Sophia+Williams

Sophia Williams Bibliographies – Signature Assignment ECS 418 – Margo Dahlstorm March 3, 2015
 * Children’s Non-Fiction – **
 * 1) 1. //Cash, Credit Cards, or Checks // : A Book About Payment Methods by Nancy Loewen

In //Cash, Credit Cards, or Checks//, a father takes his two children on a shopping trip for school supplies. He uses this opportunity to but give them a lesson on the logistical aspects of transactions using money, from using checks and debit cards to national and store credit cards. This book also shows readers how to be smart about shopping choices, getting the items we all want and need, but also encouraging us to make sure to save up for these purchases and being able to recognize bargains when we do shop. A small pig can be seen throughout the illustrations of the book; this pig contains helpful facts and vocabulary that directly correspond with the story. These excerpts include the definition of ATM and PIN number, tips for writing a check, and tips about store discounts. This book will gain the interest of children because it teaches them not only the importance of handling cash (which they are mostly exposed to), but also checks and credit cards. Nowadays, it is actually less common to carry cash than it used to be so it is important for children to understand the other methods of payment.

 While this book is a fun read aloud for children to promote their Language and Literacy, it also is a prime example of an economic lesson for Social Studies. The teacher can create a class-store and give each student a given amount of money in their bank account. The students will also be given credit/debit cards, checks, and cash. They will be able to choose the method of payment of their liking for making purchases. For Kindergarten and Preschool, practicing on writing a check will help improve their writing for Language and Literacy. Students can also learn to sign their name on their receipts if they use their “credit card”. Students can also practice addition for Math by adding up all of their items and determining if they have enough money in their bank account to cover the costs. Loewen, N., & Fitzgerald, B. (2005). //Cash, Credit Cards, or Checks: A Book About Payment Methods//. Minneapolis, MN: Picture Window Books.

In //If You Made a Million//, Marvelosissimo the Mathematician, shows readers not only different ways to earn money, but also the value of investing and saving money. This informational book teaches, in a humorous and exciting way, the relationships between not only accomplishing tasks and earning money, but also saving and spending, interest, and writing checks. The book goes through several examples of how much money is worth in different denominations of the same amount; for example, it talks about a single penny, to how a nickel equals 5 pennies, a dime equals 2 nickels and then goes on from there all the way to a million dollars. //If You Made a Million// also talks about what favorable items you are able to buy with a penny, nickel, dime, quarter, and so on. It is presenting money, a very complex concept, in terms that correspond directly to how children think. The illustrator, Steven Kellogg used colored pencil and watercolor that make the artful colorful and bright to gain children’s attention.
 * 1) 2. //If You Made A Million // by David M. Schwartz NON FICTION

Sophisticated mathematical and financial concepts are difficult to teach to young children, yet most are fascinated by money. The author has succeeded in presenting money in terms that correspond to how children think. The illustrator’s fun, bright ink and watercolor drawings will compound reader interest while consistently reinforcing and expanding the idea of money. A note written by the author written in the back recaps the facts, including a history of money and banking, checks, loans, income tax, and the volume of money vs. its value.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">While money corresponds with economics with corresponds with Social Studies, this would also work as a great math lesson. A teacher can have kids pick a dollar amount maybe below $1 and come up with all of the different combinations of coins that they could use to reach that amount. However, since this book was published in 1989, it is a little outdated (typical interest on a savings account and checking account fees, etc.). When simulating a lesson on this, the numbers would have to be changed to the current rates to make it relatable to children.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Schwartz, D. M., & Kellogg, S. (1989). //If You Made A Million//. New York: Lothrop, Lee & Shepard Books


 * 1) <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. //<span style="font-family: Arial,sans-serif; font-size: 12pt;">Making Cents: The Nuts and Bolts of Money and A Whole Lot More //<span style="font-family: Arial,sans-serif; font-size: 12pt;">! By: Elizabeth Keeler Robinson

//<span style="font-family: Arial,sans-serif; font-size: 12pt;">Making Cents: The Nuts and Bolts of Money and A Whole Lot More! //<span style="font-family: Arial,sans-serif; font-size: 12pt;">Is about a group of inventive, responsible kids who are saving up their pennies, nickels, dimes, quarters, and paper bills of different denominations in order to purchase supplies for a fun and exciting new project for them and their friends. Throughout the book, the kids describe to the reader the monetary value of different coins and bills (such as a penny is one cent, a nickel is five pennies, a dollar is 100 pennies and so forth). The reader will also be able to discover some interesting facts about the physical appearance of the currency, and examples of items of increasing value that can be purchased with the money they earn. The joyful illustrations as well as the direct and easy-to-understand text will appeal to children who otherwise may not be interested in math and/or economics. The valuable facts and vibrant presentation in //Making Cents// can easily empower children to learn more about money while their first steps toward gaining financial knowledge and stability.

//<span style="font-family: Arial,sans-serif; font-size: 12pt;">Making Cents //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> integrates Mathematics and Social Studies both into one fun book for children. For a lesson on Social Studies, students can be asked questions such as: What can a penny buy? What does a penny look like? What is the smallest silver coin? Who is on the hundred dollar bill? This lesson could also take a turn and the teacher can incorporate different currencies. Students can learn the valuable information of: How many Pesos is one U.S. Dollar? How many U.S Dollars are twenty Mexican Pesos? The differentiation of currency can also hand-in-hand correlate with Mathematics. For the higher grades and more advanced students, teachers can ask, “What formula can we create to interchange U.S Dollars and Mexican Pesos?” For the lower grade students, teacher can ask Mathematical questions that include, “How many nickels make up a quarter? How many quarters make a dollar? How many dimes make a dollar?”

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Robinson, E. K., & McMahon, B. (2008). //Making Cents//. Berkeley, CA: Tricycle Press.


 * 1) <span style="font-family: Arial,sans-serif; font-size: 12pt;">4. //<span style="font-family: Arial,sans-serif; font-size: 12pt;">Money Madness //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> by David A. Adler

<span style="font-family: Arial,sans-serif; font-size: 12pt;">In //Money Madness,// the author explains why money exists. He starts by having the reader imagine life without money. He then begins to explain what trading and bartering are, along with the early existence of money. He shows children through examples how it would be difficult to barter and trade, because the trades would not always be fair. The author also shows children the many different forms of money before it became what it is today. He describes to readers that “at one time cows, sheep, camels, rocks, feathers, salt, dried fish, fishhooks, animal skins, and strings made of beads made from clamshells were all used as money.” Then he uses real images of metal money to introduce to students the concept of money as a metal, and how it eventually developed into the coins we have today, and finally into bills as well. He addresses the importance of the value of money and talks nor only about bills, but also about checks, credit cards and digital money. He does write that people today do different things, however, it is not simply put how this brings them money.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">This book can be integrated into 3 different content areas: Mathematics, Social Studies, and even Language Arts. For Mathematics, students can create a large classroom chart that shows the changes in prices of frequently used items and food over a period of time—maybe a month or two. They can use grocery store ads, supermarket flyers, newspaper ads, or observe and possibly photograph prices when they go shopping with their parents. The daily or weekly prices can be entered on a classroom chart showing the items, dates, and changes in price. For Social Studies, students can study the biographical information of the people who are on the money. The back of the book shows the pictures of seven noted U.S. leaders who are shown on U.S. bills from $1 to $100. Students can learn to use a variety of resources including encyclopedias, library books, or online resources to find out more information about these men and why they were important. For Language Arts, students can design a personal, unique dollar bill showing a picture of someone who is important to them and why. They can then either write a paragraph telling what their portrait and unique symbols mean, or they can orally present that information to the whole class.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Adler, D. A., & Miller, E. (2009). Money Madness. New York: Holiday House. //<span style="font-family: Arial,sans-serif; font-size: 12pt;">That Costs Two Shells: The History of Money //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> is about a young boy named Scott who attends an after-school program. During this after school program, Mrs. Gates and Mr. Willer explain to Scott the meaning of the word “currency”. They tell him that currency began years and years ago with trading one set of goods for another. They begin to trace the history of money, all the way from what actual items were traded most often - to how Asian countries started using cowrie shells as a form of exchange or currency. Scott gets to see replicas of coins that would have been used in Ancient Greece, Italy and Europe. Mr. Willer describes to Scott how money is frequently changing. This change can be anywhere from the actual paper money into today's society, to electronic money transfers, to using direct deposits, and credit cards. At the end of the book, the author provides specific information about what can be visual characteristics can be found on U.S. currency. She also includes fun facts throughout the pages, and a glossary for key terms. This book is full of information and facts and would be a valuable and beneficial resource in introducing money and currency in math classes. This book is also a fun and interactive nonfiction narrative for reading classes.
 * 1) <span style="font-family: Arial,sans-serif; font-size: 12pt;">5. //<span style="font-family: Arial,sans-serif; font-size: 12pt;">That Costs Two Shells: The History of Money //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> by Nancy Loswen

<span style="font-family: Arial,sans-serif; font-size: 12pt;">This is a great book to introduce the history of money, trade/barter for a Social Studies unit. Students can participate in a trading activity within the classroom where the teacher introduces and implements a simple snack trade. Teachers could use this book as the history and allow them bring something from home that they no longer want to have (books, games, stuffed animals, trinkets, etc.). With this, they will be able to trade classroom money as well as other items to get what they would like. This will also incorporate Mathematics because students will have to determine what items are more than others, count their money, and determine value. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Loewen, N., & Jensen, B. (2006). //That Costs Two shells: The History of Money//. Minneapolis, MN: Picture Window Books.

//<span style="font-family: Arial,sans-serif; font-size: 12pt;">Follow the Money! //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> is an ingenious and intriguing way to look at money and where it has traveled, where it is now, and where it has traveled before. The reader follows a quarter as it gets minted, sent to a bank, then travels throughout a city (from a grocery store to a parking meter to a garden center) and finally back to the bank again. Readers are able to figure out page numbers by the amount of money shown on the bottom of the page (for example, page 25 is a quarter for “25 cents”). There is minimal text in this book, meaning most of the story is told through images. However, there are several thought bubbles that keep the story flowing and easy to understand. The illustrator uses photographs of money for the art and illustrations in the book.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Children’s Fiction - **
 * 1) //<span style="font-family: Arial,sans-serif; font-size: 12pt;">6. // //<span style="font-family: Arial,sans-serif; font-size: 12pt;">Follow the Money! //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> by Loreen Leedy

<span style="font-family: Arial,sans-serif; font-size: 12pt;">This book could be used to integrate both Social Studies and Mathematics. Social Studies can be used to determine the history of the bills and coins in U.S currency. Students can also learn about whose pictures are on the money and why they were important enough to be on money. Mathematics can be used by determining the amount of U.S. bills and coins. Money can help enhance the learning of simple addition, subtraction, and multiplication problems. It is common for teachers to use money for addition, but it is also perfect for multiplication and division. If students know that a nickel is 5 cents, a quarter is 25 cents, and 5 nickels equal a quarter – then they know that 25 divided by 5 equals 5.



<span style="font-family: Arial,sans-serif; font-size: 12pt;">Leedy, L. (2002). Follow the Money! New York: Holiday House.

//<span style="font-family: Arial,sans-serif; font-size: 12pt;">In Business with Mallory //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> is about nine year old girl name Mallory. Mallory wants to start her own business to with her friend Mary-Ann so that they can make some extra money. Mallory begins to become obsessive about starting the business because she wants to buy “the perfect purse”. Mallory wants to get the purse because she feels that everyone else has it. She attempted to sell oranges, her joke books and a bunch of other odd items she could find. Mallory then asks her best friend for some ideas because she is running out of options. Mary-Ann and Mallory decided to open up a salon together. They decided that together they can make t-shirts to sell as well as style hair and make-up. Once Mallory makes enough money for the perfect purse, she finally gets to buy it. However, she then realizes that it was not as great as everyone says it was. She starts to regret becoming overly obsessive and controlling about the business she made because she was losing her best friend. Mallory realizes the business consumed her and she was not really hanging out with Mary-Ann anymore. Mallory also realizes she completely forgot her brother’s birthday and forgot to buy him a gift. Mallory becomes unhappy and guilty with herself because ends up hating the purse she put all of her time into buying.
 * 1) <span style="font-family: Arial,sans-serif; font-size: 12pt;">7. //<span style="font-family: Arial,sans-serif; font-size: 12pt;">In Business with Mallory //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> by Laurie Friedman JUVINELLE FICTION

<span style="font-family: Arial,sans-serif; font-size: 12pt;">This book could easily be integrated into the Social Studies curriculum as well as the Language Arts curriculum. Since this book is a chapter book, it would need to be read to the students over a longer period of time. A teacher could probably read this entire book to students in about a week-2 weeks depending on how much time a day was spent reading it. Students could complete small activities throughout reading the book. A Social Studies activity could be students creating their own business and determining what prices they would charge people for their services. They could learn in depth amount small businesses and learn what qualities make a small business earn income and last longer. In the book, Mallory writes a letter to Mary-Ann explaining how she wants to open up a business. Students could write letters to other students and family members about their business they are creating and persuade them to come to their business.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Friedman, L. B., & Pollak, B. (2006). //In Business with Mallory//. Minneapolis, MN: Carolrhoda Books. //<span style="font-family: Arial,sans-serif; font-size: 12pt;">In Just Saving My Money, //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> Little Critter needs a new skateboard and his dad explains to him that it costs money to get a new one. They look into Little Critter's savings and discover that he does not have enough, so Little Critter wants to earn more money. He creates a list of chores that he can do, it ends up being harder than it seems. He ends up spilling the dog food and dropping dishes upon taking them out of the dishwasher. He also earns money by cleaning his room and selling lemonade. His dad takes him to the bank where Little Critter opens his first savings account. He put his coins into a coin counter and then makes his deposit into his savings account. He does not have enough money so he continues to do chores and keeps adding the money he earns into his savings account. Finally, he earns enough to go to the store to buy a new skateboard, but when he gets to the store, he realizes a valuable lesson about saving your money to buy something you want. This book is a perfect way for emerging, independent readers to begin to learn about saving money.
 * 1) <span style="font-family: Arial,sans-serif; font-size: 12pt;">8. //<span style="font-family: Arial,sans-serif; font-size: 12pt;">Just Saving My Money //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> by Mercer Mayer

<span style="font-family: Arial,sans-serif; font-size: 12pt;">This book about the Social Studies topic of money, could also integrate Mathematics. A fun activity for a teacher to incorporate this book in the classroom is to create a classroom economy. Students will learn how a basic economy works, the value of money, and where it comes from. Teachers can also implement “chores” for students to do around the classroom if they want to earn extra money. These “chores” could include sharpening pencils, passion out papers, cleaning the whiteboard, etc. At the end of each quarter, the teacher can create a store where the students get to use their money they earned to purchase items they want. Here, incorporating Mathematics will be used to determine whether the students have enough money to buy the item they want, how much more they need, or how much they will have after the purchase.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Mayer, M. (2010). Just Saving My Money. New York, NY: Harper.

//<span style="font-family: Arial,sans-serif; font-size: 12pt;">The Lunch Line //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> is a short story about a girl named Kim buying her lunch at school for the first time. However, she does not start the say realizing she is going to have to buy her lunch. Right before lunch time, Kim realizes she forgot her lunch on the bus and it going to have to buy her lunch. She digs in her pockets on only finds some lose change. She goes through the lunch line and tries to figure out her best option for lunch with her limited amount of money. She walks around and asks her friends what she can get for her money and sadly they are not very helpful. Kim meets a friend and they realize if they put their money together and share their food, they can get a wider variety of food.
 * 1) <span style="font-family: Arial,sans-serif; font-size: 12pt;">9. //<span style="font-family: Arial,sans-serif; font-size: 12pt;">The Lunch Line //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> by Karen Berman Nagel

<span style="font-family: Arial,sans-serif; font-size: 12pt;">This book integrates the Economic lesson of money, Mathematics, and even Social Skills. Students can do additional lesson with this book where they learn the value and individuality of all the U.S coins. They can use Mathematical skills to add up their money to see what their total is and what they can buy with it. While this skill can be practiced and used within the classroom, it is an important life skill for all children to learn. Throughout their entire lives, they will need to be able to budget their money and understand how much they have. Social Skills can also be integrated into a lesson about this book because students can team work and work in partnerships and groups to add up all their money. They will need to have the skills to communicate what they might want to buy together and how they might be able to share it and take turns.



<span style="font-family: Arial,sans-serif; font-size: 12pt;">Nagel, K. B., Zimmerman, J., & Burns, M. (1996). The Lunch Line. New York: Scholastic.

//<span style="font-family: Arial,sans-serif; font-size: 12pt;">Money, Money Honey Bunny //<span style="font-family: Arial,sans-serif; font-size: 12pt;">is about Honey Bunny, who loves to go shopping and spend money. What girl doesn’t? However, Honey Bunny is a special kind of bunny – not only does she enjoy shopping for herself, she enjoys shopping for all of her friends and family! No one is more generous than Honey Bunny. After gathering a significant amount of cash in her piggy bank, she goes on a huge shopping spree. While she starts off with buying a few items for herself, she then begins acquiring gifts for her friends and family. She purchases a chair for the bear, a trunk for the skunk, and “…what luck for the duck! She spent a buck and got a truck!” After spending money on gifts for her friends and family, Honey Bunny still has money left over to save.
 * 1) <span style="font-family: Arial,sans-serif; font-size: 12pt;">10. //Money, Money, Honey Bunny// by Marilyn Sadler

//<span style="font-family: Arial,sans-serif; font-size: 12pt;">Money, Money Honey Bunny //<span style="font-family: Arial,sans-serif; font-size: 12pt;">integrates not only Social Studies and Mathematics, but also plays an important role in Language Arts as well as Social Skills! For Social Studies, teachers can focus on teaching the students some key vocabulary terms with economics such as goods, services, spending, and saving. Once these key terms are learned, students can have a classroom economy with their teacher where they have the opportunity to live and use these vocabulary terms. This simulation with enhance comprehension of these vocabulary terms. Mathematics can also be integrated by having students write up “wish lists” of what themselves as well as their friends and families would like one day and add up the cost of all those items and determine how much they would need to save to purchase all those items. For Language Arts, teachers can emphasize the rhyming patterns within the story. Students can then write (either orally tell the teacher or actually hand-write themselves – depending on their abilities) their own story with their own rhyming words. Students will benefit from the social skills of asking their friends and family the items they would like to have one day.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Sadler, M., & Bollen, R. (2006). //Money, Money, Honey Bunny!// New York: Random House.