Money Grade 2 Lindsay Davey Education 334: MW · PDF fileGrade 2 Lindsay Davey Education 334:...

Money

Grade 2

Lindsay Davey

Education 334: MW 8:00‐9:20 a.m.

2.3.1.1

Describe, compare, and classify two‐ and three‐dimensional figures according to number and shape of faces, and the number of sides, edges and vertices (corners).

Identify, describe and compare basic shapes according to their geometric attributes. 2.3.1.2

Identify and name basic two‐ and three‐dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. For example: Use a drawing program to show several ways that a rectangle can be decomposed into exactly three triangles.

2.3.2.1

Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. For example: It will take more paper clips than whiteboard markers to measure the length of a table.

Understand length as a measurable attribute; use tools to measure length. 2.3.2.2

Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. For example: Draw a line segment that is 3 inches long.

2.3.3.1 Tell time to the quarter‐hour and distinguish between a.m. and p.m.

2 Geometry & Measurement

Use time and money in real‐world and mathematical situations.

2.3.3.2

Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. For example: 50 cents can be made up of 2 quarters, or 4 dimes and 2 nickels, or many other combinations.

Unit Objective: The students will identify and explore pennies, nickels, dimes and quarters. The students will also be able to find the value of a group of coins and come up with different combinations of coins that equal a given amount. Daily Objectives:

Day 1 o To be able to distinguish between the three coins given: penny, nickel

and dime.

o To be able to create various coin combinations using pennies, nickels,

and dimes.

Day 2

o To be able to identify a quarter.

o To be able to create different combinations of twenty‐five cents.

Day 3 o To be able to create different combinations of coins that equal a given

amount.

Day 4 o To be able to make coin combinations given the situations in the

poem, Smart, by Shel Silverstein.

Day 5

o To be able to purchase items while playing store.

o To create various coin combinations while purchasing items at the

store.

Class Description: This second grade class is a diverse group of learners. There is a visually impaired student, a student from Europe, a Spanish‐speaking student, along with a dyslexic student. Modifications and extensions for this unit are incorporated in order to meet the needs of these children.

Day 1

1. Objective

o To be able to distinguish between the three coins given: penny, nickel

and dime.

o To be able to create various coin combinations using pennies, nickels,

and dimes.

2. Materials

o An assortment of coins for each student (pennies, nickels, and dimes)

o Coin manipulatives for the overhead

3. Standard



2.3.3.2


4. Motivation

How many of you have piggy banks at home? Have any of you ever taken the time

to look at the coins in your piggy bank? Well today we are going to explore coins.

The teacher will first pass out pennies to the students. The students will be

given time to explore the coin.

5. Procedure

o After the students have had a few minutes to explore the penny, the

instructor will ask the children what they noticed about the coin. The

discussion should include:

o One side is heads, the other side is tails

o Size of the coin

o Color of the coin

o The value of the coin is written on the tails side

o Any other characteristics the children come up with

o Once the discussion about the characteristics of the coin is finished,

the instructor should discuss that this coin is worth one cent as noted

on the coin. The instructor will write 1¢ on the overhead next to the

penny manipulative for the students to see.

o Now that we feel comfortable with the penny, we are going to explore a

coin called a nickel. I’m going to pass out a nickel to all of you. Please

take the time to observe characteristics about this coin, and compare it

to the penny. After the children explore the coin, the class will discuss

what they found. This discussion will include the head and tails sides

of the coin, the size of the coin, the color of the coin, the value and

where it is written on the coin, and any other characteristics the

children note.

o The nickel is worth five cents. The instructor will write 5¢ on the

overhead next to the nickel manipulative for the students to see.

o We are now going to explore a final coin of the day called a dime.

Again, please take the time to explore this coin and compare it to the

penny and nickel. The teacher will give the students a few minutes to

explore the nickel. The discussion about this coin will be similar to

the other discussions conducted about the penny and nickel. The

instructor should note the comparisons that the children make

between the coins.

o After the discussion, the instructor will direct the conversation to the

value of a dime. The dime is worth ten cents as noted on the coin. The

instructor will write 10¢ on the overhead next to the dime

manipulative for the children to see.

o Now that we have explored three types of coins let’s try making different

coin combinations using these coins. I will come around the room and

pass out bags of coins for each of you. The instructor will have the

children create a variety of coin combinations including 20¢, 14¢, 36¢,

7¢, and 18¢. After the instructor gives the students each value, he or

she will ask the students which coins they used to create the given

value. The instructor will create each coin combination on the

overhead as the students come up with them. The class will discuss

the various ways they created each given amount. As the students are

creating coin combinations, the instructor should walk around the

room to make sure the students are completing the tasks correctly.

o Boys and girls please set the coins at the edge of your desk. I will be

coming around to collect them.

6. Closure

Sarah, what did you learn today? Tom, what did you learn in mathematics

today? Suzy, what can you tell your family about coins? The instructor will ask

a variety of students these same questions. Excellent work today boys and

girls, it’s now time to line up at the door for lunch!

7. Accommodations

There is a student in the class that has visual impairments. The instructor

would have this particular child partner up with another student in the class.

By partnering these students together, the special needs student will be

assisted in exploring the coins during the lesson.

8. Informal Assessment

The instructor will ask questions throughout the lesson as he or she leads the

discussion about the three different coins. Also, the instructor will be

walking around the room as the children are creating coin combinations,

asking a variety of questions to the students.

9. Formal Assessment

There is no formal assessment for this lesson.

10. Extension Activity

The instructor can extend upon this activity by giving the students a

worksheet where they have to determine the value of the given coins. This

would be a way to formally assess the students in regard to the lesson

completed that day. The worksheet is attached.

11. References

No references were used in creating this lesson.

What is the Value?

= _________________________¢

= ________________________¢

= _______________________¢

= ___________________¢

= ________________________¢

Day 2

1. Objective

o To be able to identify a quarter.

o To be able to create different combinations of twenty‐five cents.

2. Materials

o A Quarter from the Tooth Fairy by Caren Holtzman

o Ziploc bag of coins for each student filled with an assortment of

pennies, nickels, dimes, and quarters


o Worksheet for each student

o Overhead copy of the attached worksheet

3. Standard



2.3.3.2


4. Motivation

I have a book that is going to introduce us to quarters. We have been talking

about a lot of different coins lately. Second graders, can you recall what coins

we talked about yesterday? The instructor will review each coin by showing

the coin on the overhead, and asking for its value. The instructor will

introduce the book called, A Quarter from the Tooth Fairy, by Caren

Holtzman. Before reading the story, the instructor will pass out quarters to

each of the students.

5. Procedure

o Now that you all have a quarter, I would like you to take a moment to

explore the characteristics of the quarter. The students should note

characteristics such as its size, sides of the coin (heads and tails), the

value of the coin, and any other unique characteristics they may come

up with. The students should also compare the characteristics of the

quarter to the other coins discussed yesterday.

o Boys and girls, the quarter is worth twentyfive cents. Let’s all practice

counting by twentyfives. The instructor will lead the counting the first

time, and when the students are comfortable, they will be encouraged

to join in. The instructor will count from 25 to 100. The instructor

will write 25¢, 50¢, 75¢ and $1.00 on the overhead. The instructor will

explain that 4 quarters equal one dollar.

o The instructor will then read the story to the students. The instructor

will emphasize the parts of the story that demonstrate different ways

to make twenty‐five cents. After finishing the story, the instructor will

pass out a Ziploc bag filled with an assortment of coins to each

student.

o In the story, the young boy realized that there are many different ways

to create twentyfive cents using different coin combinations. With your

partner, please come up with one way, other than a quarte,r to make

twentyfive cents. After the children have determined one way, have

the students come up with other ways to create twenty‐five cents. Use

the worksheet I’m passing out to keep track of all of the different ways

we can make twentyfive cents. After all of the students have

successfully completed this task, the instructor will ask the students

to come up with a new way. There are 12 different ways to make

twenty‐five cents other than using a quarter!

o Once the students have made several different coin combinations of

twenty‐five cents, the class should come together and discuss all of

the different ways that were found. The teacher will have an

overhead copy of the worksheet and will fill it out as the students

discuss their discoveries.

o Please put your coins back into the bags, and I will come around and

collect them. I am also going to be collecting the worksheets you

worked on today! Please make sure your name is on it!

6. Closure

Tom, what did you learn today in mathematics class? Sarah, what can you tell

your family about the math lesson today? The instructor will ask these

questions to a variety of students. Okay, boys and girls, it is now time to take

out our reading books.


The informal assessment for this lesson includes the instructor walking

around the room while the students are working and asking several

questions about their discoveries about twenty‐five cents. Also, the teacher

will collect the worksheet that the students worked on during the lesson.



9. Extension Activity

In order to extend upon this activity, the instructor could send home a parent

letter to inform the family about what has been taking place in math class the

past two days. The parents can then know what their child is learning in

order to assist their child at home! The parent letter is attached.

10. References

Children's books about money . (n.d.). Retrieved from

http://theincidentaleconomist.com

Kawas, T. (2008). Different ways to make 25 cents . Retrieved

from http://www.mathwire.com

Name: _________________________________________

A Quarter from the Tooth Fairy

By: Caren Holztman

How many DIFFERENT ways can you make 25 cents?

Pennies Nickels Dimes Quarters

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

ANSWER KEY

A Quarter from the Tooth Fairy

By: Caren Holtzman

How many DIFFERENT ways can you make 25 cents?

Pennies Nickel Dimes Quarters

1 25

2 20 1

3 15 2

4 10 3

5 5 4

6 5

7 15 1

8 10 1 1

9 5 2 1

10 3 1

11 5 2

12 1 2

13 1

14

15

Dear Parents and Families of Second Graders,

We have been working with money the past few days in our math class and

your children have been exploring pennies, nickels, dimes and quarters! They have

been having so much fun learning about the American currency!

In order to assist your child at home, I would recommend incorporating

money into your child’s life. We have been working on coming up with different

coin combinations for given amounts. For example, your children know how to

come up with a variety of combinations to create thirty cents. I would encourage

you to work on this with your child at home as well! The more practice they have

with money, the more confident they will be!

Another activity I can encourage is to give your child a variety of coins and

have them separate it into the four different coins: pennies, nickels, dimes, and

quarters. This is a great way for them to practice determining the differences

between the coins. Also, have your children tell you how much each coin is worth!

Thank you so much for all of your hard work with these second graders!

Your dedication to their learning is remarkable!

Thank you,

Ms. Davey

Day 3

1. Objective

o To be able to create different combinations of coins that equal a given

amount.

2. Materials

o Ziploc bags of coins with an assortment of coins including pennies,

nickels, dimes and quarters (1 per student)

o Envelopes (1 per group) with a written value on it

3. Standard



2.3.3.2


4. Motivation

Does anyone remember what we explored in math yesterday? Does anyone

remember what the names of the coins were? After the students recall the

penny, nickel dime, and quarter, the instructor will review the values of the

coins again with the students. This will be necessary for the students to

remember for the activity.

5. Procedure

o Once the students have reviewed the coins the instructor will break the

students into pairs. The instructor can choose any method to break the

students into pairs depending how students in the class work together.

o After the students are sitting with their partner, the instructor will pass

out Ziploc bags of coins to each of the students. The bag will include and

assortment of pennies, nickels, dimes, and quarters.

o The students will each choose an envelope from the instructor, with a

designated value amount written on it. Examples may include: 15¢, 34¢,

7¢, 44¢, 86¢, 63¢ 72¢, etc. Using the four different coins, the students will

place the given value of money in the envelope.

o After you have finished placing your coins in the envelope, trade envelopes

with your partner. Each person will then check the coins in the envelope

to make sure his or her partner completed the task correctly.

o Now that you have ensured your partner was correct, it is your turn to come

up with coins for the written amount in a different way than your partner

did! For example, if the envelope said 23¢ and the first student put in 2

dimes and 3 pennies, the second student would then possibly put in 1

dime, 2 nickels, and 3 pennies.

o The partners will check each other’s work when they have completed the

task. Once each partner has completed the activity, the students will

trade envelopes with another group. The partners will again determine

the amount written on the envelope and put the correct amount inside.

The child will then trade with his or her partner, check the work, and put

the given amount inside the envelope in a different way.

o The students will continue to trade envelopes and complete the activity

until they have gone through at least 5‐8 different envelopes.

o While the students are working, the instructor will walk around the room

to ensure that the students are on task and confident in creating these

coin combinations. If groups are finishing sooner than others, the

instructor may ask students questions such as, Are there any other ways

you can come up with 62 ¢ other than the two ways you already created?

The instructor will ask questions to keep the children thinking until all of

the groups have finished the activity.

o Boys and girls, please put your coins back into the bags I passed out at the

beginning of the activity. I am going to come around and collect the coins

and envelopes.

6. Closure

Max, what did you learn today? Cate, what did you learn in math class today?

Ben, what can you tell your family about math class today? The instructor will

ask these questions to a variety of students in the class. Boys and girls, please

put everything away and come sit at the carpet for literature circle.


The informal assessment for this lesson includes the teacher asking a variety

of questions to each group as they are working on the activity. The instructor

will also observe how the students come up with different coin combinations

during the envelope activity.



9. Differentiation

There is a student in the class who recently moved to the United States from

Europe. Because Europe uses a different form of currency, the instructor

could invite that student to bring in money from the student’s home country.

This would allow the diverse student to teach about his or her culture, and

would also teach the other students in the class about other forms of

currency.

10. Resources

Blumenthal, S.(1996, October 23). Money . Retrieved from

http://www.lessonplanspage.com

Day 4

1. Objective

o To be able to make coin combinations given the situations in the

poem, Smart, by Shel Silverstein

2. Materials

o Smart by Shel Silverstein (overhead copy)

o Ziploc bag filled with an assortment of coins inside (pennies, nickels,

dimes, and quarters) – 1 per student


3. Standard



2.3.3.2


4. Motivation

I have a poem that is going to allow us to further explore pennies, nickels, dimes

and quarters! We are going to need to determine if the boy in the poem made a

good decision with his money or not! The instructor will then read the poem,

Smart, by Shel Silverstein to the students (a copy of them poem is attached).

The teacher will make an overhead of the poem so that the children can

follow along as the teacher reads.

5. Procedure

o After reading the poem aloud the first time, the teacher and students

will read it a second time together. After reading the poem a second

time, the teacher and students will engage in a conversation about

what they just read. The teacher will ask questions such as:

o Did the young boy make a good decision trading his money?

o How do you know he made the right or wrong decision?

o Let’s go through the poem a third time and see how much money

the boy ended up with.

o The instructor will pass out Ziploc bags filled with an assortment of

coins. The instructor will also have his or her coin manipulatives for

the overhead so that he or she can work along with the students.

o How many quarters are in a dollar? The students should recall that

there are four quarters in a dollar. Each student will be instructed to

set out four quarters on their desks before reading the poem a third

time.

o As the class reads each stanza of the poem, the students will

determine how much money the boy now has. For example, at the

end of the first stanza, the boy trades his dollar for two shiny quarters.

The students will take two of their four quarters away and then

determine how much money they have (50 cents). This will continue

until the class has finished reading the entire poem.

o So, how much money did the young boy end up with? (Five pennies).

Do you think that the young boy made a good deal trading with all of

those different people? The students will discuss this with their

classmates.

o Please put the coins back into the bags and I will come around to pick

them up!

6. Closure

Ben, what did you learn math class today? Cate, what did you learn today?

Johnny, what can you tell your family about our math lesson? The teacher will

ask these questions to a variety of students. Please put everything away and

come over to the carpet, as it is time for literature circle.

7. Accommodations

There is a student in the class with dyslexia. The instructor can have that

student partner with another student in the class. The other student in the

class should be an advanced reader in order to assist the special needs

student in the class activity.


The informal assessment for this lesson consists of the teacher asking a

variety questions about the poem as well as monitoring the coin

combinations the students come up with as they read the poem.



10. Differentiation

This lesson could be differentiated for a Spanish‐speaking student in the

class by providing a copy of the poem in Spanish to that individual student.

This would allow the child to read the poem and understand the activity the

class was participating in.

11. References

Sanders, K. (1998, March 14). Money, money, money! . Retrieved

from http://www.teachingcontent.com

Silverstein, S. (n.d.). Smart . Retrieved from

http://busyteacherscafe.com

Smart

By: Shel Silverstein

My dad gave me one dollar bill

‘Cause I’m his smartest son,

And I swapped it for two shiny quarters

‘Cause two is more than one!

And then I took the quarters

And traded them to Lou

For three dimes – Guess he don’t know

That three is more than two!

Just then, along came old blind Bates

And just ‘cause he can’t see

He gave me four nickels for my three dimes,

And four is more than three!

And I took the nickels to Hiram Coombs

Down at the seed‐feed store,

And the fool gave me five pennies for them,

And five is more than four!

And then I went and showed my dad,

And he got red in the cheeks

And closed his eyes and shook his head –

Too proud of me to speak!

Day 5

1. Objective

o To use knowledge about coins to purchase items while playing store.

o To create various coin combinations while purchasing items at the

store.

2. Materials

o Ziploc bags filled with an assortment of coins (pennies, nickels, dimes and

quarters) – 1 per student

o Bags filled with classroom items with price tags on them (1 per group)


3. Standard



2.3.3.2


4. Motivation

Remember when we learned about the various types of coins? Who can recall

the names of these coins? (Pennies, nickels, dimes, and quarters). Today we

are going to review the coins and their values. After we review, we are going to

do a fun activity practicing all of our knowledge about these coins.

5. Procedure

o The instructor will ask the students a variety of questions about the

four coins they have learned about. For example, the instructor will

show the students a penny and ask, what is this coin called? What is

the value of this coin? The instructor will continue to ask questions

like this about all of the coins (pennies, nickels, dimes and quarters).

o The instructor will hand out one of each coin to each student (penny,

nickel, dime and quarter). Now that you have four coins, please put the

coins in order of their value, from least to greatest. When the children

have completed this task, the instructor will ask a volunteer to come

to the overhead to put the coins in order.

o Now that we have reviewed the coins, I am going to have you split up

into groups of two. The instructor can decide how he or she would like

to divide the students in the class depending upon how the students in

the class work with one another. After the students are with their

partner, the instructor will have the groups sit together around the

classroom.

o Once the groups are spread out amongst the room, the instructor will

explain the instructions. I would like you to take with your partner,

being the cashier and the shopper. In the bag there are a variety of

items with price tags on them. The items in the bag are items found

around the classroom. For example, there may be a box of crayons

marked 46¢. The bags I gave you also have the amount of money you

are allowed to spend while at the store today, such as 89¢. You will

purchase one item at a time. Please try and come up with different coin

combinations as you are purchasing. It is the cashier’s job to make sure

that the buyer gave he or she the correct amount of money.

o The instructor will then bring each group a bag of items as well as a

Ziploc bag filled with an assortment of coins including pennies,

nickels, dimes and quarters.

o The students will take turns playing store until both of the children

have had a chance to be the cashier three times. Once they have done

this, the instructor will switch the bags of items amongst the groups,

and the children will repeat the activity again.

o Once the children have completed the activity, switching bags three

times, the instructor will pick up all of the materials from around the

room. Please return to your seats after I have gathered your materials.

6. Closure

Second graders, thank you for your cooperation in small groups this morning.

Johnny, what did you learn today? Sarah, what can you tell your family about

math today? Ben, what did you learn today in math class? The instructor will

ask a variety of students the same questions about what they learned today.

Please put everything in your desk, and line up at the door for lunch.


The informal assessment for this lesson will include the instructor walking

around the room as the students are playing store. The instructor will

monitor how the children are creating coin combinations when shopping and

how the cashier is checking the shopper’s work. The teacher will also as a

variety of questions while observing the groups such as:

‐ Is there another way you can create 44¢?

‐ I see that you bought the toy frog for 50¢ using five dimes, is there a

way to make 50¢ with just two coins?



9. References

No references were used in creating this lesson plan.

Day 6

Formal Assessment for Money Unit

During day 6 of the money unit, the instructor will have a formal assessment

to determine the knowledge gained from the unit. In order to formally assess the

class, the instructor will have each student come to “Davey Store” one‐by‐one.

While the instructor is completing the assessment with a student, the rest of the

class will be playing math games until the whole class has an opportunity to be

assessed.

Oneonone Assessment

The teacher will call a student back one‐by‐one to the “Davey Store.” The

store will have different items for the children to purchase. The items will include

stickers, pencils, erasers, and other small trinkets. There will be real money placed

at the table for the children to use. The instructor will come up with different prices

for the objects. For one student a teacher will charge 36¢ for an eraser and 17¢ for a

pencil, however these prices can vary for each student. After the student has

purchased an item, the instructor should ask the child to come up with the same

value in a different way. For example, if the student bought a sticker for 10¢, giving

the teacher 1 dime, the child should come up with another combination of coins to

reach 10¢. The child may give the teacher five pennies and a nickel, or two nickels.

This will determine if the child knows how to create different coin combinations for

a given value. The children should practice buying at least three different items

from the store. This will continue until each child has come to the “Davey Store.”

All in all, this assessment will asses each child’s knowledge about the value of

the four coins (pennies, nickels, dimes, and quarters) and also determine if the child

is able to create various coin combinations for a given amount of money.

References

Blumenthal, S.(1996, October 23). Money . Retrieved from

http://www.lessonplanspage.com

Children's books about money . (n.d.). Retrieved from

http://theincidentaleconomist.com

Kawas, T. (2008). Different ways to make 25 cents . Retrieved

from http://www.mathwire.com

Sanders, K. (1998, March 14). Money, money, money! . Retrieved

from http://www.teachingcontent.com

Silverstein, S. (n.d.). Smart . Retrieved from

http://busyteacherscafe.com

Money Grade 2 Lindsay Davey Education 334: MW · PDF fileGrade 2 Lindsay Davey Education 334:...

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