Goal Directed Learning: Transformation Level

K-4 Lesson

 

Get the Flash Player to see this player.
 

Lesson Title: “Count Me In!” School Spirit Sales Event
Grade Level: 2

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

Arizona Common Core State Standards: Math
Mathematical Practices
2.MP.1
Make sense of problems and persevere in solving them.
2.MP.5
 Use appropriate tools strategically
Number & Operations in Base Ten
2.NBT.2
Count within 1000; skip-count by 5s, 10s, and 100s.
Measurement and Data
2.MD.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.2
Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
2.MD.3
Estimate lengths using units of inches, feet, centimeters, and meters.
2.MD.4
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
2.MD.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

Arizona Educational Technology Standards (2009)

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

Objectives

  1. Students will be able to comprehend the value of a penny, nickel, dime, and quarter through lessons and research.
  2. Students will comprehend the concept of counting via researching and planning a sales event within their classroom.
  3. Students will count out color coded beads.
  4. Students will research the typical primary school child’s wrist size.
  5. Students will plan an event in which they create and sell the beaded bracelets in exchange for coins in their classroom store.
  6. Students will predict and compare final results for the sale.
  7. Students will be able to monitor the sales of the bracelets in a spreadsheet.
  8. Students will be able to evaluate the success of their bracelet sales after the event.

Procedure

  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 Google Spreadsheets or other shared Internet collaborative applications, 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, Nickel=5 pennies.
  5. Discuss a class project of earning money for a purpose. Propose options. Guide discussion to creating and selling bracelets or another item.
  6. Facilitate class discussion on how the money will be used. Students should choose.
  7. 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).
  8. Using three popular search engines (Examples: Sweet Search, Ask, Quintura), have students research the average wrist size for a primary grade child, measure the twine with the appropriate unit of measure and with the average wrist size in mind Then, 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.
  9. 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) Could use Google Calendar, sharing a class calendar for the planning and monitoring of the event.
  10. have students brainstorm other needs for a successful sale. Could include:
    1. Need for a treasurer to keep track of the money collected; allow students to vote or choose.
    2. Determine the price for the bracelet (teacher assistance required). Have students record their prediction for the amount of money the class will make; can be done with partner or small group.
    3. 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.
    4. Ending date for sale.
  11. 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.
  12. Show students how to add the numbers or have the spreadsheet run the tally for them.
  13. 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? *Optional-Students can also look at the cost/benefit analysis if they helped in buying the bracelet supplies.
  14. Use, distribute money as was decided by class.

Materials

  1. Computer with Internet connection
  2. Google Applications (or other open source spreadsheet application such as Chartle chartle.net/ or Chart Gizmo chartgizmo.com/) accounts set up for teacher and students (*Microsoft Excel or Apple Numbers can work as a whole class assignment with group work)
  3. Projector
  4. Interactive whiteboard, optional
  5. Student computers with Internet connection (computer lab or mobile cart with at least 1/2 of the total number of students for shared documents and research)
  6. beading supplies (beads in school colors-enough to make 100 bracelets, twine, clasps if necessary)
  7. 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).

 

Technology Integration Matrix

Active

Collaborative

Constructive

Authentic

Goal Directed