Goal Directed Learning: Transformation Level

(K-4 Lesson)

"Count Me In!" School Spirit Sales Event

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Grade Level

K-4

Classroom Configuration:

• Whole group and one to one, in a computer lab or mobile lab setting

Arizona State Content Standards

• Math
  • Strand 1 Number and Operations
    • Concept 1: Number Sense
      • PO 5: Count money to $1.00
    • Concept 2: Numerical Operations
      • PO 1: Add and subtract whole numbers to four digits
      • PO 2: Create and solve word problems based on addition, subtraction, multiplication, and division.
    • Concept 3: Estimation
      • PO 1: Use benchmarks as meaningful points of comparison for whole numbers, decimals, and fractions.
      • PO 2: Make estimates appropriate to a given situation or computation with whole numbers and fractions.
  • Strand 2: Data Analysis, Probability, and Discrete Mathematics
    • Concept 1: Data Analysis (Statistics)
      • PO 1: Collect, record, organize, and display data using frequency tables, single bar graphs, or single line graphs.
      • PO 2: Formulate and answer questions by interpreting and analyzing displays of data, including frequency tables, single bar graphs, or single line graphs.
  • Strand 4: Geometry and Measurement
    • Concept 4: Measurement
      • PO 2: Apply measurement skills to measure length, weight, and capacity using US Customary units.

Arizona Educational Technology Standards (2009)

• Strand 1: Creativity and Innovation
  • Concept 3: Trends and Possibilities
    • PO 1: Analyze patterns and trends and their logical links to form inferences, and forecast possibilities providing novel insights.
  • Concept 4: Original Works
    • PO 1: Create innovative products or projects using digital tools to express original ideas.
    • PO 2: Use digital collaborative tools to synthesize information, produce original works, and express ideas.
• Strand 2: Communication and Collaboration
  • Concept 1: Effective Communications and Digital Interactions
    • PO 1: Communicate digitally with others by selecting and using a variety of appropriate communication tools.
  • Concept 2: Digital Solutions
    • PO 1: Communicate and collaborate for the purpose of producing original works or solving problems.
  • Concept 3: Global Connections
    • PO 1: Independently locate and interact with teacher approved global communities.
• Strand 3: Research and Information Literacy
  • Concept 1: Planning: Plan strategies to guide inquiry.
    • PO 2: Evaluate diverse information sources.
  • Concept 2: Processing
    • PO 2: Defend the authority of primary and/or secondary sources used in research
    • PO 4: Synthesize research information to create new understanding and innovative solutions.

Objectives

• Students will be able to comprehend the value of a penny, nickel, dime, and quarter through lessons and research.
• Students will comprehend the concept of counting via researching and planning a sales event within their classroom.
• Students will be able count out color coded beads and research the typical primary school child’s wrist size.
• Students will be able to plan an event using one or more technology tools of their choice
• Students will predict and compare final results for the sale.
• Students will be able to monitor the sales of the bracelets via bookkeeping, using technology tools of their choice.
• Students will be able to evaluate the success of their bracelet sales after the event.

Procedure

Day 1:

1. Using the Internet and projector in a whole group activity, view the following Discovery Education Video entitled Counting Coins, or have students research movies and/or articles online that deal with the same topic.
2. After viewing the movie, allow students to see and touch the real coins (or manipulatives). Have the students create an activity in groups of 2 or 3 in which they devise combinations of values for each coin.
3. Using a spreadsheet program of their choice, show students how to create a new file, name it, and share it with one other student and the teacher.
4. Have students create their own spreadsheet in which they write the formula for each coin with a value higher than a penny in a separate cell. For example, 1 Nickel=5 pennies.
5. Have students count their coins and place values for these in separate cells resulting in a list of different kinds of coin denominations.
6. Students save their spreadsheets to their electronic folders.

Days 2+:

1. Explain that students will be starting a project in which they will be selling bracelets to the student body to raise money for an upcoming school sponsored activity. Discuss how money will be used (donate? towards a field trip?)
2. Give each student a strand of beading twine and clasps (*Optional-Have students and parents go to a local bead store to see if they will donate necessary supplies for the school project as a charity donation).
3. Using three student-safe search engines (Examples: Google [with filtering on], Ask, Quintura, Yolink), have students research the average wrist size for a primary grade child, measure the twine with this number in mind, and determine the number of beads needed for each bracelet. Each student should make a total of four bracelets (this can be finished as homework). This should give you roughly 100 bracelets that can be sold.
4. Students create a plan for when/where they will sell the bracelets. (Example: Lunch time, after school, recess - with prior approval from the principal, et. al) Students choose best tool to complete the planning. They could use a digital planning or calendar program sharing a class calendar for the planning and monitoring of the event.
5. Allow students to select a treasurer to keep track of the money collected. (This student will keep a spreadsheet that will be shared with the teacher and class for evaluation purposes).
6. Determine the price for the bracelet (teacher assistance required). Have students record their prediction for the amount of money the class will make based on the prices and quantity of the bracelets: this can be done with partner or small group.
7. Consider any necessary advertising for the sales event and have students plan and execute this, if possible. Option: could be an out of class assignment.
8. While the sale is in progress, each student will keep a log of his/her sales on the shared spreadsheet with the coin values. The teacher can assist in the whole class evaluation of the total number of sales per day as well as the total amount earned.
9. Show students how to add the numbers or have the spreadsheet run the tally for them.
10. When the sale is finished, allow the students to evaluate the success of their bracelet sales by looking at the final numbers. Did everyone sell a bracelet? Was a bracelet lost? How does the amount sold compare with their prediction? What would they change about a future sale to make it more profitable?
11. A reflection document can be made by the teacher and shared with the class either via a blog or a shared document.
12. Students can also look at the cost/benefit analysis, if they helped in buying the bracelet supplies.

Materials

• Computer with Internet connection
• Google Apps for Education (or other open source applications), accounts set up for teacher and students (*Microsoft Excel or Apple Numbers can be used for a whole class assignment with group work)
• Projector
• Interactive whiteboard, optional
• Student computers with Internet connection
• Beading supplies (beads in school colors-enough to make 100 bracelets, twine, clasps if necessary)
• Coins or simulated coins

Assessment

• Ongoing assessment takes place as the student is able to see the teacher's corrections in the shared spreadsheet. Students monitor the progress of the sales as they adjust the spreadsheet daily. The final assessment is a self-evaluation of the bracelet sale. This can also be in the form of a daily quiz administered by the instructor in which he/she asks for the amount of product leftover and the total value of the daily sales. Example: Digital quiz can be administered as a Google Form).

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