## Numbers and Money

### Subject :Mathematics

### Grade: 3rd

**Standards:**

– MA.2.A.1.3: Students will compare and order multi-digit numbers through the thousands.

– MA.2.G.5.3: Students will identify, combine, and compare values of money in cents up to $1 working with a single unit of currency.

**Objectives:**

Third grade math students will learn how to identify number differences; compare larger versus smaller numbers; order multi-digit numbers through the thousands; and identify, combine, and compare values of money in cents up to $1.

**Background:**

In real-life, students need to be able to compare and combine number and cent values in order to solve everyday math problems and make educated decisions when making purchases. Due to the varied abilities of each learner, the teacher will group students in three tiers according to readiness in activities.

**Prior Knowledge:**

Review number scale and cent values.

**Hook:**

Present Allie the Gator (which will be used to represent less than (<) and greater than (>) math symbols).

**This lesson is tiered in content according to readiness and ability.**

**Tier I:**

Below Grade Level Learners

(Knowledge/Comprehension)

-Students will identify and compare numbers and cents from a factual perspective.

-Students will be asked to

(1) identify smaller versus larger and larger versus smaller number values.

(2) identify correct cent values for a penny, nickel, dime, quarter, and half-dollar

(3) identify smaller versus larger and larger versus smaller cent values.

-Students will

(1) circle either smaller or larger numeric values given on a worksheet exercise comparing 20 sets of two numbers

(2) match 20 pictures of coins with their values on a coin values worksheet exercise (i.e. (penny)= (b): 1 cent)

(3) circle either smaller or larger cent values given on a worksheet exercise comparing 20 pictures of two coins sets (explicit instruction will be given).

**Tier II:**

Grade Level Learners

(Application/Analysis)

-Students will analyze the meaning of the math symbols < and > , interpret how to use the symbols mathematically ,and apply their knowledge when comparing number and cent values.

– Students analyze and apply math symbols < and > by:

1. As a group discuss the meaning of the math symbols < and >.

2. As a group discuss, when using < and > symbols, the “mouth” of the Gator always “eats” (opens towards) the largest number in a set of values.

3. Compare and contrast sets of values (both number and cent values) on an overhead projector by using Allie the Gator to “eat” the larger value – students will take turns demonstrating which direction Allie should face based on which value is largest.

4. As a group discuss how to mathematically write the results of the comparison (i.e. 1000 is greater than 899).

5. Write the results of several examples on the board– students will take turns.

-Students will complete number and cent values worksheet exercises where they will

(1) compare and contrast 20 sets of number and cent values.

(2) analyze and select the appropriate math symbol (< or >) to use between the value sets.

(3) write in mathematical terms the results of all problems listed on both exercises.

**Tier III:**

Above Grade Level Learners

(Synthesis/Evaluation)

-Students will extend and expand their understanding of how to identify, combine, and compare number values through the thousands

and values of money in cents up to $1 by:

1. Students will develop their own exercises by manipulating and combining at least four number values (i.e. 5+5 = 10 (< / >) 9+3 = 12)

or four cent values by drawing, at random, number cards or coins from paper bags.

-Students will

(1) present 10 newly developed math problems to the class; (2) calculate their number or cent value combinations; (3) compare the combinations using < or > symbols; and (4) write in mathematical terms the results of their developed math exercises.

**Materials/Resources:**

-Chalk

-Paper

-Pencils

-Pictures of

or actual coins (1, 5, 10, 25, and 50 cent pieces)

-Number cards (10 of each number, 0-9)

-Paper bags

-Allie the Gator (toy gator)

-Overhead projector

-Practice exercises

**Accommodations:**

-Desks situated in horseshoe-shape facing chalkboard and projector screen

-Overhead projector used to enlarge items

-Allow for extra time to complete exercises

-Pencils tied to desks

-Directions highlighted

-Line indicators and extra writing space on paper and practice exercises

**Enrichment Activity:**

-For students who finish early, they will be given additional math worksheets in which they will be required to identify, combine, and /or compare number values through the thousands and values of money in cents up to $1 based on Tier ability:

Tier I students will circle the larger versus smaller numbers and complete matching exercises for cent values. Tier II students will determine which math symbol to use (< or >) between sets of values and write the results using mathematical terms. Tier III students will continue developing

their own math problems by randomly selecting number or cent values from paper bags, combining, calculating, and comparing the values, writing the results in mathematical terms, and share their problems with the class.

**Assessment:**

-Assessments of content is noted according to individual tiers and are varied based on readiness and ability. In order to determine student expertise in identifying, combining, and/or comparing number values through the thousands and values of money in cents up to $1, students from all three tiers will turn in their (previously specified) math exercises for grading. Points will be earned based on the number of problems solved correctly.