Operation SMART Math Unit 2 Money Grade 3. Heidi Ronning College of Saint Mary

Transcription

1 Operation SMART Math Unit 2 Money Grade 3 Heidi Ronning College of Saint Mary

2 Overview On April 10, 2012, my Operation SMART partner and I began working on our second math unit with third grade students from the Girl s Inc. program in Omaha, Nebraska. We worked with the group each Tuesday and Thursday from 5:00 5:55 PM. During this unit, we focused on money: currency, decimal points, counting and adding and subtracting money. Background Information When planning our lessons, we focused on money concepts. We chose authentic, hand-on activities that the girls could relate to their everyday lives. Our lessons involved vocabulary words, games, and multicultural experiences to teach these concepts. Unit Objectives MA Students will represent and show relationships among positive rational numbers within the base-ten number system MA f Demonstrate multiple equivalent representations for decimal numbers through the tenths place (e.g., 3 and 6 tenths is 3.6; 7.4 is 7 +.4) MA Students will compute fluently and accurately using appropriate strategies and tools. MA Measurement: Students will apply appropriate procedures and tools to determine measurements using customary and metric units MA b Count mixed coins and bills greater than $1.00 MA Students will identify and apply properties of whole numbers to solve equations involving addition and subtraction. MA Predictions and Inferences MA b Demonstrate multiple equivalent representations for decimal numbers through the hundredths place (e.g., 2 and 5 hundredths is 2.05; 6.23 is ) MA c Compare and order whole numbers and decimals through the hundredths place (e.g., money)

3 Initiation During lessons, we encouraged the girls to work together and share their math strategies with each other. During the lessons, the girls were eager to share and assist their peers. Lesson Plans See attached pages

4 OPERATION S.M.A.R.T. Introduction to Money Authors: Heidi Ronning / Elizabeth Bashaw Grade Level: 3 Integrated Disciplines: Math, Language, Visual Art, Geography, Social Sciences Nebraska Standards: MA Number System: Students will represent and show relationships among positive rational numbers within the base-ten number system MA Measurement: Students will apply appropriate procedures and tools to determine measurements using customary and metric units MA Predictions and Inferences Objectives: Students will be introduced to the concept of money particularly coins and begin to explore the value of them and experiment with estimating money. Assessment: Students will complete a worksheet in class that asks questions about the value and estimation of coins Materials: World map Bills and coins from around the world 4 like jars, each filled with pennies, nickels, dimes or quarters Pencils (one per student) Space Change worksheet (one per student) Dry erase markers and board

5 PROCEDURES Anticipatory Set: Teachers will facilitate a conversation about money, show what money looks like from around the world and locate these places on a world map. The American money system will be discussed with an emphasis on the values of coins. LEARNING ACTIVITIES Teacher Will: Facilitate a conversation about money from around the world and locate the referred to countries on a map Facilitate a conversation about the American money system and show various samples (old 50 piece, old silver dollar, $2 bill, new gold dollar coins, etc.) Display like jars of change and facilitate an investigation Assist with completing the Spare Change worksheet Students Will: Participate in exploring money from around the world Investigate the provided jars of coins Complete individual portion of the Spare Change worksheet Complete the class portion of the Spare Change worksheet Differentiation: Students working below grade level will be given peer assistance with compiling their graph. Teachers will also observe and offer assistance. Closure: Converse with students about whether or not they thought estimating money was difficult and what strategies they learned that they might use in the future. Suggested Time Frame: minutes References: Reflection: This hands on activity was a hit. The girls were very interested in and quite fascinated by the foreign currency. I enjoyed the many conversations that went on during the investigation of the currency. We had the group

6 guess which country the money was from. All the girls were active participants in this and had a great time. They all said that their favorite was yen from Japan. This lesson was fun and had a great deal of content overlap and multicultural aspects. During the conversations, many of the girls discussed their cultural heritage. When I do this unit in the future, I will ask students to show and share any foreign currency that they have or that is meaningful for them.

7 Name SPARE CHANGE 1. Which jar do you think has the most number of coins in it? circle one below pennies nickels dimes quarters How many coins do you estimate is in the jar you circled above? 2. Which jar do you think has the least number of coins in it? circle one below pennies nickels dimes quarters How many coins do you estimate is in the jar you circled above? 3. Which jar do you think has the most money in it? circle one below pennies nickels dimes quarters 4. Which jar do you think has the least money in it? circle one below pennies nickels dimes quarters 5. How much money do you estimate is in the jar of pennies? 6. How much money do you estimate is in the jar of nickels? 7. How much money do you estimate is in the jar of dimes? 8. How much money do you estimate is in the jar of quarters? 9. Which coin or bill from another country was your favorite? STOP! We will complete the below questions as a class. 10. There was $ in the jar of pennies. 11. There was $ in the jar of nickels. 12. There was $ in the jar of dimes. 13. There was $ in the jar of quarters.

8 Operation S.M.A.R.T. What s In A Dollar? Authors: Heidi Ronning Elizabeth Bashaw Grade Level: 3 Integrated disciplines: Math Language Arts Nebraska Standards: MA Students will compute fluently and accurately using appropriate strategies and tools. MA Students will represent relationships. MA Students will identify and apply properties of whole numbers to solve equations involving addition and subtraction. LA Speaking Skills: Students will develop and apply speaking skills to communicate key ideas in a variety of situations. LA Listening Skills: Students will develop and apply active listening skills across a variety of situations. Objectives: Students will identify different ways to create $1.00 (using a variety of coins). Students will correctly match coin groupings to the appropriate value. Assessment: Performance: Students will correctly identify the value of coin groupings on a matching game sheet. Performance: In a group of 2-3, students will think-pair-share examples of ways to create $1.00 from a variety of coins. Materials: What s In A Dollar? bulletin board Matching game sheet 1 per student Pencil 1 per student Containers/baggies with a variety of coins (pennies, nickels, dimes, quarters) 1 per group

9 Procedures Anticipatory Set: Teachers will review Tuesday s lesson on money, reviewing how different countries have different currency and names for the currency. The teachers and students will discuss what currency in the USA is called. Teachers will introduce What s In A Dollar bulletin board and facilitate conversation. Learning Activities Teacher The teacher will: Facilitate conversation on the different coins in American currency and list name/value. Explain and distribute matching game sheets. Divide students into groups of 2-3 (depending on group size). Facilitate and encourage conversations within each group. Discuss/explain What s In A Dollar? creations and distribute containers/baggies of coins. o Each group will work together to demonstrate a way to represent $1.00 in coins. o The group will present their strategy and coin combination to the other group(s) and teachers. Students The student will: Work with group on matching game sheet. Work with group to create ways to represent $1.00 in coins. Present (with the group) the coin combination and strategy used to represent $1.00. Differentiation: Students will be given assistance when needed. Students that have difficulties staying on task will be redirected, as needed. Closure: The teachers and students will discuss the What s In A Dollar? creations. Questions that may be asked: What combination would be easiest to carry in your pocket? Which would be the heaviest?

10 Which would be the lightest? Which would be the noisiest? Suggested Time Frame: minutes References: Reflection: This lesson was tweaked a great deal while we presented it. In the future, I would make the matching money sheet a little more challenging, although it was a good warm up. Because of the small class size, (6 students) we broke the class into 2 small groups. This was a wise move and enabled us to provide more one-onone instruction. It also enabled personalities to be mixed a little bit more. One student utilized the scratch paper a great deal. I will work with her on mental math and counting coins. As my group progressed with making a dollar with the coins, we began put fun restrictions on what could be used. For example, a student could not use 4 quarters. After a student demonstrated how they made a dollar, the next student had to demonstrate in a different way. The girls loved the challenge and it was wonderful to see the different strategies used. If time allowed, we would have presented our examples to the other group. Unfortunately, time was short. I would definitely use this lesson in the future with the stated changes.

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12 Operation S.M.A.R.T. What s Your (Decimal) Point? Authors: Heidi Ronning Elizabeth Bashaw Grade Level: 3 Integrated disciplines: Math Language Arts Nebraska Standards: MA f Demonstrate multiple equivalent representations for decimal numbers through the tenths place (e.g., 3 and 6 tenths is 3.6; 7.4 is 7 +.4) MA b Count mixed coins and bills greater than $1.00 MA b Demonstrate multiple equivalent representations for decimal numbers through the hundredths place (e.g., 2 and 5 hundredths is 2.05; 6.23 is ) MA c Compare and order whole numbers and decimals through the hundredths place (e.g., money) Objectives: Students will demonstrate multiple equivalent representations for decimal numbers through the hundredths place. Students will compare and order whole numbers and decimals through the hundredths place. Assessment: Performance: Students will use their number spinner (with decimal point) to demonstrate/represent coins. Verbal: Students will think-pair-share with a peer/small group and order the whole numbers and decimals (through hundredths place) using monetary amounts to demonstrate this. Materials: Number spinners (will decimal point attached) -1 per student Mixed US coins Scratch paper

13 Pencils 10 x 10 grid paper OR Hundreds Chart 1 sheet per student Pennies Dollar bills 1 per student (may substitute play dollar bills) Procedures Anticipatory Set: The teachers and students will discuss/review place value-ones, tens, hundreds place. The teacher will then introduce the decimal point. The students will be asked to identify ways in which the decimal point is used in their everyday life. For example: money, temperature, time (seconds, etc.) Learning Activities Teacher The teacher will: Introduce key vocabulary (decimal, decimal point, tenth place, hundredths place). Students will divide into two small groups and work with one teacher. Pass out grid paper and ask How many small boxes make up the whole grid? (100). Compare it to a dollar how many pennies are in a dollar (refer to what s in a dollar? chart) Direct students to count out a row or column (10 squares) and cover each square with a penny. Ask what does the covered part represent? (.10, 1/10 etc.) How many cents? Pass out number spinners and discuss decimal point on it. Direct students to demonstrate the amount of pennies on the number spinner. (.10) Discuss how we write 10 cents using decimal point. Discuss the tenths place value. Direct students to cover only one square with a penny and ask what does the covered part represent? (0.01 or 1/100) Direct students to demonstrate the amount of pennies on the number spinner (.01). Discuss hundredths place value. Direct students to cover 25 squares and demonstrate on what does this represent? Direct students to demonstrate the number of pennies on the number spinner (.25). Play a variety of money/decimal point games. Examples below.

14 Money/Decimal Point Games o Place a specific amount of money in the middle of group. Have students count it (mentally or using scratch paper and pencil) and then show the amount using their number spinner. o Show students a dollar or cents (or combination of) amount using a number spinner and students will count out the amount shown. o Students may take turns either placing the money in the middle of the group or choosing a monetary amount with their number spinner. The remaining students then either show the amount with the spinner or the money. Students The student will: Listen to the discussion Place specific pennies on the 100 s chart as directed. Display amount using the number spinner. Participate in the money/decimal point game. Differentiation: Students will be given assistance with the number spinners. Students will also have access to scratch paper and pencils for counting the bills and coins. Closure: Students and teacher review the tenths and hundredths positions on the number spinner. Suggested Time Frame: minutes References: Reflection: This lesson was a bit challenging. It took a couple of explanations before some of the girls fully understood the tenths and hundredths positions. Once the hundreds charts were used, the girls were more engaged also. One girl is below grade level in math and she had more difficulties understanding how to show the amount on the number spinner. I paired her with a peer and observed her closely. This assistance helped her, although I will continue to monitor her throughout the upcoming lessons.

15 OPERATION S.M.A.R.T. Introduction to Money Authors: Heidi Ronning / Elizabeth Bashaw Grade Level: 3 Integrated Disciplines: Math, Language Arts Nebraska Standards: MA f Demonstrate multiple equivalent representations for decimal numbers through the tenths place MA b Count mixed coins and bills greater than $1.00 MA a Model situations that involve the addition and subtraction of whole numbers using objects, number lines and symbols MA b Describe and model quantitative change involving subtraction MA b Demonstrate multiple equivalent representations for decimal numbers through the hundredths place MA c Compare and order whole numbers and decimals through the hundredths place Objectives: Students will be introduced to the concept of adding and subtracting decimals/money Assessment: Students will use number spinner (with decimal point) to display their answer to presented addition and subtraction problems relating to money Materials: Variety of play bills and real US coins Number spinners with decimal point attached (one per student) Pencils (one per student) Scratch paper (one per student) Dry erase markers and board

16 PROCEDURES Anticipatory Set: Teachers will facilitate a conversation reflecting on Tuesday s lesson of decimals and ask if they are familiar with adding and subtracting decimals. Why it is important to know how to add and subtract decimals? (money) LEARNING ACTIVITIES Teacher Will: Facilitate a conversation about adding and subtracting decimals Facilitate a conversation about how adding and subtracting decimals relates to money Briefly show /demonstrate several examples of adding and subtracting money on the marker board students will work to solve as a group Gather students in a group on the floor Distribute spinners with decimal point, scratch paper and pencil to each student Create two groups of bills and coins and ask the students to display the amount in group one on their spinner, then group two, then the sum or difference. This exercise will be repeated several times in a variety of manners gradually getting more challenging Students Will: Participate in conversation about adding and subtracting decimals Participate in conversation about how adding and subtracting decimals relates to money Participate in solving the sample addition and subtraction problems relating to money Display a variety of answers on their spinners during the group floor activity of counting, adding and subtracting money Differentiation: Students will be given assistance with the number spinners and will also have access to scratch paper and pencils for counting the bills and coins. Peers will be encouraged to provide assistance and teacher will also provide assistance when needed. Closure: Teacher will review with students how important it is to learn how to properly add and subtract money and if they thought they thought they could work as a cashier or go shopping alone this will be a good lead in to next weeks lessons with the in-class store and shopping.

17 Suggested Time Frame: minutes References: NA Reflection: The girls seemed restless today and had a difficult time staying on task. There seemed to be some personality conflicts and bickering going on. We encouraged them to focus and stay on task and reconfigured the group a bit to promote a more workable saturation. This did help. Despite this, the girls did tell us that they enjoyed S.M.A.R.T. and are eager to return next week.

18 Plan and Budget Shopping Operation S.M.A.R.T & Authors: Heidi Ronning Elizabeth Bashaw Grade Level: 3 Integrated disciplines: Math Nebraska Standards: MA 3.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. MA 3.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. Objectives: Students will choose and buy items in the classroom store by planning and budgeting their store money. Students will calculate how much money they have to spend in the classroom store, budgeting and spending at least 90% of the play classroom money. Assessment: Performance: Students will demonstrate accurate addition and subtraction in the students budgeting. Budget Sheets: The budget sheets will serve as documentation of accurate addition and subtractions in the students budget. Materials: Budget sheets 2 per student (1 for budget, 1 for tracking spending while shopping) Pencils 1 per student Scratch paper (for calculations for budget) Various items for sale. For example, pencils, hair ties, scented lotions, tchotchkes, etc. The items will need to be priced prior to class time.

19 Play money bills/coins. Equal amounts placed in a baggy for each student to spend. The amount should match the starting budget amount. Play money bills/coins to serve as cash register for store Bowl/basket with student names on paper Shopping bag 1 per student, marked with name Procedures Anticipatory Set: The students will take a walk through the class store, make observations and share them with the class. What did you notice? What do you think we will do? Learning Activities Teacher The teacher will: Prepare items for sale/set up store Facilitate conversation on budget. Discuss store o Students will be given a set amount of play money to spend. o Students will walk through the store and choose what they will spend their money on. The students will then create a budget. o Explain that an item may not be available when it is their time to shop and a back-up plan (item) may be needed. o Explain that students will need to prioritize items. What do they really want to purchase first? Distribute budget sheets Assist with budgeting math Monitor store transactions Assist with tracking spending sheets Students The student will: Tour store Fill out budget sheet using math calculations to track spending Shop store and take turns acting as cashier

20 NOTE: Shoppers will be drawn at random. When a name is drawn, student will pick one item from list and buy it. Two students may go at the same time. As student select item, they will notate it in their tracking spending sheet and add each additional item that they purchase. When finished, students will take their purchases to the cashier with payment. Differentiation: Assistance with math calculations will be given. Students with difficulties understanding decimal point place value will be given assistance. Closure: Students will assist with classroom clean up. Students and teachers will reflect on store experience. Suggested Time Frame: Two class periods of minutes References: Reflection: More time is needed for this activity. My SMART partner and I think even 20 more minutes would have helped. It would also have been helpful to be in a classroom that we did not have to pack up. The packing up and cleaning up of the room took away from valuable instruction time. It would have been better to clean up the store after the girls returned to Girls Inc. Unfortunately, we had to vacate our classroom for a CSM class. Introducing the concept of a budget was good. We were glad that we included it in our lesson because it is a life skill and was another way for the girls to use addition and subtraction. The shopping experience was fun for the girls and the teachers. It was great to see them work closely with their spending sheets. It was a very hands on experience and we all enjoyed it. Elizabeth and I did need to work closely with a student that is working below grade level. She has difficulties with simple addition facts and benefitted from our assistance. In the future, I would tweak the budget sheet and tracking sheet to reflect an area for adding the items. This change would help the girls their organization and understanding.

21 Name: Budget Sheet My starting money amount: Name of Item Cost TOTAL. The total must be < (less than) your starting money amount. Please remember that an item may not be available, so you may have to adjust spending at the end

22 OPERATION S.M.A.R.T. May Day / Exploring George Authors: Heidi Ronning / Elizabeth Bashaw Grade Level: 3 Integrated Disciplines: Math, Language Arts, Visual Art, Technology, Social Sciences Nebraska Standards: MA Number System: Students will represent and show relationships among positive rational numbers within the base-ten number system MA b Count mixed coins and bills greater than $1 MA a Identify, describe and extend numeric and non-numeric patterns * MA b Use comparative language to describe the data Objectives: Students will explore the features of a dollar bill and analyze its mathematical components (year printed, serial number, value, etc.) Assessment: Students will participate in ordering themselves in a variety of forms based upon the mathematical components of their dollar bill Materials: 2 ipads Map of the United States May Day baskets with dollar bill (one per student) Fun Money Facts sheet (one per student) One counterfeit marker Dry erase markers and board PROCEDURES Anticipatory Set: A video about how dollar bills are made at the Bureau of Printing and Engraving will be shown

23 LEARNING ACTIVITIES Teacher Will: Facilitate a conversation about the process of printing money Distribute May Baskets Distribute Fun Money Facts sheet Facilitate a conversation about the dollar bill and point out a variety of its features (year printed, mint, serial number, security features etc.) Show where mints are located throughout the United States on map Present a variety of questions related to student s dollar bills: - Who has the oldest dollar? - Who has the newest dollar? - Stand in order of dates oldest to newest. - Who has the highest serial number? - Who has the lowest serial number? - Stand in order of serial numbers lowest to highest. - Stand in groups of like mints. - Stand in groups of like signatures. Assist with helping students track their George: Explain and demonstrate counterfeit marker Students Will: Participate in a conversation about the process of printing money Participate in a conversation about the dollar bill and point out a variety of its features (year printed, mint, serial number, security features etc.) Participate in a variety of questions related to their dollar bills Track their George: Explore counterfeit marker on their dollar bill Differentiation: Students working below grade level will be given peer assistance to help find their order according to their dollar bill s mathematical features. Teachers will also observe and offer assistance. Closure: Converse with students and ask them each to state something that didn t previously know about George. Suggested Time Frame: minutes References: grandparents.com, secretservice.gov, howstuffworks.com Reflection: For this lesson, using an IWB for the video would be better than on the

24 computer screen. The girls did enjoy seeing it, but the computer screen was small. We could not show it on our ipads due to the lack of Adobe Flash. Thankfully, we were able to borrow a laptop from a College of Saint Mary peer. The girls enjoyed investigating their $1 bills. They were engaged and frequently asked questions and made observations. The Where s George portion was a hit. Seeing the different locations on the map was a helpful visual for this activity. The conversations during this lesson were incredible. Most of the girls made connections to the points in the lessons. For example, when discussing and demonstrating the counterfeit pen, the girls shared seeing it used in different stores. This was a successful lesson. I was pleased to see such a high level of interest and participation.

25 FUN FACTS ABOUT MONEY What kind of paper are the bills made from? Bills are made from a blend of linen and cotton, which is why they don t fall apart in the wash the way paper does. If you look closely, you can see red and blue silk fibers woven throughout the bill. The threads are thought to be an anti-counterfeit measure. On the face of a dollar, what does the letter inside the circular seal mean? The black seal with the big letter in the middle signifies the Federal Reserve bank that placed the order for the bill. A = Boston, B = New York City, C = Philadelphia, D = Cleveland, E = Richmond, Va., F = Atlanta, G = Chicago, H = St. Louis, I = Minneapolis, J = Kansas City, K = Dallas, L = San Francisco. The letter also corresponds to the black number that is repeated four times on the face of the bill. For example, if you have a bill from Dallas with the letter K, then the number on the bill will be 11 because K is the eleventh letter in the alphabet. Can you find any tiny owls or spiders hidden on the front of the bill? Many people believe they can see a tiny owl (some say it is a spider) next to the large 1 on the upper right of the bill. If you look at the shield shape that surrounds that 1, the tiny owl rests on the top left corner. More than likely, the markings are nothing, just a point where the webbed design of the border varies. That won t stop some people from associating the peculiar detail with Masonic symbols, or with more practical things, like anti-counterfeit measures. What do you think?

26 What does Annuit Coeptis mean? The first of three Latin phrases on the back of the bill is translated as God has favored our undertakings. Many founders, Franklin and George Washington among them, believed that God s will was behind the successful creation of the United States. Beneath the pyramid, what does Novus Ordo Seclorum mean? These Latin words mean New order of the ages. Charles Thomson, a statesman involved in the design of The Great Seal of the United States, proposed the phrase to signify the beginning of what he called the new American Era, which he said began in 1776 with the signing of the Declaration of Independence. Why is MDCCLXXVI on the bottom of the pyramid? The letters are Roman numerals for M is 1,000, D is 500, CC is 200, L is 50, XX is 20, VI is 6. Add the numerals on the pyramid together and you get the year 1776, when the Declaration of Independence was signed, and when the Novus Ordo Seclorum began. Why is there an unfinished pyramid with a glowing eye? Thomson explained the sturdy pyramid as a symbol of strength and duration. He did not explain its unfinished state, but many believe it signified that our nation remained unfinished. The pyramid also stops at 13 steps, the number of the original colonies. The Eye of Providence is a visual representation of the words Annuit Coeptis, and reinforces the founders notion that God looked upon the endeavor of the new nation with favor. Many theorists mistakenly believe the symbolism of the eye is related to the Freemasons (a secret society whose members believed they were under the careful scrutiny of God), but the symbolism of the glowing eye is far older than any Freemason thinking. Scholars have traced versions of the symbol as far back as the ancient Egyptians.

27 What does E Pluribus Unum mean? Out of many, one. The 13 disparate colonies came together to form one nation. Why a bald eagle? The founders wanted an animal native to America to be the new nation s symbol. In its talons the eagle holds arrows and olive branches, signifying war and peace. How many groups of 13 can you find? Thirteen states came together to form the United States. The number 13 is represented 9 places on the dollar bill: The eagle is holding an olive branch in its right talon with 13 leaves and 13 fruits In its left talon, the eagle is holding 13 arrows. The shield over the eagle s chest has 13 bars Over the eagle s head, there are 13 stars The phrase E Plurbus Unum, on the scroll hanging from the eagle s mouth, has 13 letters. The phrase Annuit Coeptis has 13 letters The pyramid has 13 steps The green seal of the department of the treasury has a chevron (a V- shaped stripe) with 13 stars There are leaves and fruit on either side of George Washington totaling 13 eight leaves and five fruits More fun facts you may not know: More than 16 million one dollar bills are printed each day. The average dollar bill lasts 21 months in circulation. One-dollar bills make up 45 percent of all bills printed by the U.S. government each year.

28 If you had 10 billion one-dollar notes and spent one every second, it would take 317 years for you to go broke. Want to learn more? Ask your parents before visiting these websites:

29 Math Game Field Day Operation S.M.A.R.T Authors: Heidi Ronning Elizabeth Bashaw Grade Level: 3 Integrated disciplines: Math Nebraska Standards: MA 3.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. Objectives: Students will develop strategies while playing a variety of math games. Assessment: Performance: While playing math games, students will demonstrate strategies in a math game. For example, placing cards in numerical sequence in the game RackO, placing seeds in houses to gain points in the game Mancala and placing chips on the game board in the game Sequence. Materials: Deck of cards 1-2 depending on number of student Rack-O Game Sequence Game Uno Game Kings in the Corner Game Mancala Game (either game board or Mancala for ipad) Blankets/Large Beach towels (for game area) 1 per game station Procedures Anticipatory Set: The teachers and students will discuss different card and board games that are played at home. What skills are needed in these games?

30 Learning Activities Teacher The teacher will: Set up game stations Discuss games and rules for each game Join in group games Rotate students Assist students during game play (see attached sheets for game directions and rules) Students The student will: Assist with game station set up Participate in games Differentiation: All students will be given assistance during game play. Teachers may go over strategies as the game progress. Closure: Teachers and students will clean up game area and discuss what happened during the games. What games were challenging? What game did each student enjoy the most? Suggested Time Frame: minutes References: Reflection: This was a fabulous way to end the unit and Operation SMART. The girls were very excited to play the games. We gave them the option of which games to play and both Liz and I joined in. The girls chose to play Mancala first. We used the board game for one group and 2 ipads for the other groups. Initially, I thought the girls would be upset that one group used the traditional board game. I was pleasantly surprised that everyone was okay with it. We did switch it up and the some of the girls shared that they preferred the board over the ipad.

31 The girls discussed the different strategies that they used during the game. It was a very relaxed atmosphere and I observed the girls putting thought into their moves. A group of girls chose to play Uno after playing Mancala. It was great to see their personalities come out! I joined in the game and there was a great deal of banter. They loved seeing me pick up card after card when I was stuck.

32 Sequence Number Of Players Sequence can be played by two or three individuals. It can also be played by two or three teams, with the teams consisting of multiple players. There can be up to 12 players in the game. Number Of Cards Dealt Deal cards face down to each player. With only two players, each player gets seven cards. With 12 players, having four players on each team, each player would get three cards. The number of cards decreases as the number of players increases between that range. Taking Turns On a player's turn, he can show one of his cards and place a chip on any space on the playing area that matches that card exactly. The card is then discarded. Jacks There are four two-eyed Jacks and four one-eyed Jacks in the deck. Playing a two-eyed Jack allows the player to place a chip on any space on the playing board that does not already have a chip on it. Playing a one-eyed Jack allows the player to remove any chip of any of his opponents' from the game board. A piece in a completed sequence cannot be removed. Winning To win, if you are playing with two players or teams, you must complete two sequences of five spaces in a row horizontally, diagonally or vertically. If you are playing with three players or three teams, the first player or team to complete one five-space sequence wins.

33 Kings In The Corner Deal seven cards face down to each player and make sure that each player has easy access to the playing area. Place the remaining cards in a pile face down in the center of the table and flip the top four cards over and place them on each side of the deck. This will form a plus sign. Move a king to one of the corners if it is one of the original four cards placed face up and put another card from the deck in its place. Determine who goes first by having each player choose a random card from the deck. The player with the highest card--kings being high and aces being low--begins and play moves counterclockwise around the table. Return cards to the deck. Start your turn by drawing a card from the top off the deck. Play your cards off of the face up cards that are on the board. You must go in descending order and alternate red, black, or black, red. You may move any of the four original cards onto another pile to continue a pattern and then place any card you want to build off of in the open space. Place any kings you have in any of the open corner spaces and you can now build off of this pile as well. Announce your turn is over when you have no more cards to play in your hand. You cannot intentionally hold onto cards to use later in the game. Repeat steps four through seven around the board until someone runs out of cards. The first person with no cards left in her hand is the winner

34 Mancala The game board is rectangular, has 12 cups carved into it and rests between the two players with the long sides facing the players. The six cups closest to each player--and the mancala on the right--are his. Before play can begin each player must place four stones into each of his six cups. Moving the Stones After choosing who will go first, Player 1 must pick up all the stones from any cup on his side of the board and distribute them, one stone per cup (including his mancala and Player 2's cups, but not Player 2's mancala), in a counter-clockwise fashion until he runs out of stones. Players must alternate turns, however, if a player places the last stone of his turn into his mancala he gets another turn. Capturing Stones and Winning A player who places the last stone of his turn into an empty cup on his side captures all of the stones in his opponent's cup opposite it. The captured stones and the capturing stone must be removed by the player, who puts them in his mancala. When one player no longer has any stones left in the six cups on his side, the game ends and the player whose mancala contains the most stones win

35 Uno Use a deck of UNO cards. The deck has 108 cards consisting of four suits, wild cards, and word cards with directions on them. Choose a dealer by having each player pick one card. The person with the highest number is the dealer. Word cards count as zero. Deal each player seven cards and place the remaining cards face down in the middle of the table. This is the draw pile. Turn the top card of the draw pile over to form the discard pile. Take turns beginning with the player to the dealer's left and go clockwise around the table. Place one of your cards on the discard pile when it's your turn. Your card must have the same number, color or wording as the top card of the discard pile - or be a wild card. Draw a card if you cannot discard. Play the drawn card if you can. If you can't, it's the next person's turn. Announce a suit when you place a wild card on the discard pile. You can play a wild card any time it's your turn and can name any suit you wish. Announce a suit when you place a Draw Four card on the discard pile. Follow the directions of a word card that is played on the discard pile by the player preceding you. This may mean that you have to draw two cards, skip a turn or even draw four cards. Say "UNO" when you have one card left in your hand. If you forget to say UNO and another player catches you, you must draw two cards. Tally all the points when one player is out of cards.

36 RackO 1. Remove cards from the deck according to the number of players you have. If the game includes three players, remove cards with numbers 51 to 60. For two players, remove cards with numbers 41 to 60. Do not remove any cards for a four-player game. 2. Place the card tray in the center of the table with the pile of cards in the draw pile. The other side of the tray will hold discards. Give each player a RACKO rack. 3. Take turns drawing a single card from the deck. The player with the highest card is the dealer. Return the cards to the deck and shuffle the cards. 4. Deal each player cards one at a time, face down, until each player has 10 cards. Return the remainder of the cards face down to the draw section of the tray. Turn over the top card and place it face up in the discard pile. 5. Stack your cards into the rack one at a time as they are dealt, starting at the rear slot--labeled 50--and moving forward until all slots are full. 6. Start game play with the player on the dealer's left. That player can take either the top card on the discard pile or the top card on the draw pile. 7. Replace a card in the rack with a newly drawn card, with a goal of getting all of your cards in the rack in order from lowest to highest, moving front to back. If you take a card from the discard pile, you must play it in the rack. If you take a card from the draw pile, you can immediately discard it, if you don't want to place it in the rack. 8. Continue playing clockwise around the table until one player calls "RACKO" by getting all 10 of his cards in numerical order.

37 9. Score the round. The player who achieved RACKO earns 75 points. Each other player receives five points for each card in proper numerical order from front to back on his rack. Cards arranged in proper order after the first break in order do not count. For example, a player whose rack reads: "5, 9, 13, 24, 25, 32, 4, 35, 42, 55" would score points only up to the point at which the "4" card breaks the proper order. Keep track of the score on a piece of paper. 10. Pass the deal to the player on the original dealer's left to start the next round. Play rounds until one player reaches 500 points; that player is the winner of RACKO. If two players surpass 500 points on the same round, the player with the higher score wins.

38 Bulletin Boards We utilized the large dry erase board located in the College of Saint Mary classroom. Because our bulletin boards had to be mobile, we used large magnets to them in place. These were set up prior to the girls arrival. At the end of each class, we dismantled the bulletin boards until the next class. What s In A Dollar? was the theme of our trifold bulletin board. This visual aid was a wonderful way for the students to see various ways to create $1.00 using half dollars, quarters, dimes, nickels and pennies. Our vocabulary words were written on large, colorful flower cut-outs and strung across the dry erase board. Each day we discussed the vocabulary words that pertained to that particular lesson. For example, we discussed money and decimal points in one lesson. The girls helped with the definitions and also related the words to real world. For example, we discussed ways that we use a decimal point in everyday life. The dry erase board was used throughout the lessons for calculations, lists and strategies. We supplied colorful dry erase markers to make this more fun for the girls. Again, the class rules were displayed on a decorative poster and referred to as needed. The dry erase board.

39 What s In A Dollar trifold