Compensatory Skills

Money Folding Student: all of 7th and 8th Teacher: Maddie Martinez Date: March 12th 2014

Objectives Given a bill, Students will appropriately fold it according to the denomination assigned to it on 70% of opportunities presented to them. Given a folded bill, students will determine what bill it is based on the folding techniques of 70% of the opportunities presented to them. Given a stack of bills, students will present a determined amount of money using the folds to identify each bill. Materials Needed Bills (or pieces of paper to stand in for them) Envelops A wallet

Introduction of the Lesson Ive noticed from O&M trips that some of you are not very organized with you money. This is not good, because you need to be responsible for your belongings. Folding your money is a helpful way to be able to independently identify your money. That is- you wouldnt need to ask a cashier what bills you are paying with. Who has learned money folding before? Who actually folds their money now? Lets go ahead and get started with our lesson and we will talk a bit more about the importance of money folding. Presentation of Content 1. Go over the folding rules for each denomination Keep the $1 bill flat and unfolded. Fold the $5 bill in half crosswise (with the short ends together). Fold the $10 bill in half lengthwise (with the long sides together). Fold the $20 bill like a $10 bill lengthwise, and then in half again crosswise, like the $5 bill. (AFB.ORG) 2. Have each student practice while I read off the folding method needed (Guided practice)

3. Practice each bill in random order (Guided practice) 4. Quiz each student participating in how to fold each bill each way. 5. Hand students a folded bill and ask them to identify it. 6. Hand students an envelope full of money as then to tell me how much is in each envelope. Repeat 3X 7. Ask students to provide a certain dollar amount, and provide the appropriate bills to pay for an object. 8. Play review game! Students will be handed a bill. They will break into two teams. One player from each team will have to fold a bill. Whoever folds it quickly gets a point. If the other team folds it correctly, but not first they get half a point. No points are awarded to team who cannot fold it. 9. Talk about hanging money to a cashier, unfold them and hand them over nicely. 10. Review what we learned and talked about today. Tell students about available IPhone apps- but stress the importance of being independent and that means not always needing tech. Talk about pros and cons of phone apps. Practice and Feedback Practice and feedback will be provided during the lesson as I evaluate their bill folding. I will also be sure to watch as they fold bills during O&M trips. Feedback will be given as immediately and in either verbal or tactile means depending on the needs of the student. Immediate correction is important for this lesson so that the students do not get used to performing incorrect money folds.

Summary of the Lesson Today we learned about bill folding, and why it is so important to know how to do. We learned about organizing our bills, and we also learned about how to hand off a bill to a cashier. These skills are important as they allow you to be more independent in your finances, and they allow for you to be able to increase your responsibility. Data on bill folding: Given a bill, Students will appropriately fold it according to the denomination assigned to it on 70% of opportunities presented to them. p-physical prompt; v- verbal prompt, I- independent

Pre-instructional ability Jackson George Katie Carl Cam

$1

$5

$10

$20

$50

Yes No No Yes Yes

No No No No No

No No No No No

No No No No No

No No No No No

Student Jackson George Katie Carl Cam

1 v v v v v

2 v i i i i

3 i i i i v

4 v i i i i

5 v i i v i

6 i i i i i

7 i v v i v

8 i v i i i

9 i i i i i

10 i i i i i

Given a folded bill, students will determine what bill it is based on the folding techniques of 70% of the opportunities presented to them. Pre-instructional ability Jackson George Katie Carl Cam Yes Yes No Yes Yes Yes No No No No No No No No No No No No No No No No No No No $1 $5 $10 $20 $50

Student

2 i i i

3 i i i

4 i v v

5 v v v

6 i i i

7 i i i

8 i i i

9 i v i

10 v i v

Jackson v George Katie v v

Carl Cam

v i

v i

v i

v i

i i

i v

i v

v i

v i

i i

Given a stack of bills, students will present a determined amount of money using the folds to identify each bill. Pre-instructional ability Jackson George Katie Carl Cam 1st Attempt No No No No No

Student Jackson George Katie Carl Cam

1 v v v v i

2 v i i v v

3 i v v v v

4 i i i v i

5 i i i i i

6 i i i i i

7 i v i i i

8 i v v v i

9 v i i v v

10 v i i i i

Summary Students who are highlighted did not meet their objective. They will all be given additional practice in functional situations throughout the rest of the semester. Students responded best when the lesson was presented as a game, and I think I have noticed that most lessons go better if there is a competitive twist to it. They were eager to be the first one to fold the bill correctly, and had a lot of fun doing it. One of the student told me he learned bill folding years ago, but didn't use it cause his shopping partner or cashier would always tell him what bill he had. This opened up a great discussion about why this is not a good idea, and money responsibility. I had not thought to

even talk in detail about those matters, but the comment made it a natural topic progression. The students seemed a little more willing to use money folding when I told them about the increase of independence it gives, and we discussed how I dont want their visual impairment to make them more vulnerable for people to take advantage of them. If I were to do this lesson again, I would definitely add those topics to my lesson plan to stress the importance of money folding. Another student told me he loses money often because he does not use a wallet. This opened up conversation about how to best store money, and why wallets are important. The next day he brought his money in a wallet and promised he will start using it. As evident by the data taken prior to the lesson, all students showed improvement on bill folding and identification after the lesson. At the conclusion we talked about various IPhone and Android apps that help Identify money. I talked about the few that I was familiar with, and the students even introduced me to a new one. My students wanted to know why they needed to know money folding if they could just use their IPhone to help them. This is obviously a good way to identify money, but we talked about overdependence on assistive technology and the importance of knowing how to identify money without a phone. I stressed that using a phone might be time consuming and if their phone was dead that they would be out of luck. I wanted to include phone app discussion in my lesson plan because I knew it was going to come up and I wanted to be prepared with information. I will continue to take data on Cam as he is a graduating senior and as thus is responsible for bringing his money to Wal-Mart to buy groceries and teachers have made comments on his lack of money organizational skills. Data will be taken on if he meets the subsequent objective: Given a wallet and $25, Cam will have his money folded correctly and kept in his wallet prior to leaving for Wal-Mart on every opportunity.

Date Objective met:

3/18 Yes

3/24 No

3/31 Yes

3/7 Yes

The data indicates that on 3 out of 4 observations, Cam utilized money folding and kept his cash in his wallet.