JK-Grade 3
Number Sense - Money
Learning Goal & Success Criteria
Learning Goal:
Estimate, count, and represent the value of a collection of coins and bills.
Add and subtract money amounts to make simulated purchases and change for amounts up to $10.
Success Criteria
I know the value of all coins/bills and can add to find a total (using a decimal and $)
I can subtract from a total to find change
I can use coins/bills to create an amount
Activities:
Review coin and bill appearance and values
Practice adding dollar amounts and cents amounts
Composing: Create a target amount in a variety of ways (e.g. Compose 0.75$ in different ways; Compose 8$ in different ways; Compose 1.50$ in different ways without using quarters)
Decomposing: Create change from an amount. E.g. I have 8$ and pay for an item that costs 5.40$. How much change do I get back? What coins would make that amount?
Subtraction: Determining how much more is needed. E.g. I want a buy a book for 7.80$ but I only have a 5$ bill. What coins do I need to be able to buy the book?
Area & Perimeter
E2.1 use appropriate units of length to estimate, measure, and compare the perimeters of polygons and curved shapes, and construct polygons with a given perimeter
Minds On - Use string and ruler to measure the perimeter of a variety of shapes around the house (around four legs of a chair, around the computer, around a clock)
Action - Use https://toytheater.com/area-perimeter-explorer/ and ask the following questions:
Estimate the perimeter of the first letter of your name
Use coloured tiles to design the first letter of your name
Count (or use the tool) to identify the perimeter of the letter
Estimate the perimeter of the first letter of your last name (or another name if it's the same letter). Is it easier to estimate the second time?
Use coloured tiles to design and identify the perimeter of the first letter of your last name.
Create another shape that has the same perimeter as the first letter of your name
Extension: Find the perimeter of your entire name
Consolidation - Have students generate the following patterns:
Perimeter is always the distance or length around an object
The shape of an object affects the perimeter
Same shapes can have different perimeters
Different shapes can have the same perimeter
E2.7 compare the areas of two-dimensional shapes by matching, covering, or decomposing and recomposing the shapes, and demonstrate that different shapes can have the same area
Minds On - Find objects around your house that can complete cover your face on camera. Are some objects bigger than others? Does it depend how far away from my face I have to hold the object up?
Action - Use https://toytheater.com/area-perimeter-explorer/ and ask the following questions:
Design a cityscape with a variety of buildings. Use different colours for each building. They don't all have to be rectangles and some can be towers.
Which colour building has the largest areas? Smallest area?
How many blocks would you need to add to the small building to match the area of the large building?
Create another building that has the same area as the big building but looks different. What does it look like?
Extension: Find the perimeter of your entire city scape. Can you keep the same area but make the perimeter longer?
Consolidation - Have students generate the following patterns:
Area is always the amount of surface or space in a flat object
Area can be compared by matching the parts
Area can be re-shaped so it's easier to count
Same shapes can have different areas
Different shapes can have the same area
E2.8 use appropriate non-standard units to measure area, and explain the effect that gaps and overlaps have on accuracy
Minds On - Find three objects at home that have different surface area. How can you tell that they have different surface areas? (If you stack them, they don't match up)
Action -
Find a flat surface that has nothing on it. A dining room table or desk works best.
Find a flat object that you have many of the same size. Examples might be paper towel, napkins, placemats, playing cards, or full pieces of paper.
Create a Flipgrid video of you covering the larger object with many of the smaller object. Make an estimate first, and then show in the video how you calculate the area of the object. For example, I predict my dining room table can fit 18 pieces of letter-size paper.
Review with the students if it's OK for the objects to overlap or what would happen if there are gaps.
Extension - Use a different small object (e.g. playing cards) on the same large object. Can I predict if I would need more or less of the small object?
Consolidation - Have students generate the following patterns:
Area is not a shape: it's a space or surface
Area can be measured by counting how many units it takes to cover the surface
Gaps or overlaps change the accuracy of the counting
Cutting or re-arranging the units might help to get a better answer
Smaller units mean I would need more of them to cover the same area
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E2.9 use square centimetres (cm²) and square metres (m²) to estimate, measure, and compare the areas of various two-dimensional shapes, including those with curved sides
Difficult to teach in the virtual setting - Students would need standard unit manipulatives (cm² and m²), and those are not easily available at home.
