Learning Objectives

• Listen to and recognize key math words in Alexander Who Used to Be Rich Last Sunday (Viorst, 1987)
• Discuss in a large group setting, the process students used to arrive at the answer. There is more than one process.
• Write answers to the question, "How much money does Alexander have left?" and describe in writing the process used to arrive at the answer. This can be done in their logs.
• Discover and identify that "figuring out in your head" is called mental math and that the processes used are called strategies.
• Apply the strategies the students have learned to solve the money problems.

Activities

1. Teacher explains that students will need to "figure out in their heads" how much money Alexander had left at the end of the story. Wait time should be provided at each stage of the problem.
   
2. Introduce and read the story Alexander Who Used to Be Rich Last Sunday.
   
3. Have students write in their Math Logs.

a) How much money does Alexander have left over at the end of the story:
b) Explain how they arrived at their answer.

4. As a class discuss:

a) What is mental math? (Mental math is learning to calculate in your head without using pencil and paper.)
b) How students used mental math to figure out their answer.

5. To reinforce mental math strategies, have students do Mental Math Practice: Everyday Situations.

Lesson Extension

1. In pairs, have students create their own book based on Alexander Who Used to Be Rich Last Sunday. Each book must be based on a math problem. (i.e. having money, spending it, losing it, etc.) The Number and Operations strand of the Math curriculum should be used in order to arrive at a solution.
   

Learning Objectives Identify coins/bills up to a) ten dollars b) one hundred dollars
Strategies Research project Discussion Circle of Knowledge Compare and Contrast	Assessment Individual Assessment Observation Checklist Written Assignment Oral Assessment CEL's: COM, N, CCT

Activities

1. Hand out bags or trays of money to each group of students.
2. Have each group observe both sides of each coin and bill card fully.
3. Discuss in group their observations.
4. Hand out Grade Three Money Chart  to the grade three students and Grade Four Money Chart to the grade four students. Have each student complete the chart using resource material.
5. Share information in large or small group setting. Provide each group with pictures of Prime Ministers.
   

Learning Objectives Understand the relationships between coins and bills.
Strategies Game Discussion Demonstration Peer Practice Inquiry	Assessment Performance Assessment Self - and - Peer Assessment Observation Checklists Individual Assessment Matching Items CEL's: N, CCT

Activities

1. Group students around blackboard. Display cards like the one shown:

2. Using a variety of relationship questions have the students demonstrate their knowledge with coins and bills on the chart.

a) 5 pennies = ? (1 nickel)

b) 2 nickels = ? (1 dime)
c) 2 dimes + 1 nickel = ? (quarter)
d) 4 quarters = ? (loonie)
e) 2 loonies = ? (toonie)
f) 20 dollars + 3 toonies + 2 quarters = ? ($23.50)
g) questions should increase in difficulty as you progress.

3. Hand out Money Memory Matching to each pair of students. The pairs will then create their own matching card game using the examples given. Use $ stamps or $ stickers to do this activity.
   

Learning Objectives Counting with a) pennies, nickels, dimes b) quarters, loonies c) toonies, five dollars, ten dollars
Strategies Co-operative Learning Groups Problem Solving Drill and Practice	Assessments Fill in the Blank Sheet Anecdotal Assessment CEL's: N, CCT, COM

Activities

1. Divide class into groups of three. Designate one student to be the Facilitator. Hand out one recipe card, one brown bag, one stapler, one marker and a money tray to the Facilitator.
   
2. The Facilitator will put money into the bag without showing the other group members. It is important to use a mixture of coins and bills totaling no more than $10.00.
   
3. There should be a 5 minute time limit. While the facilitator is busy, have the other group members work on the handout, Skip Counting.
   
4. On a recipe card, the Facilitator should write the name of each person and his/her prediction. (How much money is in the bag?) No peeking allowed!
   
5. Each person takes turns choosing one piece of money out of the bag and adds it to the previous amount. This can be done using mental math or paper and pencil. The Facilitator makes sure the addition is correct.
   
6. When there is no more money in the bag, they switch roles so that each person will have a chance to be a Facilitator.
   

Learning Objectives Use strategies to make change for given values to: a) five dollars b) ten dollars Add and subtract amounts of money using correct symbols a) dollars and cents
Strategies Problem Solving Role Playing CEL's: COM, CCT, N, IL	Assessments Multiple Choice Items Extended Open - Response Items Portfolios

Activities

1. Hand out Lunch For a Bunch to each student.

Extension Activities

1. Have each student design a menu including prices. Create five word problems and answers based on the designed menu.
2. Exchange menus and word problems with another student and answer each other's.

Note: This lesson will take 2-3 periods.

Learning Objectives Multiply amounts of money (single digit multiplier)
Strategies Assigned Questions CEL's: N	Assessments Quiz

Activities

1. Hand out Number Search to each student.