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|Title: Treasure Task: Minting |Author: Nicole S. |State: |

|Out-of-This-World Money! | | |

|Grade Span: 3-5 |Subject: Science, Mathematics, Social Studies | |

|Assignment Type: Individual, Small Group, Whole Group |

|Recommended Time Frame: 5 days |

Summary of Project

This project integrates math, science, and even a bit of social studies, as the students are presented with the task of “minting” their own unique coins. They must first create a coin value that does not exist (for example: 15 cents). The must then create a unique coin poster which represents the coin value in decimal, percent, original fraction, and reduced fraction forms (for example: .15, 15%, 15/100, 3/20). In the process, they will also have to solve fraction addition problems and create their own word problems using their unique coin values.

Next, using the Internet and other reliable resources, students will research a planet to feature on their coins. In the process, they will also receive a brief history of the United States Treasury. In this way, this engaging, problem-based activity incorporates math, science, and social studies, as students gain a better understanding of fractions, decimals, percents, our solar system, and our national treasury. It is an engaging project that is sure to pique students’ interest in both money and our solar system, thereby motivating them to learn and apply their knowledge to their daily lives!

Materials and Resources Needed:

|Whole class |Per Group |Per Student |

|Teacher-made posters for US coins | |Teacher-made Solar System worksheets |

|Teacher-made visual aids for “Mystery Game” | |Science textbooks |

|Teacher-made Solar System presentation | |Construction paper |

|Reference materials | |Writing utensils, crayons, markers |

|Treasury Task Rubric | |Index cards |

Key Vocabulary

|United States Mint |Fraction |Decimal |

|Percent |Equivalent |Solar System |

|Planet |Planetary Orbit |Rotation |

|Revolution | | |

Engaging Questions:

1. How can the value of money help us better understand the relationship among fractions, decimals, and percents?

2. How can we relate fractions, decimals, and percents to our everyday lives?

3. How can fractions, decimals, and percents help us when we go shopping?

4. What was the most interesting fact you learned about your planet?

5. How did learning about your planet change the way you think about our solar system?

Implementing the Activity

Previous knowledge: Students must have been previously introduced to decimals, fractions, and percents. They do not need to know an extensive amount of information about each planet – they will acquire such knowledge by completing this assignment.

Day 1 Math Lesson: Introduce Part I of the Treasury Task. Read through each step of the instructions and check for understanding. Use pre-made Coin Posters for nickel, dime, quarter, and dollar bill for students to use as models for their won coin posters. Allow students to create Treasury Task Part I worksheet and begin rough draft of their coin posters.

Materials:

Coin posters (one for each: dollar bill, penny, nickel, dime, quarter); labeled and with corresponding photo of currency on each

Money (one dollar bill, penny, nickel, dime, quarter)

Treasury Task Part I

Rulers

Writing utensils/construction paper

Preparations:

Prepare penny, nickel, dime, quarter, dollar, and “twenty cent coin” posters with appropriate visual aides (will be used as models for students for their own posters)

Anticipatory Set:

Write percent sign on board.

Discuss symbol with students.

Use guided questioning to discover the “hidden number” 100 in the percent symbol.

Discuss concept of a whole, 100%, etc.

Further review fractions, decimals, percents using a hundreds grid or similar visual aide and guided questioning.

Cooperative Learning:

Show class one dollar bill and the dollar poster.

Ask students what the bill is.

Ask one student to come write its value first on the board then on the poster.

Use guided questioning to further discuss value:

What kind of number did (name of student) just write?

How many cents are in one dollar?

What percent does one dollar represent?

How would we write that as a fraction in its original and simplest form?

Allow students to write these answers on the dollar poster, thereby showing how 1 whole can be represented in several ways:

1.00

100%

100/100 or 1/1

Continue with above for penny, nickel, dime, and quarter posters

Independent/ Partner Assignment:

Students will complete the Treasury Task Part I independently or with a partner and create their own coin posters

Modeling/Checking for Understanding:

Hand out Treasury Task Part I worksheets.

Review each step carefully with students.

Option: Model making a coin poster by creating a “twenty cent” coin with the class and following all steps from Treasury Task Part I.

Ask students if they have any questions before letting them begin.

Encourage them to be creative.

Assessment:

Students’ coin posters will be graded based on accuracy, creativity, and effort.

See attached rubric for details.

Follow-up:

Once assignment is completed, possibly use students’ coins to create word problems, games, etc.

Display coins in classroom or on a bulletin board entitled “Out of This World Money.”

Option: conduct similar activity in next math lesson, this time asking students to create a new bill valued between $1.00 and $5.00.

Day 1 Science Lesson: Introduce students to the solar system and the eight planets through use of the PowerPoint lesson and an engaging student-centered activity in which students become a “live model” of our solar system.

Part II: Science Lesson:

DAY ONE: Introductory Lesson - Live Solar System Model

Materials:

The History of Space Discovery Mystery Game posters

Solar System PowerPoint

Computer with projector and white screen for projection

Our Wonderful Solar System Fact Sheets

Our Wonderful Solar System Observation Sheets

Construction paper

Chalk

Preparations:

Prepare posters for mystery game

Set up Solar System PowerPoint

Prepare “sun” for live solar system model

Prepare chalk outlines for live solar system model

Anticipatory Set--History of Space Discovery Mystery Game

Provide clues for each of the following:

Nicolas Copernicus

Galileo Galilei

Sputnik

Explorer

Apollo 13

Neil Armstrong

Sally Ride

Provide students with a word bank that features the above names and several other incorrect answers.

Allow students to guess each mystery clue.

Briefly discuss the importance of scientific discoveries in space.

Direct Instruction/ Cooperative Learning:

Show class Our Wonderful Solar System Power Point.

Pass out Our Wonderful Solar System Fact Sheets for students to complete as they volunteer to read the slides from the PowerPoint.

Independent Activity:

Explain that the class will be creating its own live model of the solar system with the students representing the planets and the sun.

Show students the model of the sun for the solar system, made from a piece of yellow construction paper or a large yellow balloon.

Each students will be assigned a planet to make, to hold, and “be” during the live solar system model.

Some students may have duplicate planets.

Each student will choose an appropriate-colored piece of construction paper and cut out the shape of their planet in an appropriate size, using their judgement, the pictures from the solar system power point, and the “sun” to determine how big their planet should be.

Student-Centered Activity:

Create a live model of the solar system.

One student will be the sun.

Other students will hold their planets and revolve around the sun, using the previously drawn chalk outlines to guide them.

Ensure that students revolve at the same speed, by counting “one mississippi, two mississippi...” for each step and instructing students to take small steps.

All students who wish to participate will get the chance to.

Conduct class discussion about what is happening as each planet revolves around the sun.

Discuss such topics as:

Time--length of a year for each planet

Rotation of planets

Seasons on Earth

Day/Night

Possibility of life on other planets

Group work/Closure Activity:

Students work in pairs to complete Our Wonderful Solar System Observation Sheet

Students will share their answers.

Ask students to select two planets they would like to learn more about.

Day 2: Introduce students to Part II of the Treasury Task. Allow them to conduct research via the Internet, science textbooks, encyclopedias, and any other reliable resource. Allow students to add information to the rough drafts of their coin posters, as specified in the Treasury Task Part II instructions.

Day 3-4: After checking students’ rough drafts for their coin posters, allow students to begin and finish final drafts, reminding them to use their checklists to make sure all necessary information is included.

Day 4-5: Students can present their coin posters to the rest of the class, sharing both their coin value and their researched planet with their peers.

End Result

The students will have gained a better understanding of fractions, decimals, and percents and their relationship to one another. They will also be able to understand how we can apply such knowledge to our everyday lives as we use money. Additionally, the students will have done extensive research and become familiar with one of the planets in our solar system. Their hard work will be displayed on a bulletin board, which they can refer to if they need help with fractions or planets in the future. Such a project will surely offer students pride in their knowledge of fractions, their ability to convert fractions to their equivalent forms, and their “expertise” about one of the eight planets in our solar system.

Rubric

| |Outstanding (4 pts) |Good (3 pts) |Satisfactory (2 pts) |Needs Improvement (1 |Unsatisfactory (0 pts) |

| | | | |pt) | |

|Coin Value and |Coin |Coin |Coin |Coin |Student’s |

|Equivalencies |equivalencies |equivalencies |equivalencies |equivalencies |work is incomplete. |

| |are accurate |are accurate. |are accurate |are | |

| |and neatly/ | |but not neatly |inaccurate. | |

| |creatively | |represented | | |

| |displayed on | |on poster. | | |

| |poster. | | | | |

|Fraction Addition |All addition |All addition |1 addition |2 or more |Student’s |

| |problems are |problems are |problem is |addition |work is |

| |correct. Work |correct. |wrong. |problems are |incomplete. |

| |is shown. |Work is not | |wrong. | |

| | |shown. | | | |

|Word Problem |Student’s word |Student’s |Student’s |Student’s |Student’s |

| |problem is |word problem |word problem |word problem |work is |

| |creative, |is accurate |is accurate |is inaccurate |incomplete. |

| |accurate, and |and follows |but very |and/or does | |

| |follows |directions |simple. |not follow | |

| |directions from |from | |directions | |

| |instructions. |instructions. | |from | |

| | | | |instructions. | |

|Interesting Facts about |Student |Student |Student |Student |Student’s |

|Planet |included six |included six |included 5 |included 4 or |work is |

| |interesting |interesting |interesting |fewer |incomplete. |

| |facts about |facts about |facts about |interesting | |

| |planet and |planet. |planet. |facts about | |

| |presented | | |planet. | |

| |them neatly/ | | | | |

| |creatively. | | | | |

|Origin of Planet’s Name |Student |Student |Student’s |Student’s |Student did |

| |included a |included |summary is |summary is |not include |

| |complete, |complete and |brief but |incomplete or |summary of |

| |detailed, |accurate |accurate. |inaccurate. |origin of planet’s name. |

| |accurate, and |summary of | | | |

| |well-written |the origin of | | | |

| |summary of the origin |planet’s name. | | | |

| |of the planet’s name. | | | | |

|Neatness, Creativity, |Student |Student |Student |Student |Student |

|Effort |demonstrated |demonstrated good |demonstrated a |demonstrated |demonstrated |

| |an outstanding |amount of effort and |satisfactory |a poor amount |little or no effort in |

| |amount of effort and |pride in completing |amount of |of effort in |completing |

| |pride in this |this project. |effort in |completing |this project. |

| |project, | |completing |this project. | |

| |resulting in a | |this project. | | |

| |neat/creative | | | | |

| |coin poster. | | | | |

|Total Points in each | | | | | |

|category: | | | | | |

|Total Points out of 24: | | | | | |

Grades

• Outstanding (A+): 23-24 pts

• Good (A-/A): 20-22 pts

• Satisfactory (B-/B/B+): 17-19 pts

• Needs Improvement (C-/C): 15-16 pts

• Unsatisfactory (D and below): 14 pts or less

For Differentiated Instruction

This activity can be assigned to individual students or pairs. In some cases, teachers may wish to create heterogenous pairs, in which a higher student can assist a lower student in completing the project correctly. Teachers should ensure that both students are putting effort into the project, with the higher students only assisting the lower student and not simply doing the work for him or her.

Furthermore, higher students will be challenged to create an interesting word problem for their coin poster and to apply good writing skills as they summarize the story of how their planets got their names. Lower students may also be more motivated to learn due to the freedom of choice which this interesting project offers.

The freedom of choice in this project allows students to choose a planet they may have a previous interest in, thereby motivating them to conduct research and complete the assignment.

Since numbers are universal, the math component of this project works well for ESL/ELL students. As for the science component, teachers can include a link to an online translator, which students may use to transfer difficult portions of English text into their native language. Teachers may also choose to pair an ESL/ELL student with a student whose native language is English, thereby helping the student overcome his or her language barrier.

Students will be allowed to use their creativity as they choose the value, shape, and color of their coins. They will furthermore be able to apply creative thinking as they create word problems involving their coins. They may also apply their artistic skills to designing the coin, allowing them to showcase their talents as an artist.

Additional Notes

Worksheet and PowerPoint presentation are separate documents.

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