2004)

Grade 3

  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.03: Use text and own experiences to verify facts, concepts, and ideas.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.02: Use oral and written language to:
      • present information in a sequenced, logical manner.
      • discuss.
      • sustain conversation on a topic.
      • share information and ideas.
      • recount or narrate.
      • answer open-ended questions.
      • report information on a topic.
      • explain own learning.

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.