Money (Level 1)
Kaizen Adapted Lesson Plan
Adapted with permission from the Casa Latina Curriculum for Migrant Latinx Workers,
with additions and modifications by Robby Barnes, Sylvie Kashdan and Kaizen students
Money Day 1
Level 1
Competency Objectives
* identify U.S. bills and coins by touch
* count U.S. money
* read prices in large print or braille
* read and write spelling of numbers
Target Vocabulary
Nouns: one cent equals penny, five cents equals nickel, ten cents equals dime, twenty-five cents equals quarter, $1.00 equals one dollar, $1.53 one dollar and fifty-three cents, etc.
$5.00 equals five dollars
$5.46 equals five dollars and forty-six cents, etc.
$10.00 equals ten dollars
$10.78 equals ten dollars and seventy-eight cents, etc.
Grammar
* How much money do you have?
* I have …
* How much does it cost?
* It costs …
* Please repeat.
* Please give me …
* Here is …
* Your change is …
* Excuse me, this is not the correct change. This is only … I gave you … I need … change.
* Thank you. Have a good day.
Suggested Materials
* real U.S. money
* 20-30 index cards
Procedure:
1. Greeting/Warm-Up
Teacher says: “Hello, my name is … I come from … Where do you come from?”
Teacher passes the ball.
Teacher passes the ball and student takes the ball and responds: (with teacher support in pronunciation of the English if necessary) “Hello, my name is … I come from … Where do you come from?” Passes the ball.
When everyone in the circle has responded, the teacher says: “In the United States the paper money is called dollar. What is the paper money called in the country you come from?” Passes the ball.
Teacher passes the ball and student takes the ball and responds: (with teacher support in pronunciation of the English if necessary) “In the country I come from the paper money is called … In … (country name) the paper money is called …” Passes the Ball.
2. Context
Discuss (with interpreter if necessary) the value of money in the student’s countries versus here. Example: “How much is the peso to the dollar? What can you buy there for the same amount here?” Do the students feel comfortable using dollars and cents? What problems have they had? How could they have dealt with the problem better?
3. Oral Practice
Activity A:
Practicing the value of US money
1. Teacher hands each student coins and dollar bills one by one. Teacher says the name of each unit.
Students touch each coin and bill one at a time while the teacher says the name, students listen and pass it to the next person.
2. Teacher repeats the name of each unit of money. Indicate to the students that they should repeat after you.
Students repeat the names of each unit.
3. Teacher and students practice until comfortable.
Each coin and bill is returned to the teacher after being touched.
4. Teacher gives each student in turn individual coins and bills; Teacher asks: “What is this?”
Students say the name of each item. Teacher helps when necessary.
Each coin and bill is returned to the teacher after being touched.
Activity B:
Counting money
1. Teacher asks students: “How much money do you have?”
2. Student takes out money and counts how much he/she has. Student reports to class how much money he/she has “I have …” (Teacher assists if necessary.)
3. Teacher writes money amounts on paper in large print and in braille using numbers rather than words. Example: “Kim has …” “Juan has …”
4. After each student speaks she or he shows the money to all the other students and the teacher helps all students read each amount on the paper either in print or in braille.
5. Teacher randomly gives students different amounts of money.
Students count their new amount of money and report to class “I have …” (Teacher assists if necessary.)
6. Teacher writes money amounts on paper in large print and in braille using numbers rather than words. Example: “Kim has …” “Juan has …”
7. After each student speaks she or he shows the money to all the other students and the teacher helps all students read each amount on the paper either in print or in braille.
8. Teacher asks students to return money as recorded on paper. Teacher helps students count and return the appropriate amount.
Break
4. Reading/Writing
Activity A:
1. Teacher writes random prices on paper in large print and braille using numbers rather than words (i.e. $4.79, $20.99, etc.).
2. Students take turns reading prices. (Teacher helps when necessary.)
3. Teacher writes out on paper in large print and braille same prices, this time in words (For example: four dollars and seventy-nine cents, etc.)
4. Teacher helps students to take turns reading prices written in numbers.
5. Teacher helps students to take turns reading prices written in words.
6. Teacher helps students to write prices in numbers on index cards in large print or braille.
7. Teacher helps students match price written in numbers (for example: $4.79) with price on paper written in words, using index cards.
8. Teacher facilitates students in writing down more prices they think of.
First students write prices they think of in numbers.
Then students write same prices they think of in words.
9. Teacher randomly reads out loud prices that students have written.
10. Teacher asks students to indicate which one has been read by counting out the right amount of money from the pile of money on the table. (If necessary smaller dollar bills or play money can be used to stand for larger dollar bill denominations.)
5. Closing
Play a game of concentration. Make card pairs to play concentration. For example, each student picks a card with number price on it and must match it with the card with the numbers spelled out in words.
For example: $4.79 to be matched with four dollars and seventy-nine cents, etc.
Students work together in pairs or groups of three to help each other to match at least three sets of prices in numbers with prices in words.
Money with Food Day 2
Level 1
Competency Objectives
* identify prices
* pay and receive change
* interact in purchasing situation
Target Vocabulary
learn four to six familiar food words
How much does this cost?
What is the price?
It costs … / The price is ….
Here is …
Suggested Materials
* real U.S. money
* 20-30 index cards
* 4 or 5 play foods or real foods (real foods are best if possible)
* Fifteen index cards with prices written on them in large print and braille in numbers
* Enough index cards with “shopkeeper” or “clerk” and “customer” written in large print and braille to give to each member of the group for role play (punch a hole in each and put on a string long enough to be put around a student’s neck without being constraining)
* masking tape
* Game Board for shopping game (made on a large piece of paper with spaces in a large circle with names of foods written in large print and braille on each)
* die for determining how many spaces each player will move in shopping game
* and markers for each player (there should be different and distinguishing markers for each player, such as: pieces of paper, coins, rings.)
Procedure:
1. Greeting/Warm-up
Teacher says: “Hello, my name is … I come from …Where do you come from?”
Teacher passes the ball.
Student takes the ball and responds: (with teacher support in pronunciation of the English if necessary) “Hello, my name is … I come from …Where do you come from?” Passes the ball.
When everyone in the circle has responded, the teacher says: “I like to eat mushrooms. What food do you like to eat?” Passes the ball.
Teacher passes the ball and student takes the ball and responds with own chosen answer: (with teacher support in choosing and/or pronunciation of the English if necessary) example: “I like to eat chicken. What food do you like to eat?” Passes the Ball.
Teacher picks a card from the pile with prices on them in numbers and reads the price (for example $1.00, and says “a dollar per pound”); then says: “The mushrooms I like cost a dollar a pound. How much is your favorite food?” Passes the ball.
Student picks a card from the pile with large print and braille prices on them written in numbers and reads the price (for example: .99 cents, then says: “ninety-nine cents per pound”); then says: “The chicken I like costs ninety-nine cents a pound. How much is the food you like?” Passes the ball.
Teacher helps with pronunciation if necessary.
2. Context
Talk (with assistance of interpreter if necessary) about all of the places that the students deal with money. What are the hardest places? When do they get most flustered? Discuss things that have happened to them.
3. Oral Practice
Activity A:
1. Teacher gives the student a play or real food item and a card with a price written on it. Asks, “How much does this cost?” Guides student in answering, “It costs …”
2. Student answers: “It costs …”
3. Teacher continues this process with each student.
4. Teacher switches roles with students.
Teacher helps student to ask: “How much does … cost?”
5. If the group is more than two people other than the teacher, then the teacher guides students’ practice in pairs.
Students practice in pairs. They take turns being the one who gives the food item and the card with the price and asking: “How much does it cost?” and being the one who answers: “It costs …” This … (name of food item) costs …”
Teacher circulates to be sure that each student gets a turn and that no one is “corrected” too quickly or too harshly.
Activity B:
Role Plays
1. Ask students to volunteer to be a shopkeeper or clerk and to be a customer.
2. Give each shopkeeper or clerk and each customer an index card with their role written on it in large print or braille on it, with a hole in it that has a string to put around their neck to be a name tag.
3. Students practice reading name tags for both and saying out loud.
4. Teacher facilitates market with play foods or real foods. Help set up. Help all students choose play foods or real foods for play market. Help shopkeeper decide which price tags should go with which food. Attach price tags to foods with masking tape
5. Teacher facilitates students in making shopping lists, based on what is available in the play market (could also write down items that cannot be found in the play market, but not the majority of items on any one list).
6. Students make shopping lists and read them out loud.
7. Teacher passes out same set amount of money to each student.
8. Students count money and say out loud.
9. Teacher assists each student to read her or his shopping list in large print or braille and to find the items on the list or decide if the item is not in the play market.
10. Teacher facilitates purchases; helps customers to ask shopkeeper or clerk: “How much does this cost? How much is this …?”
11. Teacher helps shopkeepers to say: “This … costs …”
12. Customers purchase items from shopkeeper/clerk in play market.
13. Teacher guides students in taking turns with role playing.
14. Students take turns being shopkeeper and customer.
Break
4. Reading/Writing
1. Teacher writes the words from the game on a paper. Repeat them while helping students to touch play foods or real foods used in the game. Attach price tags to foods with masking tape
2. Students repeat
3. Once the students are comfortable with the pronunciation, point to a word in large print or put the student’s hand on the word in braille and have the students call out the word. Then help each student to grab the play foods or real foods corresponding to the words.
4. Students take turns reading and calling out the word and finding the food.
5. Teacher explains to the students how to play the Shopping Game.
Object of Game: To be the first player to move your marker through all boxes on the game board.
How to Play:
a. Teacher puts game board on table and each student chooses a different marker, such as: pieces of paper, coins, rings.
b. Each student rolls the die. The student with the highest number starts.
c. Student rolls the die to determine how many spaces to move; reads the number that comes up, and moves his/her marker that number of spaces on the board and answers the questions related to the food item written on that space: Show us where it is” “Where is it?” How much does it cost?”
d. Student to the left of this player then takes his/her turn.
e. Students continue to play until one Student has made it around the board.
6. Students and teacher play the Shopping Game all together in the whole group.
7. Students play the Shopping Game in pairs
5. Closing
Teacher and students talk about the market as a class. Teacher shows each student large print or braille prices and asks students to call out the amounts. Teacher shows students large print or braille words of the food items and have the students call out those as well. If there is time you could play Bingo.
Money and Food Day 3
Level 1
Competency Objectives
* Identify foods at Market
* Read and identify prices
* Understand prices per ounce, pound or dozen
* pay and receive change
* interact in purchasing situation
Target Vocabulary
Names of common foods
Pound, ounce, dozen, each
What’s this? What are these? This is … That is a … These are … Those are …
How much is the … ? It’s … a pound.
How much are the … ? They’re … a pound
numbers difficult for students to differentiate by sound: 13, 30, 15, 50, 16, 60.
Grammar
* Demonstrative adjectives: this, that, these, those
* Present tense of the verb “to be”
* Contractions “It’s” and “They’re”
Suggested Materials
* items of play foods or items of real foods from the kitchen
* 10 index cards with prices in large print and braille that include numbers difficult for students to differentiate by sound: 13, 30, 15, 50, 16, 60.
* 10 or more additional index cards with other prices written in large print or braille that are under one dollar
* 10 or more additional index cards with prices written in large print or braille that are over one dollar
Procedure:
1. Greeting/Warm-up
Teacher says: “Hello, my name is … I come from …Where do you come from?”
Teacher passes the ball.
Teacher passes the ball and student takes the ball and responds: (with teacher support in pronunciation of the English if necessary) “Hello, my name is … I come from …Where do you come from?” Passes the ball.
When everyone in the circle has responded, the teacher says: “In the United States we can buy many fruits and vegetables in the market. We can buy apples, pears, oranges, lemons, onions, garlic, lettuce, tomatoes, potatoes, celery … What fruits and vegetables can you buy in the country you come from?” Passes the ball.
Teacher passes the ball and student takes the ball and responds: (with teacher support in pronunciation of the English if necessary) “In the country I come from we can buy (name of fruits and vegetables)… In … (country name) we can buy (names of fruits and vegetables) …” Passes the Ball.
2. Context
Ask students how they can find the most economical brand or item in a supermarket. “When we buy food that is not in a package or can, such as fruits and vegetables, what does the price on the sign mean? Is the price for each apple or potato? Is the price for the weight of the apple or the potato? When you buy a big apple or potato with a sign that says 99 cents per pound does it cost the same as a small apple or potato with a sign that says 99 cents per pound? Does the big apple or potato cost more than the small apple or potato? Does the big apple or potato cost less than the small apple or potato?” Review price “per pound” or “per ounce” or “per dozen” (with interpreter if necessary).
3. Oral Practice
Activity A:
1. Teacher gives student play foods or real food items from kitchen; puts in hand, even if student has some or full vision. Ask: “What is this? What are these?”
2. Student answers (with modeling and help from teacher if necessary): “This is … It is … These are …” Each student gets a turn to hold the items and say their names in English.
3. Teacher gives student same or different play foods or real food items from kitchen; puts in hand, even if student has some or full vision. Ask (with contracted form when appropriate): “What’s this? What are these?”
4. Student answers (with contracted form when appropriate) (with modeling and help from teacher if necessary): “It’s … They’re …” Each student gets a turn to hold the items and say their names in English.
5. Students take turns asking teacher and other students: “What’s this? What are these?”
6. Teacher and students answer: “It’s …They’re …”
Break
4. Reading/Writing
Activity A:
1. Teacher puts index cards with prices in large print and braille on the table; teacher asks students to find prices under one dollar. Teacher finds one index card and reads out the price under one dollar.
2. Students find index cards with prices under one dollar. Students read out prices under one dollar (with teacher modeling and helping if necessary).
3. Teacher and students put index price tags with prices under one dollar on food items with masking tape.
4. Teacher puts a food item or group of items (such as carton of eggs) with a price tag in each student’s hand (even if has some vision or is fully sighted) and asks: “How much is this …? How much are these …?”
5. Each student answers (with modeling and help from the teacher if necessary): “This … is … cents. These … are … cents.”
6. Teacher puts a food item or group of items (such as carton of eggs) with a price tag in each student’s hand (even if has some vision or is fully sighted) and asks: “How much is this … per pound, per ounce, etc.? How much are these … per pound, per ounce, etc.?”
7. Each student answers (with modeling and help from the teacher if necessary): “This … is … cents per pound, per ounce, etc. These … are … cents per pound, per ounce, etc.”
8. Students take turns asking the group the prices: How much is the … per pound, per ounce, etc.? How much are the … per pound, per ounce, etc.?
9. Each student answers (with modeling and help from the teacher if necessary): “This … is … cents per pound, per ounce, etc. These … are … cents per pound, per ounce, etc.”
Activity B:
1. Teacher asks students to go back to the index cards and find prices over one dollar. Teacher finds one index card and reads out the price over one dollar.
2. Students find index cards with prices over one dollar. Students read out prices over one dollar (with teacher modeling and helping if necessary).
3. Teacher and students put index price tags with prices over one dollar on food items with masking tape.
4. Teacher puts a food item or group of items (such as carton of eggs) with a price tag in each student’s hand (even if has some vision or is fully sighted) and asks: “How much is this … per pound, per ounce, per dozen, etc.? How much are these … per pound, per ounce, per dozen, etc.?”
5. Each student answers (with modeling and help from the teacher if necessary): “This … is … dollars or dollars and cents per pound, per ounce, per dozen, etc. These … are … dollars or dollars and cents per pound, per ounce, per dozen, etc.”
6. Students take turns asking the group the prices: How much is the … per pound, per ounce, per dozen, etc.? How much are the … per pound, per ounce, per dozen, etc.?
7. Each student answers (with modeling and help from the teacher if necessary): “This … is … dollars or dollars and cents per pound, per ounce, per dozen, etc.. These … are … dollars or dollars and cents per pound, per ounce, per dozen, etc.”
Activity C:
1. Teacher finds the index cards with the prices in numbers difficult for students to differentiate by sound: 13, 30, 15, 50, 16, 60. Shows these to students and asks: “What is this price? Can you spell this price?”
2. Teacher helps each student to pronounce and spell one of the prices with numbers difficult for students to differentiate by sound. Teacher helps each student to write down the spelling so that the students can get a better feel of the difference in sound.
3. Teacher encourages other questions and answers between students, such as: “What do you need? Want? Like?”
4. Students ask each other and answer: “I need/like/want …”
5. Closing
Teacher and students go on a field trip to the market, discuss prices of food items per pound, per ounce, per dozen, etc.
Teacher and students buy some food to share, sit in the park and encourage questions such as: “Do you like to eat … ?”
Or: Teacher and students share food from the kitchen and eat at the class site or in the park and encourage questions such as: “Do you like to eat … ?”