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Resources and services for Utah Higher Education faculty and students such as Canvas and collegEmedia.
Our goal is to educate, engage, and enrich the lives of Utah residents through just click for source programs and services.
Items can be donated by parents, bought from outlet or discount stores or websites, or donated by students.
Make sure items are clean and appropriate.
You may want to set guidelines.
According to Marzano Building Academic Vocabulary, ASCD, 2005games are one of the most underused instructional tools in education.
They help bags full of money keep concepts forefront in their thinking and capitalize on that information in situations outside of the classroom.
In Utah, second graders need to determine the value of five decoy slot bag 12 dakota totaling a dollar or less.
This lesson will help children understand pennies, nickels, dimes, quarters, and half dollars.
Understanding money and the use of it is a critical life skill for students.
However, money is one of the harder standards for second graders to grasp.
Hence, lots of practice using coins in various ways will help students understand the concept.
This lesson will use practice and assorted games to engage students' understanding and use of money within the scope of life activities.
Instructional Procedures Invitation to Learn Have about 50 assorted coins sitting on a table easily accessible to all students.
Ask them to file by the table and pick a coin.
When all students have picked a coin, ask students to identify their coin by silently walking to money bags slot machine standing near an enlarged cardstock coin attached to the walls in various areas of the classroom see section in Coin Samples, make a paper copy, cut coins apart, then make a cardstock copy at 200% and cut out.
When all students have moved to a coin location, ask students to look closely at their coin and assess if they have chosen correctly by matching their coin to the enlarged coin on the wall.
Ask students to look at both sides of the coin, as each side shows a different image.
Show pictures in the book to the students.
Encourage students to ask questions and explore the money concept.
Do not expect all children to contribute, and be sensitive to children's answers.
Ask children to describe the pictures and words on each coin.
Compare the relative size of each coin to the others.
Make several copies of the enlarged coins as needed so all students can get a closer look at them.
Students can be in groups for this part of the activity.
The page has three sets of coins which can be cut and used for three students.
Switch up the responses by having girls say a coin, then boys say the next one.
Or have one side of the room, then the other give the names, etc.
Do this more and more quickly until you have shown each coin about five times.
If they are wrong, they put the coin back into the bag.
The winner is the person with the most coins.
Repeat the game as often as needed to learn the names of the coins.
This game can be used as a math center activity.
Write this on the board using the word "cents" and the cent sign, ¢.
Repeat the game as often as needed to learn the values of the coins.
This game can be used as a math center activity.
Stop before the first set of blue pages labeled "How about a dollar?
Determine the price of each item with a label.
Items can be donated by parents, or students, bought from outlet or discount stores or websites.
Make sure items are clean and appropriate.
You may want to set guidelines.
Write the "profession" and "wage" on cardstock see Profession Cards and pass out to students, either by design or random drawing.
Students should not be given coins at this time.
You may have more than one of each job.
For higher ability students, have them create their own jobs and wages, getting approval from the teacher.
Use yarn to place "store clerk" and "banker" signs over the heads of the selected students.
Remember to rotate these two positions.
Other ways to differentiate this activity is by giving carefully planned "professions" and amounts of wages to each student.
Make sure the students can buy several items totaling a dollar or less, and that the prices of items are not the exact amounts of the wages.
After students select their treasures, have them count out their money to the store clerk.
The banker will witness the purchase of the treasures and silently count the value of the coins also.
Both banker and store clerk should count the money together when depositing it into the bank.
Expect students to include their feelings how they felt about their jobs.
Help students to understand there are many real jobs in the world that are not glamorous, yet are very necessary to keep our community functioning clean and safe.
Examples: trash collectors, snow removal drivers, plumbers, construction workers, road builders, city sanitation workers, street cleaners, etc.
As an extension, link could use these "titles" for the classroom "professions," adding job descriptions that would fit within the classroom frame.
Activity Connected to Lesson How Many Ways Can You Make that Amount?
Have students use their bags of coins to make the amount.
Let students share what coins they used to make the amount with a partner bags full of money group of students.
Then have students share with the class; write the various ways on the white board.
When you give a signal, all students should hold up their white boards.
Pick several students to share their method of making the specified amount of money.
What's in the Bag?
Each group should have a bag of coins.
Students should place the coins on their desks.
Taking turns, students should choose an amount of not mr no money bags with to place in the bag and give clues to the other student.
The other student will guess what coins are in the bag.
Do You Have Enough?
One person will be the store clerk, one person the "giver," and the others will be the "buyers.
Each buyer will choose an item to buy.
The giver will hand out from one to five coins to each of the buyers.
The buyers will have to decide if they have enough money to buy the item they chose or if they need more money.
If they need more money, how much more do they need?
Have students work the problem in their math journals.
Switch the jobs around until all students have been the store clerk and giver.
Make copies of the I Have Who Has Cards on cardstock and cut out.
Make enough sets for the number of student groups you create.
A student in each group will shuffle the cards and hand out equal amounts of cards.
If the cards do not divide equally, give one more to each student until there are no more to give out.
The person who has the smallest amount of cards goes first; if all students have equal amounts of cards, the person with a birthday in August goes first.
Students can make their own store by pasting the item pictures and the prices onto a large paper.
Each student or group of students should name their store and write the name at the top of the paper.
Students will use their bags of coins to buy items from each other's stores by paying with the correct coins.
Advanced learners can give receipts to their "customers.
Advanced learners can use larger amounts.
Students will receive coins and then spend coins at a classroom store periodically.
They could spend coins for "privileges" in the classroom also.
Students could use an accounting sheet similar to a checkbook register to keep track of their money.
When they have over a dollar in coins, students should "deposit" their money with the "Banker of the Week.
Students take turns rolling the die and pulling that many bags full of money out of the bag.
Students should exchange five pennies for a nickel as soon as they can, and then the nickel and five pennies or two nickels for a dime.
Each student is designated as a penny, nickel, dime or quarter.
The teacher names four hula hoops on the gym floor as a penny area, nickel area, etc.
A student rolls a large die.
Have that many penny students go to the penny area.
If they can exchange themselves five penny students for a nickel, the five penny students go back to the line or staging area and a nickel student goes to the nickel hula hoop.
Another student rolls the die.
Students keep making dollars until all the children have had a turn to move in various hula hoops.
Ask students to find how many different ways they can count the change.
Mint site, or Vicki Blackwell's site see Web Sites in this lesson.
These are excellent resources to find a wide variety of educational material.
Have students work with a family member on a variety of coin activities.
The important thing is for students to be adding coins together to make values a dollar or less.
See the Possible Extensions section for more practice ideas, including assessment ideas, with coins.
Group these students into small groups and provide extra support during a time when the rest of the class is working in centers or practicing with money at their seats.
The UTIPS website is a resource for sample questions.
You can go to the usmint.
It would work well to have students recreate the worksheet problems using the bags of coins.
Research shows that when students handle and manipulate items, assessments are more authentic.
Select a few items and have the students give you the correct coins to pay for them.
© Utah Education Bags full of money in partnership with the and.
UEN does not endorse and is not responsible for content on external websites linked to from this page.

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There have been numerous studies over the years into how mood bags full of money our productivity, and it seems that happy employees are also more industrious.
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Resources and services for Utah Higher Education faculty and students such as Canvas and collegEmedia.
Our goal is to educate, engage, and enrich the lives of Utah residents through broadcast programs and services.
Items can be donated by parents, bought from outlet or discount stores payday money websites, or donated by students.
Make sure items are clean and appropriate.
You may want to set guidelines.
According to Marzano Building Academic Vocabulary, ASCD, 2005games are one of the most underused instructional tools in education.
They help students keep concepts forefront in their thinking and capitalize on that information in situations outside of the classroom.
In Utah, second graders need to determine the value of five coins totaling a dollar or less.
This lesson will help children understand pennies, nickels, dimes, quarters, and half dollars.
Understanding money and the use of bags full of money is a critical life skill for students.
However, money is one of the harder standards for second graders to grasp.
Hence, lots of practice using coins in various ways will help students understand the concept.
This lesson will use practice and assorted games to engage students' understanding and use of money within the scope of life activities.
Instructional Procedures Invitation to Learn Have about 50 assorted coins sitting on a table easily accessible to all students.
Ask them to file by the table and pick a coin.
When all students have picked a coin, ask students to identify their coin by silently walking to and standing near an enlarged cardstock coin attached to the walls in various areas bags full of money the classroom see section in Coin Samples, make a paper copy, cut coins apart, then make a cardstock copy at 200% and cut out.
When all students have moved to a coin location, ask students to look closely at their coin and assess if they have chosen correctly by matching money emoji iphone bag coin to the enlarged coin on the wall.
Ask students to look at both sides of the coin, as each side shows a different image.
Show pictures in the book to the students.
Encourage students to ask questions and explore the money concept.
Do not expect all children to contribute, and be sensitive to children's answers.
Ask children to describe the pictures and words on each coin.
Compare the relative size of each coin to the others.
Make several copies of the enlarged coins as needed so all students can get a closer look at them.
Students can be in groups for this part of the activity.
The page has three sets of coins which can be cut and used for three students.
Switch up the responses by having girls say a coin, then boys say the next one.
Or have one side of the room, then the other give the names, etc.
Do this more and more quickly until you have shown each coin about five times.
If they are wrong, they put the coin back into the bag.
The winner is the person with the most coins.
Repeat the game as often as needed to learn the names of the coins.
This game can be used as a math center activity.
Write this on the board using the word "cents" and the cent sign, ¢.
Repeat the game as often as needed to learn the values of the coins.
This game can be used as a math center activity.
Stop before the first set of blue pages labeled "How about a dollar?
Determine the price of each item with a label.
Items can be donated by parents, or students, bought from outlet or discount stores or websites.
Make sure items are clean and appropriate.
You may want to set guidelines.
Write the "profession" and "wage" on cardstock see Profession Cards and pass out bags full of money students, either by design or random drawing.
Students should not be given coins at this time.
You may have more than one of each job.
For higher ability students, have them create their own jobs and wages, getting approval from the teacher.
Use yarn to place "store clerk" and "banker" signs over the heads of the selected students.
Remember to rotate these two positions.
Other ways to differentiate this activity is by giving carefully planned "professions" and amounts of wages to each student.
Make sure the students can buy several items totaling a dollar or less, and that the prices of items are not the exact amounts of the wages.
After students select their treasures, have them count out their money to the store clerk.
The banker will witness the purchase of the treasures and silently count the value of the coins also.
Both banker and store clerk should count the money together when depositing it into the bank.
Expect students to include their feelings how they felt about their jobs.
Help students to understand there are many real jobs in the world that are not money cakes, yet are very necessary to keep our community functioning clean and safe.
Examples: trash collectors, snow removal drivers, plumbers, construction workers, road builders, city sanitation workers, street cleaners, etc.
As an extension, you could use these "titles" for the classroom "professions," adding job descriptions that would fit within the classroom frame.
Activity Connected to Lesson How Many Ways Can You Make that Amount?
Have students use their bags of coins to make the amount.
Let students share what coins they used to make the amount with a partner or group of students.
Then have students share with the class; write the various ways on the white board.
When you give a signal, all students should hold up their white boards.
Pick several students to share their method of making the specified amount of money.
What's in the Bag?
Each group should have a bag of coins.
Students should place the coins on their desks.
Taking turns, students should choose an amount of money to place in the bag and give clues to the other student.
The other student will guess what coins are in the bag.
Do You Have Enough?
One person will be the store clerk, one person the "giver," and the others will be the "buyers.
Each buyer will choose an item to buy.
The giver will hand out from one to five coins to each of the buyers.
The buyers will have to decide if they have enough money to buy the item they chose or if they need more money.
If they need more money, how much more do they need?
Have students work the problem in their math journals.
Switch the jobs around until all students have been the store clerk and giver.
Make copies of the I Have Who Has Cards on cardstock and cut out.
Make enough sets for the number of student groups you create.
A student in each group will shuffle the cards and hand out equal amounts of cards.
If the cards do not divide equally, give one more to each student until there are no more to give out.
The person who has the smallest amount of cards goes first; if all students have equal amounts of cards, the person with a birthday in August goes first.
Students can make their own store by pasting the item pictures and the prices onto a large paper.
Each student or group of students should name their store and write the name at the top of the paper.
Students will use their bags of coins to buy items from each other's stores by paying with the correct coins.
Advanced learners can give receipts to their "customers.
Advanced learners can use larger amounts.
Students will receive coins and then spend coins at a classroom store periodically.
They could spend coins for "privileges" in the classroom also.
Students could use an accounting sheet similar to a checkbook register to keep track of their money.
When they have over a dollar in coins, students should "deposit" their money with the "Banker of the Week.
Students take turns rolling the die and pulling that many pennies out of the bag.
Students should exchange five pennies for a nickel as soon as they can, and then the nickel and five pennies or two nickels for a dime.
Each student is bags full of money as a penny, nickel, dime or quarter.
The teacher names four hula hoops on the gym floor as a penny area, nickel area, etc.
A student rolls a large die.
Have that many penny students go to the penny area.
If they can exchange themselves five penny students for a nickel, the five penny students go back to the line or staging area and a nickel student goes to the nickel hula hoop.
Another student rolls the die.
Students keep making dollars until all the children have had a turn to move in various hula hoops.
Ask students to find how many different ways they can count the change.
Mint site, or Vicki Blackwell's site see Web Sites in this lesson.
These are excellent resources to find a wide variety of educational apologise 6 slot duck decoy bag any />Have students work with a family member on a variety of coin activities.
The important thing is for students to be adding coins together to make values a dollar or less.
See the Possible Extensions section for more practice bags full of money, including assessment ideas, with coins.
Group these students into small groups and provide extra support during a time when the rest of the class is working in centers or practicing with money at their seats.
The UTIPS website is a resource for sample questions.
You can go to the usmint.
It would work well to have students recreate the worksheet problems using the bags of coins.
Research shows that when students handle and manipulate items, assessments are more authentic.
Select a few items and have the students give you the correct coins to pay for them.
© Utah Education Network in partnership with the and.
UEN does not endorse and is not responsible for content on external websites linked to from this page.

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Are Plastic Bag Bans Bags full of money />It was only about that plastic bags became standard at U.
This also made them standard in sewers, landfills, rivers and.
They clog drains and cause floods, litter landscapes and kill wildlife.
The national movement to get rid of them bags full of money gaining steam — with passing laws that ban or tax them since 2007.
But these bans may be hurting the environment more than helping it.
Taylor a study of bag regulations in California.
It's a classic tale of unintended consequences.
Before California banned plastic shopping bags statewide in late 2016, a wave of implemented the policy themselves.
Taylor and colleagues compared bag bags full of money in cities with bans with those without them.
For six months, they spent weekends in grocery stores tallying the types of bags people carried out she admits these weren't her wildest weekends.
She also analyzed these stores' sales data.
Taylor found these bag bans did what they were supposed to: People in the cities with the bans used fewer plastic bags, which led to about 40 million fewer pounds of plastic trash per year.
But people who used to reuse their shopping bags for other purposes, like picking up dog poop or lining trash bins, still needed bags.
This was particularly the case for small, 4-gallon bags, which saw a 120 percent increase in sales after bans went into effect.
Trash bags are thick and use more plastic than typical shopping bags.
On top of that, cities that banned plastic bags source a surge in the use of paper bags, which she estimates resulted in about 80 million pounds of extra paper trash per year.
Plastic haters, it's time to brace yourselves.
A of find that are actually worse for the environment.
They require cutting down and processing trees, which involves lots of water, toxic chemicals, fuel and heavy machinery.
While paper is biodegradable and avoids some of the problems of plastic, Taylor says, the huge increase of paper, together with the uptick in plastic trash bags, means banning plastic shopping bags increases greenhouse gas emissions.
That said, these bans do reduce nonbiodegradable litter.
Are tote bags killing us?
What about reusable cloth bags?
We know die-hard public radio fans love them!
They've got to be great, right?
They can be even worse.
A by the U.
The Danish government recently did that took into account environmental impacts beyond simply greenhouse gas emissions, including water use, damage to ecosystems and air pollution.
These factors make cloth bags even worse.
They estimate you would have bags full of money use an organic cotton bag 20,000 times more than a plastic grocery bag to make using it better for the environment.
That said, the Danish government's estimate doesn't take into account the effects of bags littering land and sea, where plastic is clearly the worst offender.
What should we do?
The most environment-friendly way to carry groceries is to use the same bag over and over again.
According to the Danish study, the best reusable ones are made from polyester or plastics like polypropylene.
Those still have to be used dozens and dozens of times to be greener than plastic grocery bags, which have for a single use.
As for bag policies, Taylor says a fee is smarter than a ban.
She has showing a small fee for bags is just as effective as a ban when it comes to encouraging use of reusable bags.
But a fee offers flexibility for people who money bag golden plastic bags for garbage disposal or dog walking.
Taylor believes the recent legislation passed in New York is a bad version of the policy.
It bans only plastic bags full of money and gives free rein to using paper ones to impose a 5-cent fee on them.
Taylor is concerned this will drive up paper use.
The best policy, Taylor says, imposes a fee on both paper and plastic bags and encourages reuse.
This bag research makes public radio's love for tote bags awkward, doesn't it?
It might be weird, though, if we started giving out plastic grocery bags.
Did you enjoy this newsletter?
Well, it looks even better in your inbox!
Embed Up First NPR's Up First is the news you need to start your day.
The biggest stories and ideas — from pity, mr no money bags what to pop culture — in 10 minutes.
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