$hilling$

Recently, I've finished up my measuring unit with my kids and have moved on to money. I really wanted to make money more relevant to these kids because while they will use measuring at some point in their life, I think some of the kids had a difficult time making a personal connection with measuring lengths in their everyday life. Now, while most of these students struggle financially whether it be for their inability to pay school fees or to buy clothes, they are still exposed to money in multiple facets of their lives.

I started the whole unit by having students talk with a partner about how or when they have used money in their life. From the beginning, students will have already created a personal connection with the unit and will then be more interested and invested in learning. We compiled a class list which included going to the market, buying goods, transport, paying school fees, purchasing uniforms or school supplies, etc. The students were able to create a pretty long list of when they've used money and each instance appeared to be relevant to each student in the class.

The list of when students have used money

Since then, students have practiced how to add and subtract Ugandan shillings (the local currency). I made a large set of Ugandan shillings that I could use with the class. I would put various amounts using both coins and notes up on the board and students would then have to add or subtract the given amount using individual slates. This helped me to assess which students were able to identify and do the math correctly when dealing with shillings. Heather had done a money unit right when we arrived and she had already created little partner shilling sets. She gave them to me to use and they came in very handy especially for the visual learners. Students were also required to come up with various ways to get to a certain shilling amount. For example, if the amount was 300 shillings, they could say 100 sh. + 200 sh. or 100sh. + 100 sh. + 100 sh. By using the small shilling sets, students could visualize the money and find various combinations of money that could help them get to the desired amount. Students worked on word problems in contexts that were also relevant to their lives.

Using coins to make various combinations.

We also did various games and lesson introduction activities. Students would line up in two lines and I would say a shilling amount. Depending on whether we were working on addition or subtraction, students would either gather or remove the correct shilling amount before the students in the other line. I also read about an activity called “I Have... Who Has...” In this instance, one student starts and says what shilling amount they have that is written at the bottom. The other cards then have shilling amounts under the “I have” statement. However, the shilling amount under the “I have” statement is an image of shillings. Students would have to identify their amount correctly if they are to keep the game going.

Racing to see who can make the monetary amount first.

I also had students do some group work in this unit. I wrote out a price list of various items students would find in the market. Each group received word problems involving addition or subtraction of money. Students had to decide amongst each other what sort of math would be involved and then took turns writing while the others helped in doing the math. Each student would then have to write their name next to the problem in which they contributed. This helped me to get all of the students involved rather than having one or two students dominate the activity.

I also set up a "class store." I brought in actual containers or bags that the food found in local grocery stores are kept in. I put price tags on the items that reflected their true amounts. Students were given word problems that involved adding, subtracting, and multiplying the various prices to find out how much something costs or how much change they would receive. My intention was for students to be active in this lesson by getting up to find the prices on the items as though they are in an actual store. Students were also required to work with their partners in terms of finding prices and doing the math. Other questions students were be required to answer will included finding several different ways to pay for various items. Students were also given a shilling amount and had to decide what they could buy in the store for that particular amount of shillings.

A class store activity

If I have more time, I want to do some sort of activity that actually involves an exchange of money whether it's acting out story problems or going to the school canteen. I think having that actual physical exchange will help students to grasp the concept of money better.

So far students seemed to be very receptive to every math activity I give to them. I think the fact that the subject is relevant in their lives and that students are able to connect with it helps students to be more engaged in learning about money.