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 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.
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 Coin manipulatives for the overhead
o Worksheet for each student
o Overhead copy of the attached worksheet
3. Standard
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.
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.
7. Informal Assessment
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.
8. Formal Assessment
There is no formal assessment for this 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 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.
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.
7. Informal Assessment
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.
8. Formal Assessment
There is no formal assessment for this lesson.
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
o Coin manipulatives for the overhead
3. Standard
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.
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.
8. Informal Assessment
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.
9. Formal Assessment
There is no formal assessment for this lesson.
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)
o Coin manipulatives for the overhead
3. Standard
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.
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.
7. Informal Assessment
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?
8. Formal Assessment
There is no formal assessment for this lesson.
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
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