Money,Money,Money!

Grade Levels

2nd Grade

Course, Subject

Mathematics

Related Academic Standards

CC.2.1.2.B.2 CC.2.1.2.B.2

Use place value concepts to read, write, and skip count to 1000.

CC.2.4.2.A.3 CC.2.4.2.A.3

Solve problems and make change using coins and paper currency with appropriate symbols.

CC.2.4.3.A.3 CC.2.4.3.A.3

Solve problems and make change involving money using a combination of coins and bills.

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Rationale

The ability to count coins is a necessary skill to succeed in the real world. Students will apply mathematical knowledge to count coins.

Vocabulary

Penny- one cent

Nickel- five cents

Dime- ten cents

Quarter- twenty-five cents

Dollar- $1.00

Objectives

Students will demonstrate knowledge of coin value by showing coin that correlate to a given number.

Lesson Essential Question(s)

Essential Question: How is mathematics used to quantify,compare,represent, and model numbers?

Big Idea: Mathematical relationships among numbers can be represented,compared and communicated.

Duration

45-60 minutes periods; 1-2 class period(s).

Materials

Book-
I Know about Money, It's So Funny! by Tracy Kompelien

Collection of coins per student.

Ticket In the Door

Ticket Out the Door

3x5 index cards ( for students to create their own task card.)

Crayons

Coin Stamps ( differentiation tool)

Suggested Instructional Strategies

W:	Introduce "Ticket Into Math". Discuss the following questions; How do we use money? Why is money important? Record answers on chart paper.
H:	Have students work with partners using coins to solve/model task cards.
E:	Chart why money is important. How do students use money?
R:	Students will reflect on the lesson through the process of turn and talk with a partner.
E:	Students will complete a “Ticket Out the Door” The task will have students create their own task card.
T:	Support- Students may have a scribe write their sentence on the “Ticket Out the Door” Coin stamps may be used instead of the student drawing the coins. Enrichment: Students may create their own book of task card sentences.
O:	Lesson begins with a teacher read aloud. Next the students will complete a hands on activity with a partner. Finally, the student will independently create their own task card (“Ticket Out the Door”)

Instructional Procedures

“In today’s lesson, we are going to complete an activity using coins."
Introduce "Ticket Into Math" (Formative Assessment 1)(attached)Say, "I want to know what you know about coins. Please complete this Ticket Into Math independently."
Once students complete the ticket quickly look over to determine students understanding of money.
Discussion questions: Have partners turn and talk
"Whisper to your partner and discuss what you noticed about the "Ticket into Math". Give partners one minute to talk, then choose a few partners to share out to the class.
Lead discussion on when they might see money? Why do we need money?
Record responses on chart paper. Once students are finished talking move to activity.
Pass out a collection of coins to each student.
Introduce story I Know About Money, It's So Funny! by Tracy Kompelien
As you read each page about each coin have students hold up the corresponding coin. (Formative Assessment 2)
Stop reading today on page 9.
Display Task Card number 1 (attached)
Read the card to the whole group. Ask partners to turn and talk about how they think we could demonstrate the information on the card.
Call on students to give examples on how they would solve the card.
Model solving the card or call a student to model for you.
Pass out a set of task card to each pair. Each pair will read and solve the problem on their card and record their answer on the back of the task card.
End of the lesson student will complete their own Task Card (Ticket Out the Door)
Money,Money,Money task cards.docx
Ticket into math SAS money,money,money.docx
Ticket Out the Door SAS money,money,money.docx

Formative Assessment

1- Ticket into Math

2. Checklist used to document if students are identifying and showing the correct corresponding coin.

Money,Money,Money!