Day 5

Grade:
3rd grade
Subject:
Social Studies and Math
Lesson Topic:
Currency and Fashion in Spain
Learning Outcomes:
1. Students will apply the value of currency in the United States to the value of
currency in Spain.
2. Students will research and explore the fashion in Spain and present their
information to the class.
Standards:
CC.2.1.3.B.1 Apply place value understanding and properties of operations to perform
multi-digit arithmetic.
CC.2.1.4.B.2 Use place value understanding and properties of operations to perform
multi-digit arithmetic.
6.2.3.D Define price and how prices vary for products.
6.2.3.G Identify characteristics of the local economy.
8.4.3.C Compare and contrast selected world cultures.
9.2.3.D Analyze a work of art from its historical and cultural perspective.
NCSS Themes: Production, Distribution, and Consumption; Individuals, Groups, and
Institutions; Power, Authority, and Government; Civic Ideals and Practices
Anticipatory Set:
An area of the classroom will be set up like a market. There will be various items such as
foods, jewelry, and clothing. Students will be instructed to borrow anything they want
from the market and bring it back to their desk.
Procedures:
1. Students will discuss at their tables what item they borrowed from the market and
how much the item costs. Was the cost somewhat similar to the cost of the item in
the United States? Was it significantly more money or significantly less?
2. Teacher will explain to students that the items are priced in Euros and have a fake
Euro to pass around the class, the currency used in Spain. Students will be given
the conversion (1 Euro= 1.12 US Dollars). Teacher will also explain that before

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the Euro, Spain used the Peseta. There will also be a fake peseta to pass around
the class.
Students will have to work in their groups to round the US Dollar to the nearest
tens place. After sharing all of their answers (should have the answer of $1.10),
the groups will then work with each other to answer this question: If one Euro is
equal to 1.10 US Dollars, how much would it cost your group to purchase the
items at your table in the United States?
The groups will follow the same steps to arrive at their answers that will be
provided for them on the board:
Add all of the Euros together from each item at their table to find the total cost
of the items.
Each group will be handed a calculator. Enter the total cost of the groups
items into the calculator. Hit the multiplication key, and multiply the total cost
of the items by 1.10.
Each group will share their work with the rest of the class. Students will answer
the following question on a sheet of paper as a group to hand in to the Teacher:
Do you think you could buy more goods at the store with 5 Euros or 5 US
Dollars and why?
When the group hands in their response, they will be handed a slip with the name
of an article of clothing with a link to a website and an iPad.
Students will research the article of clothing and answer the following questions:
Did the clothing have a cultural significance? If so, what?
Explain one fact you found interesting or surprising about the clothing.
In what years or eras was the clothing worn in Spain?
Each group of students will introduce the article of clothing to the class and
explain the three questions they answered.

Differentiation:
I grouped my class by tables because I wanted to ensure my students strengths in
math were varied throughout each group.
For visual learners, I provided websites with pictures to accompany the clothing. I
also provided a Euro for students to get a mental image of what a Euro looks like.
For auditory learners, the presentations are all presented orally about the
information found by the class for both the traditional clothing and Euro to US
Dollar conversions.
For kinesthetic learners, the market will be an authentic way to engage my
students. Giving the presentations and searching through the websites will also
meet the needs of my kinesthetic learners.

Closure:

I will ask two or three people to volunteer to share with the class something new they
learned today.
Assessment:
1. I will use the groups sharing of their conversion from Euros to US Dollars to
assess their knowledge of the value of a Euro.
2. I will use the groups response they handed into me to assess their understanding
of the US Dollar has more value than the Euro.
3. I will use the groups presentation to the class about the clothing to assess their
knowledge of the cultural clothing of Spain.
Materials:
Fake Food
o An orange
o Box of pasta
o Bag of Rice
o Water Bottle
o Box of Granola Bars
o Pack of Gum
Fake Jewelry/Accessories
o Dress-up Earrings
o Dress-up Necklace
o Dress-up Ring
o Hair clip
o Bag
o Old Cell Phone
o Wallet
Clothing (My own)
o T-Shirt
o Flip Flops
o Pants
o Hat
o Sweatshirt
o Heels
Calculator
Paper
Pencil
iPad
Slip with article of clothing and website
Slip for groups to hand into me
Technology:
Students will use the iPad to research traditional Spanish clothing.

Fashion:
o Suites of lights (traje de luces)http://www.donquijote.org/culture/spain/society/customs/spanish-clothing
o The Mantilla- http://www.eyeonspain.com/blogs/luislopezcortijo/12336/TheMantilla-a-very-Spanish-tradition.aspx
o Gilet- http://spanish-culture4.webnode.com/news/gilet1/
o Farthingalehttp://www.fashionencyclopedia.com/fashion_costume_culture/EuropeanCulture-16th-Century/Farthingales.html