George Mason University

Graduate School of Education

ELEMENTARY EDUCATION PROGRAM

LESSON PLAN FORMAT

Intern: Keytrell Slack

Grade Level: 2

Title: Use of Money (Lesson 4)

Date: December 8, 2015

I.

Objectives
K: The student will identify the penny, nickel, dime, quarter, and dollar.
The student will know the value of a penny, nickel, dime, quarter, and dollar.
U: The student will discover how having money increases opportunities to buy,
which contributes to the growth of the economy.
The student will understand how a limited money resource interferes with getting
all of our wants.
D: The student will prioritize needs and wants according to available funds.
The student will calculate coins and bills in order to display a predetermined
dollar amount.
History and Social Science SOL 2.9 (Economics): The student will distinguish
between the use of barter and the use of money in exchange for goods and services.
English SOL 2.2 (Oral Language): The student will expand understanding and use of
word meanings.
a Increase listening and speaking vocabularies.
c Clarify and explain words and ideas orally.
e. Use vocabulary from other content areas.
English SOL 2.3 (Oral Language): The student will use oral communication skills.
e. Follow three- and four-step directions.
English SOL 2.10 (Reading): The student will demonstrate comprehension of
information in reference materials.
b. Use pictures, captions, and charts.
Math SOL 2.6 (Computation and Estimation): The student, given two whole numbers
whose sum is 99 or less, will
b. find the sum, using various methods of calculation.
Math SOL 2.7 (Computation and Estimation): The student, given two whole numbers
whose sum is 99 or less, will
b. find the difference, using various methods of calculation.

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Math SOL 2.8 (Computation and Estimation): The student will create and solve one
and two step addition and subtraction problems, using data from simple tables,
picture graphs, and bar graphs.
Math SOL 2.10 (Measurement): The student will
b Count and compare a collection of pennies, nickels, dimes, and quarters whose
total value is $2.00 or less; and
c Correctly use the cent symbol (), dollar symbol ($), and decimal point (.).
Multiple Intelligences
Self Smart
People Smart
Word Smart
Logic Smart
Body Smart
Picture Smart
Music Smart
II.

Materials for Learning Activities

Students will need the following materials to complete this History and Social
Science unit:
Pencils
Paper
Cafeteria Menu Sheet
Money container (includes play money)
Manipulatives (base ten blocks, counter chips)
Teacher will need the following materials to complete this History and Social
Studies unit:
Pencils
Paper
Cafeteria Menu Sheet
Money container (includes play money)
Manipulatives (base ten blocks, counter chips)
PowerPoint Slides
Smart board
White board
Laptop

III.
Procedures for Learning Activities
Time
Steps
5 minutes Introduction:
Student will come to the carpet area.

Materials

Teacher will ask the students the following questions (allow students 1 minute
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to respond to question):
Why do you think money is important?
What are some things you need money for?
What would you buy if they had money?
The teacher will explain to the class that we will talk about coins (pennies,
nickels, dimes, and quarters) and the $1 bill which is all considered money.
Students will watch the following video (Word Smart / Picture Smart / Music
Smart) https://www.youtube.com/watch?v=Wq3tVrTFcKk
Advise the students to pick up a money container as they return to the seats.
Each money container contains:
20 pennies
20 nickels
20 dimes
20 quarters
10 - $1 dollar bills
40
minutes

Instructional Strategies:
The teacher will name a money denomination one at a time. (Body Smart /
Picture Smart / Self Smart / Logic Smart)
The teacher will say find a
Penny
Students will pull the coin from the envelope that the teacher has named
(students are able to lay all of the coins on their desk to do this activity).

Smartboard
Laptop

Money
Containers

Money
Containers
Smartboard

The teacher will walk around the room in order to assess if students are able to
recognize and identify a penny.
The teacher will then put the picture of the money on the Smart board so
students can check their money selections.
The teacher will say find a
Nickel
Students will pull the money from the envelope that the teacher has named
(students are able to lay all of the coins on there to do this activity).
The teacher will walk around the room in order to assess if students are able to
recognize and identify a nickel.
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Graduate School of Education
The teacher will then put the picture of the money on the Smart board so
students can check their coin selections.
The teacher will say find a
Dime
Students will pull the money from the envelope that the teacher has named
(students are able to lay all of the coins on there to do this activity).
The teacher will walk around the room in order to assess if students are able to
recognize and identify a dime.
The teacher will then put the picture of the money on the Smart board so
students can check their coin selections.
The teacher will say find a
Quarter
Students will pull the money from the envelope that the teacher has named
(students are able to lay all of the coins on there to do this activity).
The teacher will walk around the room in order to assess if students are able to
recognize and identify a quarter.
The teacher will then put the picture of the money on the Smart board so
students can check their coin selections.
The teacher will say find a
$1.00 bill
Students will pull the money from the envelope that the teacher has named
(students are able to lay all of the coins on there to do this activity).
The teacher will walk around the room in order to assess if students are able to
recognize and identify a $1.00 bill.
The teacher will then put the picture of the money on the Smart board so
students can check their money bill selections.
Teacher will check in with the students with a Thumb Check.
Thumbs up = the student understands
Thumbs to the side = the student sort of understands
Thumbs down = the student is completely lost.

Smartboard
Money
Containers

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Graduate School of Education
For the next coin activity, students will work with their seat partner. (People
Smart / Picture Smart, Logic Smart)
The teacher will post a picture of an item and the cost of that item on the
board. Each group will need to display the posted cost of item on their desk.
(Be sure to model this for the students).
The items and costs that will be displayed are:
Piece of candy
$0.23
Pencil
$0.38
Toy Car
$1.17
Kite
$1.95
Cookies
$1.32
The teacher will walk around in order to assess student knowledge.
Have students give responses / answer to at least three of the items; do all five
items, if time allows.
Students will explain the coins and / or bills they selected for the answer.
Teacher will check in with the students with a Thumb Check.
Thumbs up = the student understands
Thumbs to the side = the student sort of understands
Thumbs down = the student is completely lost.
Teacher will explain to students the last activity which is call the Cafeteria
Menu Activity. (Self Smart / Word Smart / Logic Smart / Picture Smart)
Students will be given a menu with an entre, side, dessert, and beverage.
Students will need to select an item from each category without going over the
$2.00 money limit. Student will be able to use manipulatives that include play
money, base ten blocks, and counter chips in order to complete the math task.

Pencil
Cafeteria
Menu Sheet
Money
Container,
Base Ten
Blocks,
Counting
Chips

Teacher will model a combination on the white board prior to for the students
beginning the activity.
Summary / Closure:
Teacher will go over the following information in order to close the lesson:
Different money denominations.
What is money used for?
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Students should turn in their Cafeteria Menu activity to the teacher when
complete. Student will have additional time to complete the activity sheet if it
is needed.
Extensions/Connections Describe extensions or connections to other lessons.
English
Student will clarify and explain words and ideas orally when doing the
math activity. Students will share their responses with the class using
new vocabulary from other content areas.
Student will follow three and four step directions when completing
the Cafeteria Menu Activity in which they will use information that is
on a reference chart to pull math information.
Math
Student will add and subtract numbers 99 or less when making
combination to complete the Cafeteria Menu activity.
Student will create and solve single and two step addition and
subtraction problems, using data from simple tables, picture graphs,
and bar graphs when completing the Cafeteria Menu activity which
will be assessed by the teacher.
This lesson will also be an introduction for students to work with larger
money amounts.

IV.

Assessment
Formative:
The teacher will walk around the room in order to assess rather or not the students
are familiar with the different money denominations of a penny, nickel, dime,
quarter, and a dollar.
The teacher will walk around the room to assess rather or not the students are able
to determine the correct money amount for the cost of an item being displayed on
the Smartboard. Teacher will have to see if students are able to count out the
money that will not be more than $2.00.
Students will turn-in the Cafeteria Menu activity to the teacher. Students will
have to come up with the most combinations without going over the $2.00 limit.
Teacher will see if students are able to create and solve one and two step addition
and subtraction math problems.

V.

Differentiation
Enrichment:
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Students who need a challenge will have an opportunity to find the cost of an item
with a minimum amount of coins and bills being used.
Student needing a challenge will be given an additional $1.00 (new total of money
$3.00) in order to select items off of the menu. The student will have to double up
on at least two menu items.
Support:
Students needing support will be given a sheet with smaller amounts for both
money activities.
Students will be provided different types of manipulatives in order to assist in the
task.
Students will also work with a partner in some of the activities.
Students will also be provided with Cafeteria Menu sheets with varying (lower)
amounts.

VI.

Technology Integration
Smartboards will be used
To show students a video in order to introduction money, coins and bills, to
students.
To display student different money / coins denominations.
Laptop will be used
For the teacher to be able to play the introduction money video in order for
student to be able to view the video.

VI.

Reflection
N/A

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Graduate School of Education