![]() ![]() Using money to teach math skills helps to reinforce the idea that math is not just theoretical but has practical roles in our daily lives. They will need to make decisions and budget their money since they won’t have enough to buy every item. Students start with an allowance of $5 in various denominations of play money to purchase different items of clothing and accessories for their puppets. If you need supplies, our Avatar Market activity includes templates for paper puppets and accessories for students to create their own market. Making changeįor extra practice or as a summative assessment of their money math skills, set up a marketplace role-playing activity in the classroom so students can pay for items and provide change. If students need more support, they could use play money, base 10 blocks and skip counting to check their answers. This can be done as a mental math exercise. Alternatively, ask students how many ways they can represent the same amount of money. For example, you can represent 75 cents with seven dimes and one nickel, but that would be more coins than three quarters. To consolidate the skills students have learned so far, challenge them to explain how they can make a given amount of money with the fewest number of coins and bank notes possible. Another example is how we talk about a quarter of a dollar by either saying 25 cents, or, simply, a quarter. For example, if you have a dollar and someone takes half of it, that remaining 50-cents is the same as ½ or 50/100, whether it is shown in a simple fraction or out of a dollar. Show students the relationship between the simple fraction and the equivalent fraction. the decimal equivalent for each fraction (optional) (.50.the number of cents needed for each fraction of a dollar (50¢, 25¢, 20¢).the fraction in its simplest form (½, ¼, ⅕).As you cover up different sections, ask students to identify the following for each fraction: ![]() Show students one-half, one-quarter or one-fifth of the pie chart by covering part of it. ![]()
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