Grade One
sieSaving Money
Overview
Students share the book A Chair for My Mother,by V era B. Williams, to learn about counting and saving money. They complete worksheets on coin counting and
saving.
Prerequisite Skills
Students should be able to recognize and name the value of pennies, nickels, dimes, and quarters.
Lesson Objectives
Students will be able to:
I Skip-count by fives, tens, and twenty-fives up to one hundred
I Count money by pennies, nickels, dimes, and quarters, up to one dollar
yada
I Define savings as the amount of money put aside to u later
Materials List
1.Book: A Chair for My Mother,by V era B. Williams (Greenwillow Books, 1982)
2.Chart paper or chalkboard
3.Play money: pennies, nickels, dimes, and quarters
4.Coin wrappers for pennies, nickels, dimes, and quarters
5.Handouts:
•Skip Counting with Money worksheet
•Cash and Carry matching cards Content Standards
The activities in this lesson correlate to national stan-dards in economics, math, and language arts. See the end of this lesson for con-tent standards information.
Vocabulary
bank
广州教研网choice
盈余
money
savings
tips
Large-Group Activity
Materials
I Book: A Chair for My Mother
I Chart paper or chalkboard
I Coin wrappers for pennies, nickels, dimes, and quarters
big foot
I Play money: nickels, dimes, and quarters (one dollar’s worth of each)I Skip Counting with Money worksheet
1.Gather students in the reading corner to share the book A Chair for My Mother.
H Say:
Have you ever wanted something that cost so much money your
parents said they couldn’t buy it? Allow veral students to share their experiences. If students can’t think of anything, give them an example, per-haps by sharing something you wanted when you were their age (like a
piano or a pony).
T oday we’re going to be talking about counting money and waiting to buy something big. I’m going to read a book about a family that waited a long time for a big purcha. It’s called A Chair for My
Mother,and it was written and illustrated by V era B. Williams. What does “illustrated” mean?V era B. Williams also created the pictures for the book.
The pictures in this book are very nice. Look at the borders, or
frames, that Ms. Williams put around her pages. They make this
book especially fun to look at.
Let’s e what happens to the family in this story.
H Read the book aloud to the class. Be sure to allow the entire class time to
e each picture.
2.Briefly discuss the book with the class.
H Who is telling the story in this book?
The little girl tells the story, but we never learn her name.
H What was the big thing the family wanted to buy?
They wanted to buy a big, soft chair.
H What happened to their old chairs and their other furniture?
They lost it all in a fire.
H How did they get the money for the chair?
Mama put all her change in a jar every night after work, and the little girl and grandma sometimes put money in, too.
H What did they do when the jar was full?
They wrapped all the coins up in paper wrappers, took them to a bank, and exchanged them for ten-dollar bills. Then they went shopping.First graders may have
trouble remembering all of
the steps from the story.
H What is the nice thing about their new chair?
Allow students to share their opinions. They may mention that the
grandma can sit by the window and visit with the neighbors; mama can sit
in it when she’s tired after work; and the little girl can share it with her
mama before bedtime.
3.Discuss today’s economic concepts: savings and the role of banks.
H Savings
There is a special word we u for putting money away like the fam-ily in the story did. When you put money aside instead of spending
it right away, you are saving the money. Why do you think people
would want to save money instead of spend it? Encourage creative dis-cussion. Students should speculate that people save money becau they
don’t have enough to buy what they want right away. They put money
aside until they have enough.
Let’s talk about where the family in the story got the money they
put in their savings jar. What did the story call the money that
Mama put in the jar? Do you know what that word means? It was
called her “tips.” Explain that tips are amounts of money people give to
waitress, waiters, and others when they are happy with their work. This
money is extra—it isn’t part of the cost of the food.
Have you ever en someone give a tip? How do we give tips?Allow students to share their experiences. In restaurants, people usually put a tip
on the table right before they leave. Then the waiter or waitress puts the
money in a pocket to keep.
So now we know that Mama, who worked as a waitress, put all the
tips she got from people at the restaurant into the jar. Did the little
girl also put money in the jar?If necessary, reread the first page of the
book to remind students that the little girl sometimes did chores at the
restaurant where her mother worked. She put half the money she earned in the jar.
Why do you think the little girl only put in half her money? Did her mother put in all her money?Allow students to speculate, and then
explain that Mama only put in her tips—her extra money. The rest of her
money was spent on other things.
Both Mama and the little girl kept some of their money—they didn’t save it
all. Mama ud most of her money to buy groceries and pay for their apart-ment, their clothes, and other things they needed. The little girl kept some
of her money to spend on things she wanted, too.
Savings are extra money. Did Grandma put some of her extra
英语翻译汉语
money in the jar?Y ou might want to reread the page that describes this—collegelife
found on the third page of text.
What are some things you might save extra money for?Allow stu-
dents to share their opinions and experiences with saving money.
H The Role of Banks
W e know that the family members in the story saved their money in
a big jar. Where el can you save money?Accept any answer. Students
may suggest saving money in piggy banks or other containers, hiding
money in a drawer, or giving it to an adult to save for them.
Do you know of another kind of bank besides a piggy bank? I’m
talking about a bank that is in a building. How many of you have ever been to a bank building? What did you e there? Allow stu-
dependdents to share their experiences, in their own words. They might suggest the drive-through area, teller’s windows, vaults, ATMs, lots of desks, guards or other people, and so on. NOTE: Y ou don’t n
eed to correct their vocabu-lary at this point.
Banks are places where people go to do things with money. There are lots of things to do in a bank: you can give the bank your sav-ings to keep it safe for you (instead of keeping it in a jar or piggy bank), you can write checks, and you can borrow money from
banks.
One more thing people can do at a bank is something we read about in our story. Y ou can go to a bank to trade one kind of money for another kind. If you have a bunch of pennies you can take them to a bank and trade them for quarters or dollars or any other kind
of money. But before you can do that, you have to know how to
count your money.
4.Introduce the Skip-Counting with Money activity.
NOTE: For this activity you need to be standing in front of a table.All students should be able to e the table, so you might want them to sit in chairs instead of on the floor.
H In the story, Mama brought home little paper wrappers for the nick-
els and the dimes and the quarters. The are the wrappers the
story was talking about. Hold up the penny wrapper.
jianbu
This is a penny wrapper. It holds 50 pennies. How much money is that?Fifty pennies equals 50 cents. Hold up the nickel wrapper.
This is a nickel wrapper. Do you think it will hold as many nickels as the penny wrapper holds pennies—fifty?Accept any guess. Then tell students that a nickel wrapper holds two dollars worth of nickels.
Let’s e if we can figure out how many nickels fit in this wrapper.Who can tell me what a nickel is worth? How many cents are in a dollar?A nickel is worth five cents. A dollar is equal to 100 cents.
Let’s count by fives up to a dollar. Count the nickels with me.U play-money nickels—count aloud by fives as you lay each nickel down.
When you get to 90, 95, 100, stop counting. Ask a student to come up and count the nickels.
So now we know there are twenty nickels in one dollar. But our
wrapper holds two dollars. How many nickels is that?If students
struggle with this, show 20 + 20 = 40 on the chart paper or chalkboard.
The penny wrapper holds 50 pennies, and the nickel wrapper holds 40 nickels. Who wants to guess how many dimes the dime wrapper will hold?
Don’t try to explain check-
ing accounts or loans in this
lesson.
After allowing students to guess, repeat the skip counting activity with
dimes (count by tens) and quarters (count by twenty-fives). Students will
learn that the dime wrapper holds 50 dimes (five dollars) and the quarter
wrapper holds 40 quarters (ten dollars).
Pass out the Skip-Counting with Money worksheet and have students
complete it while you work with individual groups in the following small-
suprgroup activity.
Small-Group Activity: Equivalent Forms of Money
Concepts Taught
Counting and Comparing Money
Materials
•Play money: pennies, nickels, dimes, and quarters
•Cash and Carry matching cards, cut apart
1.Introduce equivalent sums of money.
H Say:
W e talked about the things you could do at a bank. One of tho
things was going to a bank and trading one kind of money for
another kind. Remember when I explained that you could take a
whole bunch of pennies into the bank and trade them for other
kinds of money? Do you think the bank would let you trade five
pennies for five nickels? Why not?Students should explain that five
pennies isn’t the same amount of money as five nickels.
Five nickels are worth 25 cents, and five pennies are worth five
cents. The bank will only trade for money that is worth the same
amount. Let’s play a game that will let you practice matching equal
amounts of money.
2.Proceed with Cash and Carry card activity.
H Lay the Cash and Carry cards facedown on the table in an array—two
rows of four cards. Have one student in the group turn over two cards. All
students in the group should count the coins pictured on the cards to deter-mine if they match, or show equivalent sums of money.
If the cards match, the student removes them from the array. If they don’t
match, the cards are turned over, and the next student turns over two cards.
Play continues until all of the cards have been matched.
Asssment
Check students’ understanding by listening carefully to the respons they give dur-ing group discussions and Skip Counting with Money worksheet. Y ou might wish to ask individual students to show two different ways to show equivalent amounts of money, starting with the Cash and Carry car
ds, and using play money.Some children struggle when moving from manipu-latives to pictorial repren-tations. Let them count play money equal to the pic-tured coins.
Place five pennies and five nickels on the table and have volunteers skip count to find the value of each.
