User:Nypsyap

LESSON/ UNIT PLANNING WITH MULTIPLE INTELLIGENCES

Lesson/ Unit Title :	Money

Lesson/ Unit Objective(s) :

1.	To subtract money in compound units by subtracting from a dollar

2.	To subtract money in compound units by subtracting dollars and then cents

Anticipated Learner Outcome(s) :	At the end of the lesson, the pupils are able to subtract money in compound units

Classroom Resources or Materials :

•	School DNA

•	Paper money

•	Newspaper ads

Duration	: 4X30 min

LEARNING ACTIVITIES:

Linguistic:

Using the appropriate language used in buying and selling

Mathematical-Logical:

Using mental strategies e.g., number bonds, adding on, in the activity “Grocery shopping”

Visual-Spatial:

Powerpoint slides (SchDNA) on subtraction strategies involving money

Bodily-Kinesthetic:

•	handling of money

•	moving in orderly manner, e.g., queueing up behind other ‘customers’, during activity

Musical:

Pupils add tune to given lyrics of a song on saving money

Interpersonal:

Activity-‘Shopping for groceries’

Intrapersonal:

Write a reflection of the activity and reasons why they “bought’ certain items

Naturalist:

Compare prices of organic and inorganic food items. Why the difference? Teacher may use info from the internet to bring this to pupils’ awareness

Lesson/Unit Sequence:

Introduction: (10 mins)

1.	Teacher uses the SchDNA to introduce the usual method of subtraction ie., the paper-pencil method of renaming

Development: (2x30 mins)

(in this section, the teacher is introducing the mental math strategies of subtraction)

2.	Teacher to introduce 1st mental math strategy-subtract with a dollar. Using this example: $15.60-80, teacher leads pupils to see that there isn’t enough cents to subtract 80 cents. Hence we use a dollar from $15.60, ie, a dollar to take away 80 and we have 20. Finally, we have $14.60 and 20 which is $14.80.

3.	Teacher to introduce 2ndt mental math strategy-subtract with dollars and then cents. Example, $15.60-$4.80. We subtract $4 from $15, then the cents. Pupils will realize this is not possible and that they have to go back to strategy one. Teacher repeats method one. The final answer is $10.80.

4.	At this juncture, teacher pauses and poses this question, ‘Are there other ways to work out this sum mentally?” Pupils will go into their groups of 4 to list down the thought processes used in working out the problem. Pupils spend about15 mins to do this activity.

Assessment Procedures: