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Scenario: Money is something that everyone young and old need to know how to use and especially know how to count it. As first graders you are being introduced to the basics of money which are the coins. The whole class has done exceptionally well in learning how to distinguish and count the coins.
One day a local bank worker comes to class to give a presentation on how the bank works. The presenter is ecstatic that the students know a lot about money. She gets so many questions from the students about the uses of the bank. She decides to suggest a big challenge to the class.
Her challenge is for the class to create their own class bank. First, they need to learn all the can about the different types of coins and dollars that the banks posses. Once they are confident about knowing the names and values of the coins and dollars they will be able to open their own class bank. Once their bank is ready to open the local bank worker will come back to clalss and make sure the bank is ready to open and the students know everything they need to know about opening a class bank.
Task
Sample Investigations/Teacher Resources
Your task as a class is to learn all you can about the different coins and dollars the bank possesses. Once all the names and values of coins and dollars are learned you will make a small presentation to the local bank worker to show that the class is ready to open their own class bank. You will make your presentation on a dry erase board showing the different coins with thier names and values. You will also show the bank worker that you can count money by counting the money you have in a ziploc bag that has been given to you.
1. List your personal understanding, ideas or hunches.
Now that you are familiar with the names and values of coins you will get different ziploc bags of coins say their name, value, and count the coins together to get the value. You will describe your thoughts or ideas about how to solve the problem to your partner. There are no incorrect answers in this step, just feel free to brainstorm your ideas.
2. List what is known.
With your partner use all the information available in the scenario to list everything that you know about coins. Just write the facts that you have learned about coins.
3. List what is unknown.
With your partner, make a list about what you do not know about coins and would like to learn. List all the questions you would like to answer.
5. List what needs to be done. "What should we do?" List actions to be taken, e.g., question an expert, conduct research. List possible actions.
6. Develop a problem statement.
You will be responsible for thinking and choosing one of the questions to solve the problem. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.
7. Gather information
Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.
8. Present Findings
On a dry erase board the pair of students will present the coins, the name, the value, and the value contained in the ziploc bag.
(1) Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. The student is expected to:
(C) identify individual coins by name and value and describe relationships among them
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