Source: Wiggins, G., & McTighe, J. Understanding by Design.
Merrill Prentice Hall: 1998.
For further information about Backward Design refer to http://www.ubdexchange.org/
Title: What Can I Buy? Subject/Course: Mathematics Topic: Time Grade(s): MOID 68 Designer(s): Susan Kelly  
Stage 1 – Desired Results  
Established Goal(s) Grade 1 Mathematics QCC Standard: Names and identifies values of coins (penny, nickel, dime, quarter) and dollar bills.  
Understanding(s) Students will understand that... 1. Understand which coin to use to make a purchase 2. Understand when to use a dollar bill to make a purchase. 
Essential Question(s) 1. Which coin(s) will you use to purchase items that cost less than a dollar? 2. Which coin(s) or bills will you use to purchase items that cost more than a dollar? 3. How can you tell the difference between the four coins? 4. How can you tell the difference between the four bills ($1, $5, $10, $20)? Q 

Students will know... the value of the four coins and the four bills..
K 
Students will be able to... Identify the four coins and the four bills.. 
 
Stage 2 – Assessment Evidence 
 
Performance Task(s) Summary in G.R.A.S.P.S. form 1. Students will match coins and bills to price cards. 2. Students will match coins and bills to money flip cards and worksheets. 3. Students will count a designated amount of money out loud.
T  
Key Criteria: Verbal test, teacher observation of student's ability to identify the correct coin and bill when asked and when used to purchase items in the class store..  
Other Evidence Students will be asked randomly to select coins from their container.  
Stage 3 – Learning Plan 
Learning Activities Consider the W.H.E.R.E.T.O. elements.

Learning and practice activities will occur daily and/or weekly for 46 weeks culminating in the classroom store activity. Students may require oneonone assistance and multiple repetitions collectively and/or individually:
1. Ask the students what money is used for and where do you get it. Make a list of student answers to be reviewed later. 2. Have students complete a pretest to establish prior knowledge. The test will consist of a worksheet containing pictures of the four coins and bills with two answers below the picture for students to choose from. 3. Review the test, then review coins and bills using a large flip chart. This activity may be broken down into multiple activities focusing on one coin and one bill at a time depending on students' prior knowledge. 4. Give each student a set of coins and bills (penny, nickel, dime, quarter, $1, $5, $10, and $20.) Real coins from home are preferred over play money. Realistic "play" bills can be used. 5. Review the values of each coin and bill. Make sure students understand more than (greater than) values. 6. Ask students to place a named coin or bill in front of them. Discuss the characteristics of each coin and bill. 7. After the students consistently identify the correct coin or bill, have them sequence the coins and bills from left to right on their desks moving from the lowest value to the highest value. 8. Provide students with a worksheet that contains items for sale with price tags. Ask students to place the appropriate money by each item on the worksheet. 9. Have students help set up a store in the classroom with items that cost $1 or less. 10. Once the store is set up, allow the students to take turns shopping in the store with his/her money. Students may purchase an item when they can match the appropriate coins or bills to the item price tag. 11. Students will take turns as the cashier of the store. The cashier will count the money back to the purchaser. 12. Allow students to tell the class what they bought, how much it cost, which coins they used to make the purchase, and how much money they have left. 13. Pair students in twos for extra practice matching price tags with coins or bills. 14. Have the class play money bingo for fun (and for extra practice.) 