Problem Solving with Money
Problem Solving with Money
Grade Levels
2nd Grade
Course, Subject
Mathematics
Rationale
The ability to solve problems using money is a necessary skill to succeed in the real world.
Vocabulary
Place value
Objectives
Students will solve money problems with two-digit numbers.
Lesson Essential Question(s)
Essential Question: How can expressions,equations,and inequalities be used to quantify,solve,model and/or analyze mathematical situations?
Essential Questions: ow is mathematics used to quantify,compare represent,and model numbers?
Big Ideas:
Mathematical relationships can be represented as expressions,equations,and inequalities in mathematical situations.
Mathematica; relationships among numbers can be represented, compared and communicated.
Duration
45 to 60 minutes ( 1-2 class periods)
Materials
Making Change 1 SAS Problem Solving.docx
Making Change 2 SAS Problem Solving.docx
Making Change 3 SAS Problem Solving.docx
Making Change 4 SAS Problem Solving.docx
Making Change 5 SAS Problem Solving.docx
SAS- Problem Solving Steps for Subtraction of Two-digit numbers.docx
Ticket into math SAS Problem Solving.docx
Ticket Out the Door SAS Problem Solving.docx
Chart Paper
Suggested Instructional Strategies
| W: | Introducethe topic of problem solving with money using the Ticket Into Math. Students will work with partners and independently to solve and create their own money problem sentences. |
| H: | Students will be working with real life problems involving money. They will relate because money is part of their world. |
| E: | Students will work with partners to solve problems and independently.
|
| R: | Students will use the Convince Me section of their problem solving sheets to reflect on how they solved their problem. Students will discuss problem solving strategies with partners. |
| E: | Students will use the Convince Me section of their problem solving sheets to write how they solved their problem. |
| T: | Coins will be provided to students who need hands on support. After the second formative assessment students who struggle will be retaught in small group while the rest of the class continue working independently. Enrichment: students may write 3-digit and 4-digit money sentences. |
| O: | Lesson begins with teacher directed lesson then moves to partner work and ends with independent work. |
Instructional Procedures
In today's lesson, we are going to solve money word problems.
- Introduce "Ticket Into Math" (Formative Assessment 1) I want to know what you know about making change. Please complete this Ticket Into Math independently.
- Once students complete the ticket quickly look over to determine students understanding of money.
- Discussion questions: Have students turn and talk to their partner.
- Whisper to your partner and discuss what you noticed about the ticket into math. Share what strategy you used to solve the money problem. Allow students one minute to talk then choose a few partners to share out to the class.
- Lead the discussion and discuss different strategies that students chose. Record strategies on chart paper. Once students are finished talking move to the activity.
- Display Making Change Sheet 1
- Joey has 50 cents. He bought a pencil for twenty-five cents. How much money does he have left?
- Turn and talk to your partner and tell them if this is an adding or subtraction problem?
- Thumbs up if you think it is an addition problem. Thumbs up if you think it is a subtraction problem.
- Yes it is a subtraction problem because Joey has some money and then some of his money goes away.
- What is one strategy we could use to determine how much Joey has left? Generate a response from a student. Potential responses should include counting up from the cost of the pencil to how much money he has, or a 2 digit subtraction problem. Some students may say they just knew the answer. If this is the case have them explain their reasoning.
-
I want to share strategies that will help you remember the steps to problem solve. Display Strategy Document. These steps will help you as you solve the problem.
Read the strategies .1. Read the entire problem. 2. Circle the numbers that you see. 3. Box the math words 4. Underline what they are asking you to do 5. Decide what kind of problem(addition or subtraction) 6. solve the problem.
-
Display Making Change Sheet 2
- Step 1 Read the entire problem.
- Anna earned three dollars and fifty cents for helping her mom pull weeds. She bought an icecream for forty-three cents. How much money does she have left?
- Step 2 Circle the numbers
- Sometimes numbers are written and not numerals. You should circle either way.
- Step 3 Box the Math Words
- We want to box the math words because they will help us figure out the problem. For this problem we will box dollars, bought and money.
- Step 4 Underline what you are supposed to do
- Underline the sentence How much money does she have left?
- Step 5 Decide what kind of problem (subtraction)
- Step 6 Solve the problem
- Set up the math problem vertically $3.50-.43 =
- Share Steps to Subtract Document
- Look at the ones place. (point to the ones place) Is the bigger number on top? No so we need to take one ten away from the tens place and move it to the ones place. Cross out the five and make it a 4 and place a 1 in the ones place. Now look at the ones place. Is the bigger number on top? Yes so you can subtract. 10-3 = 7 4-4 =0 bring down the three. The answer is $3.07.
- Pass out Making Change Sheet 3 (formative assessment)
- Follow the strategy steps and solve Making Change Sheet 3 independently. Walk around the room while the students are working to support where needed. Use the formative assessment to group next activity. Struggling students should be taught in small group using Making Change sheet 4 following all the steps again from sheet 2. Guide small group through Making Change Sheet 5. Students who understand should work independently to solve the Making Change Activity Sheet 5. Allow students time to work out the problems (20 minutes). After 20 minutes bring groups back together. and pass out Ticket Out the Door.
- Please complete the Ticket Out the Door independently.
Making Change 1 SAS Problem Solving.docx
Making Change 2 SAS Problem Solving.docx
Making Change 3 SAS Problem Solving.docx
Making Change 4 SAS Problem Solving.docx
Making Change 5 SAS Problem Solving.docx
Ticket into math SAS Problem Solving.docx
Ticket Out the Door SAS Problem Solving.docxSAS- Problem Solving Steps for Subtraction of Two-digit numbers.docx
SAS- Problem Solving Steps for Subtraction of Two-digit numbers.docx
Formative Assessment
Ticket into Math
Making Change Sheet 3
Ticket Out the Door
Related Materials & Resources
Problem -solving
money
2 digit subtraction
Author
Ronna Gall
Date Published
March 21, 2013
