![]() ![]() Then, the student circles the number of dollars needed to make the purchase. ![]() Like the cards above, each card has a product or app to buy with a price tag. How Many Dollars? Task Cards require the student to determine how many dollars are needed to make a purchase. You can find the same type of task cards in Next Dollar Up: App Edition. These are similar to looking at a sale flyer and or price tag in a store and determining if you have enough money in your pocket to afford it. The cards include combinations for $5 and $1 bills to a total of $9. In this set of task cards, students circle the price of something they can buy given the number of dollars. Task cards and worksheets are great tools for doing this. This helps to generalize the skills.įinally, I like students to practice and I am always looking for ways to build it into independent work to practice. I like them to practice actually counting out the bills, particularly at first.Īnd of course you can and should build it into any community-based instruction that you do, having students make purchases using the next dollar strategy. First, I build it into their instructional time by having them earn dollar bills and make purchases from a reinforcer store with prices on them. Tools for TeachingĪnd then, students need to practice. To see more about these teaching programs, check out this post. Then I use a step-by-step task analysis to teach each piece of it from counting, to counting one above to actually making the purchase. I like using these mini-books from my Interactive Next Dollar Instruction Megabundle. Like with many things, I start teaching it by introducing the concept through books or discussions of how it works. And for older students you can start that teaching by working on counting with $1 bills. ![]() In order to teach the Next Dollar Up Strategy, the student has to have 1-1 correspondence in counting. So, we shouldn’t hold our students to a higher standard than we have. We know we should and we have a general idea of what we should get back, but we don’t always count every penny. However, some of our students have 1-1 correspondence but difficulty understanding the denominations of coins, next dollar up allows him to still buy things independently.Īnd let’s face it…we don’t all count our change. And if the student can master this skill, then you should definitely teach it. Is teaching how to make change important? Of course it is. And let’s face it, even if they still need supervision, every thing that they can do independently is a huge win for their self-confidence. This means they can grocery shop, shop for clothes and other important tasks without supervision or with less supervision. I’ve had students in this situation who would have a meltdown at the cash register because they figured they had money but didn’t realize it wasn’t enough money. Have you ever had a student who has a meltdown when he can’t have something that he wants? Imagine that a student wants the newest X-Box game that costs $30, but he only has $25. So, if you want to buy something that has a price for 4.50, you give $5 and get back the change. You look at a price (say $1.50) and you give one more dollar than the number of dollars in the price (you give $2). It’s important that students have an understanding of money in order to avoid embarrassment and potential temper tantrums when they don’t have enough to buy what they want. ![]() I love to use it for students in life skills. The Next Dollar Up strategy is a great way to help students who are having trouble making change be able to make purchases independently. ![]()
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