111.4. Grade 2, Adopted 2012.

(5) Number and operations. The student applies mathematical process standards to
determine the value of coins in order to solve monetary transactions. The student is
expected to:
(A) determine the value of a collection of coins up to one dollar; and
(B) use the cent symbol, dollar sign, and the decimal point to name the value of a
collection of coins.

In partners, students will each have a dollar to spend at the store (Ten items I have
provided). They must each buy a toy for their brother, sister, and themselves. With the help of
their partners, each person will choose three items to purchase, calculate their total cost and
change from the transaction. The partners will then use money manipulatives to demonstrate
the financial transaction. They will write and illustrate on manila paper their purchases and
money operation. In front of the class the partners will alternate explaining their purchases,
while the other then acts as the cashier, providing the accurate change.

Math - Problem Solving : Money

Teacher Name: Jessica Warren

Student Name:

________________________________________

Working with
Others

Student was an
engaged partner,
listening to
suggestions of
others and working
cooperatively
throughout lesson.

Student was an
engaged partner but
had trouble listening
to others and/or
working
cooperatively.

Student cooperated Student did not work

with others, but
effectively with
needed prompting to others.
stay on-task.

Use of
Manipulatives

Student always
listens and follows
directions and only
uses manipulatives
as instructed.

Student typically
listens and follows
directions and uses
manipulatives as
instructed most of
the time.

Student sometimes
listens and follows
directions and uses
manipulatives
appropriately when
reminded.

Explanation

Explanation is
detailed and clear.

Explanation is clear. Explanation is a little

difficult to
understand, but
includes critical
components.

Explanation is
difficult to
understand and is
missing several
components OR was
not included.

Mathematical
Errors

90-100% of the
steps and solutions
have no
mathematical errors.

Almost all (85-89%)

of the steps and
solutions have no
mathematical errors.

Most (75-84%) of the

steps and solutions
have no
mathematical errors.

More than 75% of

the steps and
solutions have
mathematical errors.

Mathematical
Concepts

Explanation shows
complete
understanding of the
mathematical
concepts used to
solve the problem(s).

Explanation shows
substantial
understanding of the
mathematical
concepts used to
solve the problem(s).

Explanation shows
some understanding
of the mathematical
concepts needed to
solve the problem(s).

Explanation shows
very limited
understanding of the
underlying concepts
needed to solve the
problem(s) OR is not
written.

CATEGORY

Student rarely listens

and often \"plays\"
with the
manipulatives
instead of using
them as instructed.