Real Money in the Classroom A
by Heather Taylor
very authentic study of money arose during a study of restaurants in my five- to eight-year-olds’ classroom. The idea for creating a unified study of restaurants
came out of observing the heightened interest in the fantasy area of our classroom when it included cooking, waiting on tables, and ringing up the cash register. Over time, this became a yearlong study for the primary group at Neighborhood Schoolhouse in Brattle- boro, Vermont. It incorporated the arts, language, math, science, and physical education, as well as forged ties with families and the community. For more about the Kids’ Café, see the Synergy Archives.
At the Grocery
Many ingredients for our culminating meal were donated by families or businesses, but some had to be bought. We took several trips to the food coop with the help of parent volunteers so that each student had a turn to shop as part of a small, mixed-age group. Younger students got to do the work of matching words on the shopping list to words on products. Older students weighed produce and multiplied the cost per pound. Two of the older students were charged with using a calculator to keep a running tally of the esti- mated cost so we could stay within our budget. Back at school we checked the receipts to make sure all of our purchases were
accounted for and we worked together to see whether we got the correct change. Often this type of exercise is provided in math texts or programs; the difference here is that the reason we were talking about whether $91.42 from $100.00 equals $8.58 is because we were checking on something that really happened and had meaning for us. Creating an equation together also modeled for students that operations in math are connected to actual situations. Later, this practice will help to establish that mathematical operations have purpose and are not separated from life. Another interaction with money came from the sale of tickets to attend the restau-
rant evening. More conversations about finances, economics, and resources arose as we decided what to do with the leftovers from our meal. For instance, why are there people in our community who do not have enough food? Why do some companies put any extra money back into their own business and others give it away? In the end, the class decided to contribute extra money to the scholarship fund of the school. With the help of volun- teers, small groups of children brought the food to the shelters and met the organizers and some of the recipients there.
Support for Practice and Independent Investigations
Play paper money and real coins filled the register in the fantasy area. We also provided materials at the art table to do coin rubbings and use stamps of coins and dollars. In math, I led discrete lessons. Many students chose to use worksheets independently during free time and enjoyed checking their work against an answer key. Students developed a good basic understanding of how to use money for everyday
exchanges. The acquisition of skills, practice, and application of those skills were imbed- ded in concrete experiences that led to making bigger connections as they progressed through school. !
Before becoming the editor ofConnect, Heather Taylor taught elementary school in Brattleboro, Vermont. ©SYNERGY LEARNING • 800-769-6199 • JANUARY/FEBRUARY 2012 Connect • PAGE 15
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