Basset Bucks - Classroom Management - Classroom Economy - Color/B&W

Basset Bucks - Classroom Management - Classroom Economy - Color/B&W
Basset Bucks - Classroom Management - Classroom Economy - Color/B&W
Basset Bucks - Classroom Management - Classroom Economy - Color/B&W
Basset Bucks - Classroom Management - Classroom Economy - Color/B&W
Basset Bucks - Classroom Management - Classroom Economy - Color/B&W
Basset Bucks - Classroom Management - Classroom Economy - Color/B&W
Basset Bucks - Classroom Management - Classroom Economy - Color/B&W
Basset Bucks - Classroom Management - Classroom Economy - Color/B&W
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Product Description
I use the following “Basset Bucks” along with a modified Classroom Economy framework.

I say modified in the sense that my students receive coins (real pennies, nickels, dimes and quarters) and the enclosed “Basset Bucks” as rewards for positive behaviors (Subtracted for negative behaviors).

Weekly, my students count and cash out (or save up) to “buy” items out of my “Basset Boutique” (Hooray vocabulary!).
I like this idea because it helps students reinforce math skills while being rewarded for positive behavior.

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CCGPS Covered with use as a supplement:

Kindergarten:
MGSEK.CC.5 Count to answer ‘how many?” questions.
C. Identify and be able to count pennies within 20. (Use pennies as manipulatives in multiple mathematical contexts.)

First Grade:
MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.)

Second Grade:
MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Total Pages
6 pages
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N/A
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