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Bringing Math Home: Applying Currency to the Real World

Bringing Math Home: Applying Currency to the Real World. By Susannah Hildebidle & Mari Zigas. Ed 200 Fall 05 Curriculum Project Trinity College. Goals. To make math manageable to younger students. To form a connection between home and school. To include hands-on participation.

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Bringing Math Home: Applying Currency to the Real World

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  1. Bringing Math Home:Applying Currency to the Real World By Susannah Hildebidle & Mari Zigas Ed 200 Fall 05 Curriculum Project Trinity College

  2. Goals • To make math manageableto younger students. • To form a connection between home and school. • To include hands-on participation. • To replicate real life situations (store setting) in a school classroom.

  3. Objectives • Learn the number sequence (how to identify order in terms of a number line and also the succession of higher order numbers). • Learn how to differentiate between size, color, and face value of coins. • Group-work will allow students to realistically apply mathematical situations together through word problems and worksheets. • Students will be given the opportunity to apply learned material to real life events, such as shopping at a “store” to learn how to spend money wisely and effectively.

  4. The number charts will be distributed in the morning, as students learn numerical sequence in order to better acquaint themselves with numbers. The fake money will be handed out and students will finally learn how to distinguish between the four different coins and the dollar bill. By physically seeing and feeling the money, students will be able to notice the size, color, and face value of the objects. Monday/Tuesday Activities

  5. Wednesday Activities • The topic of word problems will be introduced, and students will be individually given worksheets with pictures of actual products sold at stores with different prices. • This will allow them to understand how money is used in real life. Also, as a homework assignment, students will be told to bring in materials that they think would best be represented an actual store.

  6. Thursday/Friday Activities • Students will be given an extended time on Thursday morning to pool together “store” materials so that in the afternoon, the “stores” can be set up throughout the classroom. • With the certain amount of “money” that each student is given, they must buy at least one of each item (pencil, eraser, notebook, and candy).

  7. Evaluation • Discussions amongst peers, teams, and teacher. • Expected to write one or two sentences and draw a picture about their experience, which will be graded as a “test” to see what they have learned.

  8. THEEND

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