Running head: INSTRUCTIONAL DESIGN

CALCULATING MONEY UP TO TWENTY DOLLARS WITH AND WITHOUT CHANGE

CHRISTINE JAINATH 63983
RISHMATTIE MAHARAJ 64525
GAYNELLE CHARLES 63665
SHIVANI BALDEO 64785
ANUSHA RAMBARAN 63232
ANURADHA BASDEO-SEEPERSAD 63478
SEEMA DHANRAJ 63282
The University of Trinidad and Tobago
Instructional Design
EDFN2001
Ms. Leesha Roberts

INSTRUCTIONAL DESIGN

Table of Contents
.
ANALYSIS..3
Scenario3
Instructional Problem Statement..3
CONTEXT ANALYSIS..4
ENVIRONMENT...5 -6
Orienting Context.....5
Instructional Context5
Transfer Context.....5 - 6
CONTENT ANALYSIS..7 - 10
DEVELOPMENT..11 - 14
Instructional Unit Plan...11 - 14
LESSON PLANS...15 - 29
Lesson Plan #1 Technology Integrated Lesson..15 - 19
Purpose..15
Content..16
Integration.17
Lesson Plan #2....20 - 23
Lesson Plan #324 - 29
IMPLEMENTATION PLAN....30 - 32
Configuration..30
Linkages..30
Environment...30
Resources.30 - 31
Evaluation of the Instruction...........31
APPENDICES32 - 34

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ANALYSIS
Scenario
The students of a standard two class at the Grass Village Government Primary School
have failed in the area of calculating currency up to twenty dollars. An assessment for the class
have been initiated to detect what problems they face and to find solutions to the problem. In an
attempt to improve students performance, the teachers collaborated in specifically identifying
the instructional problem.

Instructional Problem Statement

The standard two students of the Grass Village Government Primary School are unable to
calculate money transactions accurately. At their level of intellect, they should be able to
calculate the denomination up to twenty dollars. There is a gap between what the students
currently know and what they are supposed to know from this learning experience. The students
only know how to make purchases up to five dollars and under.

The reason why this

instructional problem exists is because of a lack of pre-requisite knowledge of calculating up to

twenty dollars in the standard one class.
If the standard two students are unable to calculate up to twenty dollars, they may not be
able to function in their day to day environment such as travelling and purchasing items in the
school. They may also be unable to calculate further currency which can restrict their academic
studies. Therefore, this instruction will enable students to calculate currency up to twenty
dollars.

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CONTEXT ANALYSIS

GENERAL CHARACTERISTICS
AGE: 8-9 years
NO. OF STUDENTS: Twenty Two (22)

Boys: Twelve (12)

Girls: Ten (10)

ENTRY COMPETENCIES:
Student should:

Have basic knowledge of calculating Trinidad and Tobago currency up to five dollars.

Know all of the operations (addition, subtraction, multiplication and division).

ACADEMIC BACKGROUND:

Students have successfully completed Standard One.

SOCIAL CHARACTERISTICS:
Students:

Are over the age of eight years old.

Exhibit signs of cognitive and affective development that is appropriate for their age.

Are able to show interest and recognize the importance of calculating money and its
relevance to the real world.

LEARNING STYLES:

The students are visual, auditory and tactile learners.

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ENVIRONMENT

ORIENTING CONTEXT:
Goal

Students will be able to calculate currency up to twenty dollars with and without change.

Utility

Students need to recognize the practical use of the lesson taught in order for the concept
to hold meaning for them.

Accountability

Students should realize that they are accountable for their own learning.

INSTRUCTIONAL CONTEXT
The classroom has a proper lighting system and is sound proof, resulting in a low noise level.
There are plugs situated on each wall of the class and the students are seated in the traditional
rows in front of the teacher. There is also an air conditioning unit in the class bringing about a
cool atmosphere. Also, there are four empty walls available to hang charts and the students
work.

TRANSFER CONTEXT:
Students will be cool at all times, which would result in them being more concentrated and alert
in class. They will be allowed to help the teacher make and attach charts and activities on the
walls.

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Resources: Artificial money, markers, charts, ruler, pencil, sharpener, notebooks, whiteboard,
video, blog, PowerPoint, overhead projector.

Opportunities: Students will have the experience to incorporate the math topic being taught into
buying and selling, with and without change in and around their environment.

INSTRUCTIONAL DESIGN

CONTENT ANALYSIS

Topic Analysis:

The subject being taught is Mathematics and the topic is calculating money up to
twenty dollars with and without change. (FACT).

Students should already know how to calculate up to twenty dollars with and without
change in order to move on to calculating up to one hundred dollars with and without
change, according to the standard two syllabus. Unfortunately, students only know how
to calculate up to five dollars with and without change which will delay their learning of
up to one hundred dollars because the teacher now has to teach them how to calculate up
to twenty dollars with and without change.

When the students master the skill of

calculating up to twenty dollars, only then will we be able to move on to calculating up to

one hundred dollars. (PRINCIPLE)

PROCEDURAL ANALYSIS
MAJOR STEPS:
Students have to know how to:
1. Recap all coins and bills up to five dollars.
a. Show the students $1, $5 bills (FACT)
b. Tell them a $1, can be four 25c (FACT)
c. Tell the a $5 can be five single dollars (FACT)
d. Generate problem solving activities about change. E.g. accurately calculate
change received from school cafeteria. (PROCEDURE)

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2. Introduce the students to a ten dollar and a twenty dollar bill.

a. Show students the $10 and $20 dollar bill.(FACT)
b. Tell them a $10, can be made up of two $5, ten $1 or one $5 and five
$1bills.(FACT)
c. Tell them a $20, can be made up of two $10, four $5, one $10 and ten $1.(FACT)
3. Stick charts on the walls with different types of bills up to twenty dollars. Evaluate them
on what they know about Math operations (+ - ).
4. Teach the lesson on calculating up to twenty dollars.
a. Tell them a $10, can be made up of two $5, ten $1 or one $5 and five
$1bills.(FACT)
b. Tell them a $20, can be made up of two $10, four $5, one $10 and ten $1.(FACT)
5. Have an activity where the students pretend to buy and sell with their classmates using
paper money.
a. Introduces students to calculating change from ten and twenty dollar
bills.(PROCEDURE)
6. Summarize the lesson.
7. Have the students color white paper money in its rightful colour by looking at the charts
for reminders.
8. Recap the lesson.
9. Assess the students by giving them a matching worksheet to match the value of the
money to its bill.

INSTRUCTIONAL DESIGN

OBJECTIVES

Given the video of Trinidad and Tobago currency up to twenty dollars students will be
able to differentiate among the Trinidad and Tobago bills up to twenty dollars.
(COGNITIVE)

Given the knowledge of the difference of all the Trinidad and Tobago bills up to twenty
dollars students will be able match the money images to their description.
(PSYCHOMOTOR)

Given the opportunity to work in teams for the activity of matching the money images to
their description students will develop an appreciation for working with others.
(AFFECTIVE)

Given the charts with notes students will be able to identify all Trinidad and Tobago
currency notes up to twenty dollars. (COGNITIVE)

Given the worksheets students will be able to match the Trinidad and Tobago currency
notes up to twenty dollars. (COGNITIVE)

Given the activity students will be able to colour all Trinidad and Tobago currency notes
up to twenty dollars. (PSYCHOMOTOR)

Given the paper money students will be able to identify how much money they have in
hand. (COGNITIVE)

Given the price of the item students will be able to determine if they have enough money
to buy it. (COGNITIVE)

Given the paper money students will be able to count out the exact change or determine
how much change is due. (PSYCHOMOTOR)

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Given the knowledge about the use of money students will be able to appreciate the
importance of calculating money in our daily lives. (AFFECTIVE)

10

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DEVELOPMENT

INSTRUCTIONAL UNIT
Unit Plan
Title Currency in Trinidad and Tobago

Subject rationale:
Mathematics is an activity concerned with logical thinking, spotting patterns, posing
premises and investigating their implications and consequences. It also involves the study of the
properties of numbers and shapes; the relationship between numbers; inductive and deductive
thinking and the formulation of generalizations.
Mathematics is a creation of the human mind and therefore becomes primarily a way of
thinking thus facilitating problem-solving.
Mathematical content is sequential in nature. There is a hierarchy of concepts and skills
on which each major area of mathematics can be built. The proper ordering of mathematical
content for teachers and learners is critical to mathematical achievement.

Topic rationale
Money is the one commodity in life that each individual must experience as a part of life.
It is an important resource, which can be used to accelerate understanding in number concepts
and skills, in relation to real life situations. It can be used to develop proper attitudes and values
in pupils as they study its purpose in society and its historical, cultural and international
perspectives.

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Discussion
Basic math and money concepts utilized the Early Years classroom set the foundation for
learning more advanced math and money concepts. Early exposure to money activities will
promote your childs comfort with these skills. Also, additional opportunities to practice these
skills will increase your childs confidence when working with money in the social environment.

Brainstorming:
Prior knowledge plays an important role in learning. Students use their experience to
understand and appreciate a situation. Teaching students how to calculate money by using real
life examples they would understand the concept since they would be able to relate to it.

Class Information
Class: Standard Two
Number of students: Nineteen (22)

Boys: Twelve (12)

Age range: 8 9 years

Average Age: Eight (8) years

General Objectives (GOAL OR PURPOSE)

At the end of this unit, pupils will:

Develop an understanding of money in Trinidad and Tobago.

Understand the importance identifying and calculating money

Appreciate the importance of money

Girls: Ten (10)

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Previous knowledge

The students should know how to count.

The students should know how to perform the operations of mathematics

o Addition
o Subtraction

UNIT PLAN: Mathematics (Money)

Lesson
Topics

Identify the
currency of
Trinidad and
Tobago

Objectives
Students
will:
Refer to the
Blog to
differentiate
among the
Trinidad and
Tobago bills
up to twenty
dollars.

Teaching/learning
Activities

Teachers would
explain how to
use the blog to
enable students
to match the
money images to
their description

Using a power
point presentation
the teacher would
guide the students
into accurately
identify the
currency
The students
would listen and
look at the video
displaying the
images of the
currency

Resources

Assessment
(Must be linked to
objectives)

Blog
Video
Power point

Worksheet based
on the different
symbols and
colours that are
present on the
currency

INSTRUCTIONAL DESIGN

Identify the
currency of
Trinidad and
Tobago

Addition and
Subtraction
using money
up to twenty
dollars

14

Students
will be able
to
differentiate
among the
Trinidad and
Tobago bills
up to twenty
dollars.

Identify the
importance
of money
and why do
we need to
add and
subtract
money.

Work sheet
The teacher
Charts
display
Uncolored
specimens of
Trinidad and
Trinidad currency Tobago
notes.
currency notes
up to twenty
Students are
dollars
required to color
Colored
the notes on the
pencils
sheet using
Pencils
crayons or
Crayons
colored pencils.
Exercise
books
Display some
addition and
subtraction
problems with
explanations and
answers to the
problems.
Questioning base
on the items
found in the
school cafeteria.
Brainstorming
exercise;
worksheets for
students to
complete to
ensure that they
understand the
topic

Power Point.
Chart
depicting
application
of addition
and
subtraction of
money.

Pupils will
complete
worksheet
involving
Addition and
Subtraction using
money up to twenty
dollars

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Lesson Plans
Lesson #1: Technology Integrated Lesson
USE OF ROBLYERS TIP MODEL THE BLOG
Date: 11th November 2014
Class: Standard Two
No. of Students: Twenty Two (22)
Age Range: 8-9 years

Boys: Twelve (12)

Girls: Eight (10)

Average Age: 8 years

No. Present: Nineteen (19)

Subject: Mathematics
Topic: Money
Lesson: Distinguishing between the Trinidad and Tobago bills.

Purpose
Phase 1: (Why use technology)
The students have already learnt how to identify Trinidad and Tobago currency up to five
dollars. I created a blog where all of the class content was added to for students to have as a
reference after the class is finished because students always need references after a lesson. I
decided to use a video showing the students images of the bills (front and back) and I also added
audio to the video because my class is made up of both visual and auditory learners. This video
teaches the students the different colors and watermarks of the different Trinidad and Tobago
bills up to twenty dollars. I create a PowerPoint presentation to teach the lesson which was also

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added to the blog. The video was added to the PowerPoint in case the internet was to fail on the
day of the class.

CONTENT
Phase 2: Objectives and Assessments
Previous Knowledge:

Students know how to identify Trinidad and Tobago currency up to five dollars.

Objectives:

Given the video of Trinidad and Tobago currency up to twenty dollars students will be
able to differentiate among the Trinidad and Tobago bills up to twenty dollars.
(cognitive)

Given the knowledge of the difference of all the Trinidad and Tobago bills up to twenty
dollars students will be able match the money images to their description. (psychomotor)

Given the opportunity to work in teams for the activity of matching the money images to
their description students will develop an appreciation for working with others.
(affective)

The students will be given the chance to look at the video at least three times to make sure
learning has taken place. This will give them a clear idea of how to distinguish the differences
between the different bills.

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Phase 3: Integration Strategies

The most common teaching strategies follow the behaviorist, cognitivist, and constructivist
approaches. These approaches were founded in the years where technology did not exist. I
decided to use the connectivism approach which is a learning theory for the digital age. The blog
and video will allow for students to get a chance of learning through connectivism. These are
quite modern teaching strategies which will be fun and seek to grasp the attention of the students.

Phase 4: Instructional Environment and Instruction

Resources:

Descriptive video of Trinidad and Tobago Bills

Internet

Blog

Whiteboard

Projector

Worksheet

Pencil

Eraser

Description of Classroom:
The classroom:

Has internet connection.

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Is equipped with an overhead projector.

Is spacious for both the students and teacher to work comfortably.

Has a proper lighting system.

Is well ventilated.

Is equipped with a whiteboard at the front of the class.

Has a spacious activity wall for students to display their work.

Set Induction:
The teacher will walk into the class checking money and flaunting it for the students to
ask questions about the money.

CONTENT

TEACHER ACTIVITY

Section 1
The teacher will:
Refer students to the blog.
1. Give the students
http://ttcurrency.blogspot.com/
instructions about how
to log on to the blog.
2. Project the blog on the
whiteboard.

Section 2
Lesson: Note via PowerPoint

The teacher will:

1. Teach the lesson via
PowerPoint.

STUDENT ACTIVITY

1. Students will follow

directions.

The student will:

1. Pay close attention to
the lesson.

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Section 3
Video: Recap of the lesson

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The teacher will: Recap the

lesson through showing a
video about what was taught.

The students will:

1. Listen and look at the
video attentively.

Closure:
1. The Trinidad and Tobago one dollar bill is pink and it has the Coat of Arms and Scarlet
Ibis as its watermark.
2. The Trinidad and Tobago five dollar bill is green and has the Coat of Arms and Mot Mot
as its watermark.
3. The Trinidad and Tobago ten dollar bill is grey and has the Coat of Arms and Cocrico as
its watermark.
4. The Trinidad and Tobago twenty dollar bill is purple and has the Coat of Arms and
Humming Bird as its watermark.
Assessment: Questioning
1. What color is the Trinidad and Tobago one dollar bill?
2. What watermark does the one dollar bill have?
3. What color is the Trinidad and Tobago five dollar bill?
4. What watermark does the five dollar bill have?
5. What color is the Trinidad and Tobago ten dollar bill?
6. What watermark does the ten dollar bill have?
7. What color is the Trinidad and Tobago twenty dollar bill?
8. What watermark does the twenty dollar bill have?

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Lesson Plan #2
Section A:
Date: 11th November 2014
Subject: Mathematics
Topic: Money
Lesson: Distinguishing between the different Trinidad and Tobago Bills
Class: Standard 2

Time: 25-30mins.

No. of students: Twenty Two (22)

Girls: Ten (10)

Age Range: 8-9 years

Average Age: 8 years

Boys: Twelve (12)

No. Present:

Students with disabilities:

o Anna, Josh, Marcus and Susann- Low vision/ Short sightedness: By using large print text
and bright colours on the charts, white board and question sheet. Have these students
seated at the front of the class.
o John-Gifted: Additional questions or enrichment exercises to encourage him with
reaching his highest range in the zone of proximal development.

Section B:
Objectives:

Given the charts with notes students will be able to identify all Trinidad and Tobago

currency notes up to twenty dollars. (COGNITIVE)

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Given the worksheets students will be able to match the Trinidad and Tobago currency notes

up to twenty dollars. (COGNITIVE)

Given the activity students will be able to colour all Trinidad and Tobago currency notes up

to twenty dollars. (PSYCHOMOTOR)

Resources

Charts

Uncolored Trinidad and Tobago currency notes up to twenty dollars

Colored pencils

Pencils

Crayons

Exercise books

Previous Knowledge:

Students have number knowledge of counting numbers from 0-100.

Students are familiar with the one dollar and five dollar note of Trinidad and Tobago.

Students can identify different colours.

Description of Classroom Environment:

The classroom is spacious and has sufficient furniture. There is a proper lighting system
and natural lighting from the huge windows of the classroom. There are electrical plugs situated
on the walls of the classroom. The classroom furniture is arranged in rows of four to provide
students the opportunity to work in small groups. This classroom has four walls with a lot of

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22

space to hang charts, students work and other printed text. There are two white boards in the
classroom. The classroom consists of students with visual, bodily kinaesthetic and tactile
learners.

Set Induction /Introduction

The teacher begins the class by dramatizing a skit about money and its usage. The teacher then
asks random students what they know about money and the importance of using money. After
this, the teacher informs the students that todays lesson will be about calculating currency with
and without change up to twenty dollars.

Section C:
CONTENT

DESCRIPTION OF

DESCRIPTION OF PUPIL

TEACHING STRATEGIES

ACTIVITIES

Distinguish between the one

dollar, five dollars, ten dollars
and the twenty dollars
Trinidad and Tobago currency
notes.

The teacher display specimens

of Trinidad and Tobago one
dollar, five dollars, ten dollars
and the twenty dollars
currency notes.

Memorize the different

colours of the one dollar, five
dollars, ten dollars and the
twenty dollars Trinidad and
Tobago currency notes.

The teacher writes the word

names of the four colours
of the one dollar, five dollars,
ten dollars and the twenty
dollars Trinidad and Tobago
currency notes on the white
board using coloured
markers.
Using a chart that depicts the

The students are given the

opportunity to touch, examine
and scrutinize specimens of
Trinidad and Tobago one
dollar, five dollars, ten dollars
and the twenty dollars
currency notes.
Students are given a work
sheet consisting of 10 items
and are required to colour the
notes on the sheet using
crayons or coloured pencils.

Match the one dollar, five

The students are required to

INSTRUCTIONAL DESIGN

dollars, ten dollars and the

twenty dollars Trinidad and
Tobago currency notes to their
word names and number
values.

23

word names and number value

of the one dollar, five dollars,
ten dollars and the twenty
dollars Trinidad and Tobago
currency notes.

write down the number value

and word names of the
currency notes in their
exercise books.

The teacher will verbally

discuss the number values and
word names of the currency
notes. The teacher will then
write the number values and
word names of the currency
notes on the white board for
the students to see.

The students are required to

match accurately the number
value to the word names of the
one dollar, five dollars, ten
dollars and the twenty dollars
Trinidad and Tobago currency
notes on a printed work sheet
consisting of 15 questions.

Section D:
Closure
Toss Around By tossing a ball around the class from one student to another. The students are
required to catch the ball then verbally share one thing they learn in class today.

Assessment
Exit cards

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Lesson Plan #3
Section A
Date: 11th November 2014
Class: Standard Two
No. of Students: twenty-two (22)
Age Range: 8-9 years

Boys: 10

Girls: 12

Average Age: 8 years

No. Present: Twenty-two (22)

Duration of lesson: 25-30 minutes

Section B
Subject: Mathematics
Topic: Money (Buying and Selling up to twenty dollars)
Lesson Title: Addition and Subtraction using money up to twenty dollars.
Previous Knowledge / Experiences:

Students would have been introduced to the types of money from one twenty dollars.

Students should have known to distinguish the different money from one twenty
dollars.

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Objectives:

Given the paper money students will be able to identify how much money they have in
hand. (COGNITIVE)

Given the price of the item students will be able to determine if they have enough money
to buy it. (COGNITIVE)

Given the paper money students will be able to count out the exact change or determine
how much change is due. (PSYCHOMOTOR)

Given the knowledge about the use of money students will be able to appreciate the
importance of calculating money in our daily lives. (AFFECTIVE)

Resources:

Paper money ($1 20) concrete materials

Empty food cans and cereal boxes used for buying and selling

Name tags with prices between ($1 20)

Worksheets

Whiteboard

Marker

Power point use to teach the content of the lesson

Chart showing application addition and subtraction of money.

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Description of Classroom Environment:

There should be a safe and secure environment for students well-being.

Classroom should be spacious for both students and teachers to work comfortably as well
as for resources example charts, concrete materials.

There should be proper lighting conditions together with good ventilation.

There should be a whiteboard in front of the class.

Set Induction / Introduction

Students will be given a scenario on why calculating money is important.

Teacher ask students - Why do you think money is important?

Based on the students response the teacher reply by saying :

o Money is important.
o Without money we cannot survive.
o We need money to buy and sell things in order to live.
o But in order for us to buy and sell things we need to know how to add and
subtract when calculating money.

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Section C

Content
Section One
o Set Induction
o Recap of the previous
lesson: the different
types of money from
($1- 20) and their
respective names eg.
One, Five, Ten, Twenty
dollars.
o Brief Introduction:
Identify the importance
of money and why do
we need to add and
subtract money.

Description of teaching
strategies
Teacher presents the topic:
Question:
1. Ask students why do
they think money is
important?
2. Teacher presents the
lesson to students
using power point
which will include the
content of the lesson.
The importance
of money
How to buy and
sell things
using money up
to twenty
dollars through
problems of
addition and
subtraction.

Description of pupils
activities
Pupils will:
1. Students will pay
attention and
respond
accordingly.
2. Students will
participate in the
discussion about
money.
3. Students ask
questions where
necessary.

3. Display some addition

and subtraction
problems with
explanations and
answers to the
problems.
Section Two
Problem Solving using
addition and subtraction of
money from ($1- 20)

1. Teacher provides
resources to students
such as paper money,
items (empty cans and
boxes) and name tags
with the prices for each

1. Students follow the

instruction given to
them.
2. Students response to
the teacher by using

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item.
2. Teacher ask students
questions base on the
items for example can
you buy two boxes of
cereal that cost $5 each
and how much change
can you get from $20 if
you buy two boxes of
cereal?

the resources (paper

money) given to them
to answer the
questions.

3. Teacher asks students

how much $5, $10 or a
mixture of $1, $5 and
$10 dollars can you get
with $20 using the
paper money.
Section Three
Recap of the lesson

1.

Teacher distributes a
worksheet for students
to complete to ensure
that
the
students
understood the topic.

1. Students answer
questions on the
worksheet that was
given to them.

Closure: At the end of the lesson:

Students will know the importance of money.

Students should know how to calculate money up to twenty dollars using addition and
subtraction.

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Assessment:

Observe each student during the lesson and determine whether they are having an
understanding of the topic through answering of questions during the lesson in class.

At the end of the lesson students will be given a worksheet on addition and subtraction of
money to determine whether the children understood the topic.

Theoretical Underpinnings:
Based on Deweys theory, the children will have the opportunity to experience the learning and
express their understanding from the activities provided.

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IMPLEMENTATION PLAN

This implementation plan was created using the CLER Method as outlined in the Morrison, Ross
and Kemp Instructional Design Model.

CONFIGURATION
The primary relationships for this instruction is the Teacher designer, and the School, both of
which form part of the institutional configuration. The students form a sub culture group and the
Principal and Vice Principal is another sub culture group.

LINKAGES
The teacher is part of the management group linkages. The informal linkage will be when the
teacher went into the stationary store and met with the sales man to purchase resources that she
will need for the students.

ENVIRONMENT
The environment created by the teacher is a constructivist environment. The teacher is the
facilitator and guides the students as they complete their project.

RESOURCES
This instruction requires the following resources:
Conceptual resources - video, multimedia projector, DVD player facilities

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Material resources - charts, whiteboard, eraser, pencil, work sheet, marker, specimen currency
notes of Trinidad and Tobago ($1-$20) concrete materials, empty food cans and cereal boxesused for buying and selling, name tags between ($1-$20), exercise books, crayons, coloured
pencils,

EVALUATION OF THE INSTRUCTION

Please tick the box of your personal choice on how well the instruction taught made an impact on
your education.

1. How well did you understand the lesson?

Fair

good

very good

excellent

2. Do you think you will be able to accurately calculate your money after this lesson?
Yes

No

3. How confident are you in handling your money after this lesson?
Fair

good

4. Other comments

very good

excellent

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Appendix 1
Link to blog: http://ttcurrency.blogspot.com/

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Appendix 2 A Few of the Slides from the Power Point

Tr inidad and
Tobago Bil l s up
t o Twent y
Dol l ar s

ONE DOLLAR BILL

The Trinidad and Tobago ONE DOLLAR BILL is
PINK.
The COAT OF ARMS and SCARLET IBIS is its
watermark.

FIVE DOLLAR BILL

The Trinidad and Tobago FIVE DOLLAR BILL is
GREEN.
The COAT OF ARMS and Mot Mot is its
watermark.

INSTRUCTIONAL DESIGN

TEN DOLLAR BILL

The Trinidad and Tobago TEN DOLLAR BILL is
GREY.
The COAT OF ARMS and COCRICO as its
watermark.

TWENTY DOLLAR BILL

The Trinidad and Tobago TWENTY DOLLAR
BILL is PURPLE.
The COAT OF ARMS and HUMMING BIRD is its
watermark.

ASSESSMENT
1. What color is the Trinidad and Tobago one
dollar bill?
PINK
2. What watermark does the one dollar bill
have?
COAT OF ARMS & SCARLET IBIS

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