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each student, the teacher will use this data, in conjunction with the pretest data, to form four
small table groups.
Analysis-1.
Money Pretest-- Students will be broken into four table groups based on the scores of the
said pretest. Scores of 90-100 will make up group 1, scores of 80-90 will make up group 2,
scores of 70-80 will make up group 3, and scores below 70 will make up group 4. Note that there
may be an abundance of scores in one or another grouping based singularly on this assessment.
However, when the counting checklist has been completed, it can be used to help bring into focus
how groups need to be split.
2.
Counting Checklist--Students who meet 9-10 qualifications on the checklist will be in
group 1. Students who meet 6-8 of the qualifications will be included in group 2. Students who
meet 3-5 of the qualifications will be included in group 3. Students who meet 0-2 of the
qualifications on the checklist will be included in group 4. The hope is that both the pretest and
the checklist will compliment each other as far as results are concerned. However, sometimes a
student is more proficient in one versus the other. Usually if this is the case, the student is better
at counting real money rather than taking a written test with pictures of money on it. In this
case, the student should be elevated to the higher group as the real life skill needs to be
extrapolated upon as this is the longterm effect sought by teaching money counting skills. In
short, be practical and use common sense in forming groups. Furthermore, if the analysis of the
data shows the need for two higher level thinking groups and two lower level groups, the teacher
will make groups accordingly, giving each student the instruction he or she needs to improve
money counting skills.
3.
A tiered lesson is a great choice for teaching first graders to count money. The most obvious
reason it would work is that each child comes to first grade knowing some the the basic skills used
for counting money, but rarely does a child enter first grade knowing all of the basic money
counting skills. There will most likely be a broad range of capabilities and developmental
readiness for counting money. This kind of "Cooperative learning experience can provide
valuable opportunities to share ideas, practice critical thinking, and gain social skills (as cited in
Methods and Materials for Teaching the Gifted, Karnes Chapter 4). All students need money
counting skills, so it is imperative to meet each child at his or her own skill level and grow the
student from the assessed level to a higher level. By implementing a tiered lesson that follows
whole class instruction, each student can practice old skills while implementing new ones at his
own pace along side students with similar ability levels. This allows each student to grow and
learn without the pressure of having to learn skills for which he is not quite ready.
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Procedures
Day One
Mini Lesson:
Begin by talking about your favorite animals and where the children might see different animals.
Talk about how people can go to zoos to see many wild animals that they would not usually see
around their own neighborhoods. Tell the children that they are going to learn about money and
how to count it by creating their own collection of zoo stuffed animals. Have the class
brainstorm about what animals they may see in a zoo. Tell the students you are going to show
them a few clips of the movie We Bought A Zoo. The characters in the movie have a zoo and
spend money to make it better with more animals. But they have to be careful what they spend.
Use the two medium sized stuffed animals with price tags on them to show how much these
animals would cost to add to the zoo. Use big money on the white board to count out the right
amount. Then use the active board to show equal amounts. Repeat this with the second
medium sized stuffed animal so that the students understand that each stuffed animal they add to
their zoo will cost money. Have the students interact by counting out the big money on the board
and by making equal amounts on the active board.
Estimated time: 20 minutes
Work Session:
Tell students they will now begin their work session showing their understanding of counting
money. Explain each tier's activity and disperse students into four table groups. You will need to
have at least one overlap in tiers since there are 3 tiers and 4 groups.
Tier 1: Have students start by counting the money on their table. Then they should go to the
"wild table" and compare the prices of the different animals. They should make a list of each
animal that they could buy with the money given to them. The amount of money on their table
should be only enough to buy one animal at a time. Finally, this group of students will publish
the list of animals they could buy on chart paper and share it with the class.
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Tier 2: Have students begin by choosing three beanie babies from the "wild table." Next they
must use the coins they have been given to "buy" the wild animals for their zoo. They must
match the right coins with the amount of each price tag until they do not have enough money to
buy any more animals. Then they should make a list on the chart paper of the animals they
added to their zoo and the respective prices. They must also account for any left over coins.
Tier 3: Have students count the money on their table and then create a budget that includes
buying some animals from the "wild table" as well as what they estimate it may cost for housing
these new animals and feeding them. Have them list on the chart paper the animals that they
will buy as well as the food they will buy. They should use the money on their table as a starting
point and then subtract each item to reach a final number. All of the things in their budget
should fit within the means of the money on their table.
Estimated Time: 30 minutes
Closing:
Play money games on the website using active board:
http://www.prometheanplanet.com/en-us/Resources/Item/92167/money-money-money#.VOSvjJYo4;Q
Play it as a whole group letting students help each other when necessary.
Estimated Time:10 min
Evaluation
The students will be evaluated using a check sheet. The teacher will use the check sheet to
determine whether each student has demonstrated the money counting skills. She will also take
notes regarding any reteaching that may be necessary as well as notes about students who showed
new ways of solving the problems. In addition, the students will each take a post test that is
similar to the pretest, and grades will be compared and noted.
Connection to Gifted Learners
The real value in this lesson is that it targets all of the learners in the classroom. Although
differentiating can be a difficult task with many levels of students in one classroom, it can be done
giving each student what he or she needs to grasp a skill. In this case, differentiating not only
allows the students in tier 1 to master basic money counting skills in a fun way, it also allows the
children in the latter two tiers to challenge their own money counting skills and management
skills. It encourages them to, "connect information, debate ideas, and discuss the implications of
the content as it relates to the designated theme" (as cited in Methods and Materials for Teaching
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the Gifted, Karnes Chapter 4). Using We Bought A Zoo as a springboard for the activity, the
students can imagine themselves as zoo owners and connect counting money to something
tangible while having fun pretending.
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