Grade 2 Work with Time and Moneymdk12-archive.msde.maryland.gov/.../M_2_MD_C_8_LP_Money.… · Web...

Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money

(This lesson should be adapted, including instructional time, to meet the needs of your students.)Background Information

Content/Grade Level Mathematics/Grade 2 Domain-2.MD-Measurement and Data Cluster-Work with time and money.

Unit Working With Time and MoneyThis lesson deals only with 2.MD.C.8, Solving word problems involving money. A separate lesson is included in the unit which deals with time.

Essential Questions/Enduring Understandings Addressed in the Lesson

What is the purpose of standard units of measurement? Why is it important to learn about money? What are tools of measurement for money and how are they used? When should we estimate amounts of money? What are the units of money and how are they used in our daily lives? How do the units within a system relate to each other?

The choice of measurement tools depends on the measurable attribute and the degree of precision desired.

Being able to count money is a critical life skill. Time and money have distinct attributes that can be measured.

Standards Addressed in This Lesson

2.MD.C.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?

Teacher Notes: The information in this component provides additional insights which will help the educator in the planning process for the unit.

Review the Progressions for K–3, Categorical Data; Grades 2–5, Measurement Data at: http://commoncoretools.files.wordpress.com/2011/06/ccss_progression_md_k5_2011_06_20.pdf to see the development of the understanding of measurement as stated by the Common Core Standards Writing Team, which is also the guiding information for the PARCC Assessment development.

This will be the first time that students will have worked explicitly with money according to the Common Core State Standards. Students will need many experiences with coin recognition and determining the value of coins before using coins to solve problems. Since students have not been introduced to decimals, problems should focus on whole dollar amounts or cents.

DRAFT Maryland Common Core State Curriculum for Grade 2 April 16, 2013 of 33

http://commoncoretools.files.wordpress.com/2011/06/ccss_progression_md_k5_2011_06_20.pdf

http://commoncoretools.files.wordpress.com/2011/06/ccss_progression_md_k5_2011_06_20.pdf


Counting and using money is a skill that should be mastered by the end of Grade 2 to support future learning. It is critical to be aware of the many misconceptions that students have about money, such as over-generalizing the value of coins when counting them. For example, students sometimes count coins as individual objects or equate a coin’s size to its value.

Students need to understand that time and money have measurable attributes similar to that used when measuring length. In time, the attributes used are seconds, minutes, and hours. In Money, the attributes used are pennies, nickels, dimes, quarters, and dollar bills. The student needs to make sense of the attributes in order to accurately use them. Unlike money, time cannot be seen and can be difficult for students to comprehend.

Students need to make comparisons based on the attribute, use models of measuring units, and then use measuring instruments themselves.

Estimation involving standard units helps develop a familiarity with the units involved. In first grade students tell and write time in-hours and half hours using analog and digital

clocks. In second grade the expectation is that students will tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Introducing the terms ‘quarter after’ and ‘quarter of’ can be confusing for students since the coin ‘quarter’ is taught during the time and money unit to represent 25 cents. Therefore, it requires careful and clear explanation to students. It is important to show that the clock can be divided into four equal 15-minute sections, or quarters just as a dollar equals four quarters. Students need to understand that thinking that the phrase ‘quarter of’ is 25 minutes of the hour is incorrect. It vital to help students see that ‘quarter of’ is the same as ‘fifteen minutes of’ and ‘quarter after’ is the same as ‘fifteen minutes after’.

In addition to reading time to nearest five minutes, students need to understand how many seconds are in a minute and how many minutes are in an hour.

Students need to develop an understanding of the function of the hour and minute hands on an analog clock. They should also understand that the duration of time is directly related to the numbers and hands on a clock.

Time-related vocabulary such as: season, century, past, present, future, second, minute, hour, day, week, month, year, half past, evening, morning, etc. can be an obstacle for young children when learning about time.

On an analog clock, the minute hand indicates the number of minutes before or after an hour; the hour hand indicates broad, approximate times to the nearest hour.

On an analog clock, when we look at the minute hand, the focus is on the distance that is has gone around the clock or the distance yet to go for the hand to get back to the top. When we look at the hour hand, we focus on where it is pointing.



An analog clock is like a number line because, until the next hour is reached, the minutes up to that point refer to the previous hour.

Lesson Topic Problem Solving with Money

Relevance/Connections This will be the first time that students will have worked explicitly with money according to the Common Core State Standards. Counting and using money is a skill that should be mastered by the end of Grade 2 to support future learning. It is critical to be aware of the many misconceptions that students have about money, such as over-generalizing the value of coins when counting them. For example, students count coins as individual objects or equate a coin’s size to its value.

It is critical that the Standards for Mathematical Practice are incorporated in ALL lesson activities throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practices will be evident in every lesson. The Standards for Mathematical Practice make an excellent framework on which to plan your instruction. Look for the infusion of the Mathematical Practices throughout this unit.

Student Outcomes Students will be able to count a set of coins and solve a variety of real world problems using money including representing money amounts and counting a mixed set of bills and coins.

Prior Knowledge Needed to Support This Learning

K.CC.A.1 Count to 100 by ones and by tens. K.CC.A.2 Count forward beginning from a given number within the known sequence

(instead of having to begin at 1). 2.NBT.A.2 Count within 1000; skip count by 5s, 10s, and 100s. Optional: 2.NBT.B .8 Mentally add 10 or 100 to a given number 100- 900, and mentally

subtract 10 or 100 from a given number 100- 900.

Method for determining student readiness for the lesson

Pre-assess students’ ability to do the following:

Skip count by 5s and 10s Identify coins and bills by name and value Add a two-digit plus one-digit number Add a two-digit plus two-digit number

Since this is the first time money is introduced formally as a standard, students will need



many experiences with coin recognition and determining the value of coins before usingcoins to solve problems. These skills can be reinforced during morning meeting andthroughout the school day.

Since students have not been introduced to decimals, problems focus on whole dollar amounts or cents.

Once students have a solid understanding of coin recognition and values, they can thenbegin using the values of coins to count sets of coins, compare two sets of coins, make and recognize equivalent collections of coins (same amount but different combinations if coins), select coins for a given amount, and make change.

Materials Chart paper for recording ideas Small jar filled with pennies Resource Sheet 12: Hundred Chart (one copy per student) Resource Sheet 13: Counting by 5’s (two copies per group of 4 students) Resource Sheet 14: Counting by 10’s (two copies per group of 4 students) Red and yellow crayons (2 of each per group of 4 students) Money manipulatives or real coins (If virtual coins are available students should be allowed

to use these as well.) Dry erase boards and dry erase markers (one per student) Math Journals Resource Sheet 15: Billy’s Coins (one copy per student) Resource Sheet 16: Piggy Bank Recording Sheet (one copy per student) A book about money to read aloud to the class, such as Judith Viorst’s Alexander Who

Used to Be Rich Last Sunday, or Julie Glass’ A Dollar for Penny. Resource Sheet 17: Dollar Chart Resource Sheet 18: Get to a Dollar Bags that zip, filled with 30 pennies, 20 dimes, and 2 play dollars (one for each pair of

students for the game ‘Get to a Dollar’) Bags that zip, filled with a combination of coins and bills that total between $5.00 and

$10.00 (one for each student, for Activity 3) Number cubes (dice), two per group Document camera, overhead projector, or interactive white board Resource Sheet 19: Money Riddles (one copy for teacher use)



Resource Sheet 20: Toy Store Recording Sheet (one copy per student)

Learning Experience

Component Details

How will this experience help students to develop proficiency with one or more of

the Standards for Mathematical Practice? Which practice(s) does this address?

Warm Up Several days prior to beginning the unit, distribute red and yellow crayons (2 of each per group of 4 students), Resource Sheet 13: Counting by 5’s (2 copies per group of 4 students), and Resource Sheet 14: Counting by 10’s (2 copies per group of 4 students).

Ask students to work in teams of four and have the team members number off 1, 2, 3, and 4.

Have the 1’s and 3’s work together to take turns completing Resource Sheet 13, and the 2’s and 4’s work together taking turns to complete Resource Sheet 14.

When each pair is finished, they should trade papers and review what the other pair did.

Students must work towards agreement about one other’s work.

As a class, read the number patterns aloud. Discuss students’ observations.

SMP 2: Reason abstractly and quantitatively.

“Mathematically proficient students make sense of quantities and their relationships in problem situations. [Students will use] the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.”

SMP 7: Look for and make use of structure.

“Mathematically proficient students look closely to discern a pattern or structure.”

Motivation Guess How Much? SMP 2: Reason abstractly and quantitatively.



Learning Experience

Distribute dry erase boards. Show the class a jar filled with pennies (or

buttons). Ask students to estimate how many pennies

are in the jar. Students should record their estimates on dry erase boards.

Call on students to share their estimates. Record the estimates on chart paper.

Have a few students share why they made a particular estimate.

Ask students if they think their estimate is reasonable.

Ask a student volunteer to pull out a handful of pennies from the jar and count them out loud for the class.

Ask, “If a handful is ____ pennies, does anyone want to change their estimate? Why or why not?” Allow time for a few students to share.

Now remove handfuls of pennies from the jar and place one handful at each table until no pennies are left in the jar. Have students at the tables place their pennies into groups of ten and then count them.

If a table has “leftovers” (e.g. a group that does not make ten), have students trade coins so that all tables have groups of ten pennies. One table will keep the leftovers.

Ask each table to begin counting their groups of ten. When half the class has counted out




Learning Experience

their totals, once again ask if anyone wishes to change their estimate, and why.

Allow the students to continue counting until you have the total number of pennies in the jar.

Write the total on the chart paper. Facilitate a discussion about how close

students’ estimates are. Discuss why some estimates were more reasonable than others.

Keep the chart paper for future use. Repeat this activity throughout the unit, using the same jar but using different manipulatives, such as nickels, dimes, or quarters.

Another option is to switch the size of the container rather than the size of the manipulative.

Continue to provide many experiences with estimation, allowing students to share their thinking about what might be a reasonable estimate.

In your discussion, ask students when it might be important to estimate and when it might be important to get an exact count.

Activity 1

UDL Components

Multiple Means of Representation

UDL Components Representation is present in the activity

through the presentation of key concepts in both concrete and symbolic representations.

Expression is present in the activity through the use of concrete and, when possible, virtual manipulatives.

Engagement is present in the activity through


“Mathematically proficient students make sense of quantities and their relationships in problem situations. [Students will use] the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols



Learning Experience

Multiple Means for Action and Expression

Multiple Means for Engagement

Key Questions

Formative Assessment

Summary

the use of a task that allows for active participation and exploration.

Students will work in pairs for this activity. Distribute pennies and dimes, Math Journals, and Resource Sheet 12: Hundred Chart.

Pose the following word problem to students on chart paper or on the board:

Billy has a total of 78¢ in his piggy bank. All of the coins in his piggy bank are either pennies or dimes. How many of each coin might Billy have in his piggy bank? Is only one answer possible? How do you know?

Allow students about five minutes to get started on their own without any prompts. Students can record each representation in their Math Journals.

As you circulate around the room, encourage students to draw visual representations, use their Hundred Chart, and use the coins. Ask questions such as, “How could you use the coins to get to 78 cents?”

Look for how students organize their coins. Do they make coin sets before determining the value? Do they count the dimes first, or the pennies?

Allow several more minutes for students to continue to work with their partner or with other students at their table to solve the problem.

involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.”

SMP 5: Use appropriate tools strategically.

“Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations.”





Learning Experience

Encourage students to ask questions of one another.

Bring the class together and ask students to share how they got started on the task. Ask questions, such as: o Can someone tell us what she meant?o So you used all the dimes first. How did

you know you had enough? Why did you use the dimes first instead of the pennies?

o Did anyone use their Hundred Chart to help them? How did it help?

Formative Assessment: Distribute Resource Sheet 15: Billy’s Coins.

Extension Activity:

Distribute Resource Sheet 16: Piggy Bank Recording Sheet.

Allow students time to explore using pennies, dimes, and nickels to find multiple ways to make 92¢. Students can record each representation on Resource Sheet 16. Adjust the amount of money students use as needed.

Allow time for sharing and discussion. Be sure to include in your discussion the two different ways you can write cents (using symbols or words).

Include any new words from the unit on your



Learning Experience

math word wall.

Activity 2

UDL Components Multiple Means of

Representation Multiple Means for

Action and Expression


Key QuestionsFormative Assessment

Summary


through the presentation of information using charts or technology.

Expression is present in the activity through the use of concrete and, when possible, virtual manipulatives.

Engagement is present in the activity through the provision of scaffolds that can be gradually released with increasing independence and skills.

Motivation:

Read aloud a book about money to the class, such as Judith Viorst’s Alexander Who Used to Be Rich Last Sunday, or Julie Glass’ A Dollar for Penny.

Allow time for students to respond to the story.

Distribute bags of pennies, nickels, and dimes to each pair of students.

Ask students how to make 25¢. Allow students the opportunity to respond with

ways to make 25¢. List their responses on chart paper. Ask students to remind you of a few different ways to write cents (using a symbol or using words).

Keep the chart visible for students to use as a reference when playing the game Get to a




“Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and



Learning Experience

Dollar. If no student responds by saying “a quarter,”

introduce the quarter to students as a coin whose value is 25¢.

Show students that two quarters=50¢, three quarters=75¢, and four quarters=one dollar.

Distribute Resource Sheet 17: Dollar Chart. Discuss the chart with students. Ask them what patterns they see and how the chart could help them to count money.

Introduce the game Get to a Dollar (Resource Sheet 18). Model how to play the game with student volunteers. Ask questions as students play, such as, “How much more do we need to get to a quarter? To a dollar?”

If possible, use an interactive white board, document camera, or overhead to model the game.

Although students can get ten dimes to make a dollar, you may want to suggest they attempt to earn four quarters as a variation of the game.

Distribute Resource Sheet 18: Get to a Dollar and number cubes to be used with their bags of coins.

Circulate around the room taking anecdotal notes as students play the game. Look for the various ways students are trading coins. Do they attempt to acquire 4 quarters? How do they trade coins? If a student rolls a seven, do

their limitations.”





Learning Experience

they count out seven pennies or automatically take a nickel and two pennies? Encourage students to make trades for higher value coins when possible. The first player to get 4 quarters ($1.00) wins the game.

Ask questions such as:o How much money would you have if you

combined all the coins you have right now?o How many more quarters do you need to

get to a dollar? o How much more money do you have than

your partner? After students have played the game, discuss

students’ responses, asking whether or not it is more efficient to count money beginning with the coins with the greatest value, and why.

Continue to give students experience with exploring coin values. Also give them many experiences making different combinations using dollars once they have become familiar with coins (e.g., How many different ways can you make $16 dollars using $1, $5, and $10 bills?).

Formative Assessment:

Have students complete a Math Journal entry, answering the following: Explain the strategies you used to get to a dollar during the game. An alternative question might be, How would you



Learning Experience

tell a friend how to trade for a quarter?

The different versions of the game can be placed in a math center so that students can practice the skill of getting to a quarter or getting to a dollar as needed. See the “Interventions and Enrichments” section of this unit.

Activity 3

UDL Components

Multiple Means of Representation

Multiple Means for Action and Expression


Key Questions

Formative Assessment

Summary


through the presentation through the use of explicit opportunities for spaced review and practice.

Expression is present in the activity through the use of concrete and, when possible, virtual manipulatives to play “store” and act out real world scenarios involving money.

Engagement is present in the activity through the provision of varied degrees of freedom for acceptable performance as well as through the differentiation in the degree of difficulty or complexity within which core activities can be completed.

Motivation:

Prepare a separate paper bag or envelope for each of the following amounts: $.45 (9 nickels), $.27 (5 nickels, 2 pennies), and $.75 (2 quarters, 2 dimes, 1 nickel). Do not reveal what is inside each bag or envelope. (Amounts should be modified based on the needs of your students).

Distribute pennies, nickels, dimes, and




“Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry



Learning Experience

quarters to each pair of students to use while solving the Money Riddles (Resource Sheet 19).

Show the students the bags or envelopes and tell them that there are coins inside. Explain that students are going to have to guess the total value of the coins inside the bags or envelopes based on clues to a riddle. (See Resource Sheet 19: Money Riddles).

Reveal one line in a riddle at a time. Once a student makes a guess, they must

explain their reasoning. Some students may disagree with a response. Do not tell students if they are correct or not at this time. It is important that all clues are revealed and that students have time to construct arguments and critique the reasoning of their classmates.

Continue to share money riddles with the class throughout the unit and extending into the school year, if desired. Some students may be able to create their own money riddles after they have experience solving them.

Let’s Go Shopping!

○ Some students may tell you that our money system consists of more than coins. Ask students if they know of any other currency that is used in our money system.

○ Guide students in naming bills and their

software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations.”

SMP 6: Attend to precision.

“Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately.”



Learning Experience

values. If possible, use play money, pictures, or virtual manipulatives as a visual.

Allow students to create and decorate a change purse/wallet out of construction paper, or give each student a plastic bag with a zipper filled with a variety of bills and coins that total between $5.00 and $10.00). Vary the amount of money students are given based on your assessment of Activity 1 and Activity 2.

Allow students time to count the money in their change purse/wallet.

Display a toy store price list for all students to see.

Ask students to choose one item from the list that they would purchase. Have students Think-Pair-Share with a partner about which bills and/or coins they would need to use in order to purchase the item.

Have students take out the correct amount of money from their bags and place their bills and/ or coins on their desks.

Allow time for students to share which coins and/or/bills they used for a particular dollar amount. Now encourage students to show another way to purchase this same item using different coins and/or bills.

Have students share with a partner their two different ways of purchasing the item. Partners can check each other for accuracy.

Some questions you can ask students as you



Learning Experience

circulate around the room: o Suppose I gave you 50 cents for a stamp

worth 45 cents? What change should I receive? (5 cents; 1 nickel or 5 pennies) What is missing when I say 45 + "something" = 50? Can you write an equation”?

o How is making change like counting on? o How can you be sure you have the right

change when you buy something? (You can count on, for example.)

Distribute Resource Sheet 20: Toy Store Recording Sheet.

Continue to ask students questions as you walk around the room.

Allow time for students to share and discuss their work after they have completed Resource Sheet 20.

You may wish to model how to correctly record a dollar sign ($) next to a number.

Extension Option I:

Have students determine the change they would receive if they paid with $20. Allow students to use a variety of strategies, including counting the money left in their change purse/wallet.

Extension Option II:

This activity can be extended by using a



Learning Experience

different price list (student or teacher made) and allowing students to purchase more than one item. Money amounts in student change purse/ wallet can be increased.

Extension Option III:

For a challenge, have students sort 15 dimes into four different groups so that each group has a different number of dimes. Students need to determine if zero is a group, and explain why. They will also need to decide if there is more than one answer, and how they know they found all possible groupings.

Closure Ask the students to tell you everything they know about our money system. Record student responses on chart paper.

Ask students where they see money used outside of school.

Possible Exit Questions:○ How many different ways can I use coins to

make 87¢?○ How many nickels does it take to make the

same value as two quarters?○ Make a list of all the coins and their values.○ If you dropped a nickel a day into your

piggy bank, how much money would you save in one week? In two?

SMP 3: Construct viable arguments and critique the reasoning of others.

“Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments.”

“Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others,



Learning Experience

decide whether they make sense, and ask useful questions to clarify or improve the arguments.”

Supporting Information

Interventions/Enrichments

Students with Disabilities/Struggling Learners

ELL Gifted and Talented

Students with Disabilities/Struggling Learners

Students can benefit from technology incorporation listed below.

Scaffold the amounts of money provided in the lesson activities. Some students should be given sets of coins to count that are only a nickel and some pennies, or a dime and some pennies. Add a quarter and some pennies at a later date. When students display readiness, combine more than two coin types.

Modify the game ‘Get to a Dollar’ to ‘Get to a Dime’ or ‘Get to a Quarter’.

Provide small group instruction with ample use of manipulatives.

Allow students to have access to the Dollar Chart during all activities.

Modify a tens and ones place value mat into a dimes and pennies place value mat. Add a ten frame, if appropriate.

ELL

Be sure to label coins with their values, emphasizing vocabulary.

Students may benefit from small group instruction around



identifying coins using pictures. Tape a penny onto a connecting cube, a nickel onto five

connected cubes, a dime onto two trains of connected cubes placed side by side, and a quarter onto 5 trains of connected cubes placed side by side.

Provide a magnifying glass for students to examine real coins. Use coins from other countries for comparison.

Gifted and Talented

Students can benefit from technology incorporation listed below.

Vary the amounts of money provided in the lesson activities. During Activity 2, allow students to play variations of ‘Get to a

Dollar’, such as ‘Get to $5.00’, or ‘Get to Zero’ (students start with a dollar and roll a number cube; they work to trade coins in order to be the first one to get to zero).

Students can role play and serve as a cashier during Activity 3. Other students can pay the “cashier” for items and the cashier can determine the change.

Technology http://smartygames.com/igre/money/CarolineShopping.html Caroline Shopping

http://smartygames.com/igre/money/treasureHunt.html Treasure Hunt

http://smartygames.com/igre/math/learnMoney.html The One Dollar Store

http://illuminations.nctm.org/LessonDetail.aspx?ID=U67 Money lesson plans from NCTM’s website

http://www.mrsgoldsclass.com/MathGames.htm Family Math Games

http://illuminations.nctm.org/ActivityDetail.aspx?ID=217 Coin Box Game on NCTM’s Illuminations website

http://www.ixl.com/math/grade-2/identify-names-and-values-of-


http://www.ixl.com/math/grade-2/identify-names-and-values-of-common-coins-bills

http://illuminations.nctm.org/ActivityDetail.aspx?ID=217

http://www.mrsgoldsclass.com/MathGames.htm

http://illuminations.nctm.org/LessonDetail.aspx?ID=U67

http://smartygames.com/igre/math/learnMoney.html

http://smartygames.com/igre/money/treasureHunt.html

http://smartygames.com/igre/money/CarolineShopping.html


common-coins-bills Identify coins game http://mathwire.com/whohas/whcoins.pdf Game “I have, Who

Has” from MathwireResources(must be available to all stakeholders)

See Unit resource link


http://mathwire.com/whohas/whcoins.pdf

http://www.ixl.com/math/grade-2/identify-names-and-values-of-common-coins-bills


Resource Sheet 12 Hundred Chart

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100



Resource Sheet 13 Counting by 5s!

Names: ____________________ ________________________

You need a yellow crayon!

Find the number 5. Color it yellow. Now count by 5s starting

with 5 and ending with 25. Color each number as you

say it. Now use your 100 chart to

help you count the money below!

Use a pencil to fill in the amount as you count!


1 2 3 4 5 6 7 8 9 10

11

1213

14 1516

1718

19 20

21

2223

24 2526

2728

29 30

31

3233

34 3536

3738

39 40

41

4243

44 4546

4748

49 50

51

5253

54 5556

5758

59 60

61

6263

64 6566

6768

69 70

71

7273

74 7576

7778

79 80

81

8283

84 8586

8788

89 90

91

9293

94 9596

9798

99 100


_____ ______ ______ _______ _______

Resource Sheet 14 Counting by 10s!

Names: ____________________

________________________

You need a red crayon!

Find the number 10. Color it red. Now count by 10s starting with 10 and ending with 50. Color

each number as you say it. Now use your 100 chart to help you count the money below! Use

a pencil to fill in the amount as you count!


1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100


_____ _____ _____ _____ _____



Resource Sheet 15 Billy’s CoinsName: _______________________________________________

Billy traded some of his dimes for nickels with his sister.

Billy still has 78¢ but now he has pennies, dimes, and nickels. How many of each coin might Billy have in his piggy bank now? Is only one answer possible? How do you know?


penniesdimes

penniesdimes


Resource Sheet 16, (1 of 2) Piggy Bank Recording Sheet

Name____________________________

Explore different ways to make 92¢.


_______ nickels _______ nickels

penniesdimes

penniesdimes


Resource Sheet 16, (2 of 2) Piggy Bank Recording Sheet


_______ nickels _______ nickels


Resource Sheet 17 Dollar Chart

1¢ 2¢ 3¢ 4¢ 5¢ 6¢ 7¢ 8¢ 9¢ 10¢

11¢ 12¢ 13¢ 14¢ 15¢ 16¢ 17¢ 18¢ 19¢ 20¢

21¢ 22¢ 23¢ 24¢ 25¢ 26¢ 27¢ 28¢ 29¢ 30¢

31¢ 32¢ 33¢ 34¢ 35¢ 36¢ 37¢ 38¢ 39¢ 40¢

41¢ 42¢ 43¢ 44¢ 45¢ 46¢ 47¢ 48¢ 49¢ 50¢

51¢ 52¢ 53¢ 54¢ 55¢ 56¢ 57¢ 58¢ 59¢ 60¢

61¢ 62¢ 63¢ 64¢ 65¢ 66¢ 67¢ 68¢ 69¢ 70¢

71¢ 72¢ 73¢ 74¢ 75¢ 76¢ 77¢ 78¢ 79¢ 80¢

81¢ 82¢ 83¢ 84¢ 85¢ 86¢ 87¢ 88¢ 89¢ 90¢

91¢ 92¢ 93¢ 94¢ 95¢ 96¢ 97¢ 98¢ 99¢ 100¢



Resource Sheet 18 Get to a Dollar

Materials:

Bags filled with 30 pennies, 20 dimes, and 2 play dollars for every two players 1 number cube per player

Directions:

1. Take turns rolling the number cubes.2. The sum tells you how many pennies to take.3. When you have five pennies, trade for a nickel.4. When you have two nickels, trade for a dime.5. When you have two dimes and one nickel, trade for a quarter.6. The first player to reach $1 is the winner.



Resource Sheet 19 Money Riddles

Money Riddle 1There are 9 coins in the bag.They are all the same coin.The total amount of all 9 coins is less than 50¢.The sum of two of the coins equals ten cents.What is the value of the coins in the bag?

Answer: nine nickels totaling 45¢.

Money Riddle 2There are 7 coins in the bag.Five of the coins are the same. The value of all seven coins is 27¢.Two of the coins are not silver. What coins are in the envelope?

Answer: five nickels and two pennies, totaling 27¢.

Money Riddle 3There are 5 coins in the bag.One of the coins is a nickel.The sum of two of the coins is twenty cents. The total value of the coins is less than 80¢ and more than 70¢.What is the amount in the bag?

Answer: two quarters, two dimes, and one nickel, totaling 75¢.



Resource Sheet 20, (1 of 2) Toy Store Recording SheetName: ________________________________________

1. A toy car costs 85¢. What coins could you use from your bag to show 3 different ways to buy this toy car?

2. A doll from the same store costs one dollar and 30 cents. What money from your bag could you use to show 3 different ways to pay for this doll? You may use a dollar bill to show only one way.



Resource Sheet 20, (2 of 2) Toy Store Recording Sheet

3. If you could buy both the toy car and the doll, how much money will you have spent? Show what you did to find your answer. You may use numbers, pictures, or words to share your answer.


Grade 2 Work with Time and Moneymdk12-archive.msde.maryland.gov/.../M_2_MD_C_8_LP_Money.… · Web...

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