Money Math Games: Coin Recognition, Addition, and Subtraction
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Money Math Games: Coin Recognition, Addition, and Subtraction

Grade 2Math3 days
Second-grade students design a fun and engaging game to teach coin recognition, addition, and subtraction using Hong Kong currency. They identify coin values, add and subtract money accurately, and apply their knowledge to solve real-world problems. The project includes creating a reference guide for Hong Kong coins, solving money-related word problems, designing a game blueprint, building a game prototype, and presenting the final game to the class.
Coin RecognitionAdditionSubtractionGame DesignHong Kong CurrencyProblem-SolvingFinancial Literacy
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a fun and engaging game that teaches others to become money masters, using different coins and math skills to solve real-world problems?

Essential Questions

Supporting questions that break down major concepts.
  • How do we identify and differentiate between various coins and their values?
  • What strategies can we use to add and subtract money accurately?
  • How can we apply our knowledge of money to solve real-world problems?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to identify and differentiate between various coins and their values using Hong Kong currency
  • Students will be able to add and subtract money accurately.
  • Students will be able to apply knowledge of money to solve real-world problems.
  • Students will be able to design a game that effectively teaches coin recognition, addition, and subtraction.

Teacher Provided

Lesson 1
Primary
Recognise and use symbols for money, including local currencies and pounds and combine amounts to make a particular valueReason: Directly addresses coin recognition and combining values, essential for the game.
Lesson 2
Primary
To find different combinations of coins that equal the same amount of moneyReason: Focuses on finding different coin combinations, a key skill reinforced by the game.
Lesson 3
Primary
Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or appropriate monetary notationReason: Covers problem-solving with monetary notation, crucial for game-based challenges.

Entry Events

Events that will be used to introduce the project to students

Plan a Class Party

The class needs to plan a party, but they have a limited budget. Students research costs for snacks, decorations, and activities, then use addition and subtraction to create a party plan that stays within budget, presenting their plan to the class for a vote.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Money Problem Solver

Students solve word problems involving addition, subtraction, and simple multiplication related to money in real-world scenarios.

Steps

Here is some basic scaffolding to help students complete the activity.
1. The teacher presents a series of word problems related to buying items, making change, or sharing costs (e.g., "A candy bar costs $6.50. You pay with a $10 note. How much change do you receive?").
2. Students individually solve each word problem, showing their work and writing out the solution.
3. Students check their answers with a partner or in a small group.
4. The class discusses the different strategies used to solve the problems.

Final Product

What students will submit as the final product of the activityA portfolio of solved word problems demonstrating the application of addition, subtraction, and multiplication in monetary contexts.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Learning Goal 3: Students will be able to apply knowledge of money to solve real-world problems. Directly supports standard Lesson 3 by focusing on solving problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or appropriate monetary notation.
Activity 2

Game Creation & Playtest

Students build a prototype of their game and conduct playtests to refine the rules and gameplay.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Gather the materials listed in the game design blueprint.
2. Create a prototype of the game, including the game board, cards, and other components.
3. Playtest the game with classmates, observing how they interact with the game and identifying any problems or areas for improvement.
4. Take notes on the playtesting process and gather feedback from players.

Final Product

What students will submit as the final product of the activityA functional game prototype and a record of playtesting observations and feedback.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Learning Goal 4: Students will be able to design a game that effectively teaches coin recognition, addition, and subtraction. Reinforces standards from Lessons 1, 2, and 3 through the practical application of money skills in the game.
Activity 3

Final Game Presentation

Students present their final game to the class, demonstrating how it teaches money skills and incorporating feedback from playtesting.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Refine the game based on feedback from playtesting.
2. Prepare a brief presentation explaining the game's objective, rules, and how it teaches coin recognition, addition, and subtraction.
3. Present the game to the class, leading a demonstration of how to play.
4. Reflect on the game design process, discussing what they learned and what they would do differently next time.

Final Product

What students will submit as the final product of the activityA completed money math game and a presentation demonstrating its educational value.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Learning Goal 4: Students will be able to design a game that effectively teaches coin recognition, addition, and subtraction. Serves as a culminating activity that integrates all standards from Lessons 1, 2, and 3, showcasing the students' comprehensive understanding of money math.
Activity 4

Coin Identification Challenge

Students will create a reference guide to identify Hong Kong coins (dollars and cents), detailing their values and physical characteristics.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research and gather information about each Hong Kong coin (e.g., 10 cents, 20 cents, 50 cents, 1 dollar, 2 dollars, 5 dollars, 10 dollars).
2. For each coin, document its value in cents or dollars.
3. Describe the physical appearance of each coin, including its color, size, and any unique markings or images.
4. Create a visually appealing reference guide, either digital or physical, showcasing each coin with its value and description.

Final Product

What students will submit as the final product of the activityA comprehensive reference guide with images and descriptions of Hong Kong coins and their values.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Learning Goal 1: Students will be able to identify and differentiate between various coins and their values using Hong Kong currency. Directly supports standard Lesson 1 by focusing on recognizing and using symbols for money and combining amounts to make a particular value.
Activity 5

Combination Creation Station

Students practice making specific amounts of money using different combinations of Hong Kong coins.

Steps

Here is some basic scaffolding to help students complete the activity.
1. The teacher provides a target amount (e.g., $3.70).
2. Students work individually or in pairs to find at least three different combinations of coins that equal the target amount.
3. Students record each combination, listing the quantity of each coin used (e.g., 3 x $1 + 1 x $0.50 + 2 x $0.10).
4. Students present their combinations to the class, explaining their reasoning.

Final Product

What students will submit as the final product of the activityA detailed record of multiple coin combinations for various target amounts.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Learning Goal 2: Students will be able to add and subtract money accurately. Supports standard Lesson 2 by focusing on finding different combinations of coins that equal the same amount of money.
Activity 6

Game Design Blueprint

Students design the basic concept, rules, and materials for their money-based game.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm different game ideas that teach coin recognition, addition, and subtraction.
2. Choose one game idea to develop further.
3. Outline the game's objective, rules, and how players will use coins and math skills.
4. List the materials needed to create the game (e.g., game board, cards, dice, play money).

Final Product

What students will submit as the final product of the activityA detailed game design blueprint outlining the game's concept, rules, and materials.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Learning Goal 4: Students will be able to design a game that effectively teaches coin recognition, addition, and subtraction. It integrates standards from Lessons 1, 2, and 3 by requiring students to apply their knowledge of coin values, combinations, and problem-solving in the game design.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Money Math Game Design and Application Rubric

Category 1

Coin Identification & Value

Accuracy in identifying and understanding the value of Hong Kong coins.
Criterion 1

Coin Recognition

Ability to accurately identify and describe Hong Kong coins.

Exemplary
4 Points

Consistently and accurately identifies and describes all Hong Kong coins (dollars and cents) with detailed physical characteristics. Demonstrates thorough understanding of coin values and their relationships. Provides leadership in group activities.

Proficient
3 Points

Accurately identifies and describes most Hong Kong coins (dollars and cents), including their values. Shows a good understanding of coin values. Contributes effectively to group activities.

Developing
2 Points

Identifies some Hong Kong coins (dollars or cents) but may struggle with accurate descriptions or values. Demonstrates emerging understanding of coin values. Participates in group activities.

Beginning
1 Points

Struggles to identify and describe Hong Kong coins and their values. Shows limited understanding of coin values. Requires support in group activities.

Category 2

Mathematical Accuracy

Correctness in solving money-related problems and creating coin combinations.
Criterion 1

Problem Solving

Accuracy in solving word problems related to money and creating different coin combinations for a target amount.

Exemplary
4 Points

Consistently solves money-related word problems accurately and finds multiple creative and efficient coin combinations. Demonstrates sophisticated understanding and provides clear, logical explanations. Shows leadership in explaining strategies to others.

Proficient
3 Points

Solves money-related word problems accurately and finds several valid coin combinations. Demonstrates thorough understanding and provides clear explanations. Contributes effectively to discussions about problem-solving strategies.

Developing
2 Points

Solves some money-related word problems with occasional errors and finds a few coin combinations. Shows emerging understanding and provides basic explanations. Participates in discussions about problem-solving strategies.

Beginning
1 Points

Struggles to solve money-related word problems and finds very few coin combinations. Shows limited understanding and requires significant support. Requires encouragement to participate in discussions.

Category 3

Game Design & Mechanics

Effectiveness of the game design in teaching money skills.
Criterion 1

Game Design

Clarity of the game's objective, rules, and educational value in teaching money skills.

Exemplary
4 Points

The game's objective and rules are exceptionally clear, engaging, and effectively teach coin recognition, addition, and subtraction. Demonstrates innovative game mechanics and provides comprehensive explanation of the game's educational value. Leads in brainstorming and design refinements.

Proficient
3 Points

The game's objective and rules are clear, engaging, and effectively teach coin recognition, addition, and subtraction. Demonstrates effective game mechanics and provides clear explanation of the game's educational value. Contributes effectively to brainstorming and design refinements.

Developing
2 Points

The game's objective and rules are understandable but may lack clarity or engagement in teaching coin recognition, addition, and subtraction. Demonstrates basic game mechanics and provides a basic explanation of the game's educational value. Participates in brainstorming and design refinements.

Beginning
1 Points

The game's objective and rules are unclear or difficult to understand, and the game struggles to teach coin recognition, addition, and subtraction. Demonstrates limited game mechanics and provides insufficient explanation of the game's educational value. Requires support to participate in brainstorming and design refinements.

Criterion 2

Playtesting & Refinement

Incorporation of playtesting feedback to improve the game.

Exemplary
4 Points

Actively seeks and incorporates feedback from playtesting to make significant improvements to the game. Demonstrates exceptional critical thinking and problem-solving skills. Leads in analyzing and implementing feedback for optimal game design.

Proficient
3 Points

Incorporates feedback from playtesting to improve the game. Demonstrates effective critical thinking and problem-solving skills. Contributes effectively to analyzing and implementing feedback for improved game design.

Developing
2 Points

Attempts to incorporate feedback from playtesting but may struggle to make effective improvements to the game. Demonstrates basic critical thinking and problem-solving skills. Participates in analyzing and implementing feedback but may require guidance.

Beginning
1 Points

Shows limited incorporation of feedback from playtesting and struggles to improve the game. Demonstrates minimal critical thinking and problem-solving skills. Requires significant support to analyze and implement feedback.

Category 4

Presentation & Reflection

Clarity and insightfulness of the game presentation and reflection on the design process.
Criterion 1

Presentation Quality

Clarity and organization of the game presentation, including demonstration of gameplay.

Exemplary
4 Points

Delivers a clear, engaging, and well-organized presentation of the game, effectively demonstrating gameplay and highlighting its educational value. Speaks confidently and knowledgeably about the game. Shows leadership in engaging the audience and answering questions comprehensively.

Proficient
3 Points

Delivers a clear and organized presentation of the game, demonstrating gameplay and highlighting its educational value. Speaks confidently about the game. Contributes effectively to engaging the audience and answering questions.

Developing
2 Points

Delivers a presentation of the game but may lack clarity or organization in demonstrating gameplay or highlighting its educational value. Speaks somewhat confidently about the game. Participates in engaging the audience and answering questions but may require prompting.

Beginning
1 Points

Delivers a disorganized or unclear presentation of the game, struggling to demonstrate gameplay or highlight its educational value. Lacks confidence in speaking about the game. Requires significant support to engage the audience and answer questions.

Criterion 2

Reflection & Learning

Insightfulness and depth of reflection on the game design process, including what was learned and what could be improved.

Exemplary
4 Points

Provides a thoughtful and insightful reflection on the game design process, discussing key learnings, challenges, and areas for improvement with specific examples. Demonstrates metacognitive awareness and provides innovative ideas for future iterations. Leads in generating thoughtful discussion about the design process.

Proficient
3 Points

Provides a thoughtful reflection on the game design process, discussing key learnings, challenges, and areas for improvement. Demonstrates metacognitive awareness. Contributes effectively to discussions about the design process.

Developing
2 Points

Provides a basic reflection on the game design process, identifying some learnings, challenges, and areas for improvement. Demonstrates emerging metacognitive awareness. Participates in discussions about the design process but may require prompting.

Beginning
1 Points

Provides a limited reflection on the game design process, struggling to identify learnings, challenges, or areas for improvement. Demonstrates minimal metacognitive awareness. Requires significant support to participate in discussions about the design process.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What was the most challenging aspect of designing your money math game, and how did you overcome it?

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Question 2

How did playtesting and feedback from your classmates help you improve your game? Give specific examples.

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Question 3

What is the most important thing you learned about money and math while working on this project?

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Question 4

If you could change one thing about your game design or presentation, what would it be and why?

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Question 5

On a scale of 1 to 5, with 1 being 'not at all' and 5 being 'extremely well,' how well do you think your game teaches coin recognition, addition, and subtraction?

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