Lesson Plan

Topic: Math (money)

Grades: 2nd Date: 2/8

Standard(s): MAFS.2.MD.3.8 Time: 1 Hour

Solve one- and two-step word problems involving dollar bills HOT Questions:
(singles, fives, tens, twenties, and hundreds) or coins (quarters,
1. What do I do when I get to
dimes, nickels, and pennies) using $ and symbols appropriately.
five pennies? Two nickels?
Word problems may involve addition, subtraction, and equal
Two dimes and a nickel?
groups situations 1. Example: The cash register shows that the
2. How many quarters do I
total for your purchase is 59. You gave the cashier three
need to get to a dollar?
quarters. How much change should you receive from the
3. Are two nickels worth the
cashier?
same as 1 dime? How do
a. Identify the value of coins and paper currency. you know?
4. Why is it important to
b. Compute the value of any combination of coins within one
exchange money?
dollar.
Assessment:
c. Compute the value of any combinations of dollars (e.g., If you
have three ten-dollar bills, one five-dollar bill, and two one-dollar Type of assessment:
bills, how much money do you have?).
Student discussion
d. Relate the value of pennies, nickels, dimes, and quarters to
Teacher observations
other coins and to the dollar (e.g., There are five nickels in one
quarter. There are two nickels in one dime. There are two and a Exit Question
half dimes in one quarter. There are twenty nickels in one dollar).

Objective: Students will be able to:

How will this assessment show
Understand coin amounts and apply their knowledge to you that students have
exchange various coin amounts within a dollar. mastered the objective?

Vocabulary: Quarter, Nickel, Dime, Penny, Dollar, Exchange The student discussion will allow
for me to know the
Materials: Play coins (placed into bags) Game: Get to a dollar,
background knowledge that
Money foldable, Dice, Money Mat Worksheet
the students have on the
Opening (Engage) various coin amounts. It will
help to give me a clear
Time Task indication on how to group
Review coin amounts using the foldable. Review students.
how to trade 5 pennies for a nickel, 2 nickels for a The teacher observations
10 min
dime, two dimes and a nickel for a quarter, and four made while walking around
quarters for a dollar. the room while students are
Ask HOT questions while reviewing coin amounts playing the game will let me
know who understands how to
exchange coin amounts and
who doesnt.
Building Understanding (Whole Group Exploration / Core): The exit question will give me a
clear understanding of which
Time Task
students understand the
40 min Students will play the game: Get to a Dollar with a different coin amounts and
partner. Place students into partner groups either who is still struggling grasping
using the data gained from student discussion or the standard.
using the chips to place students (only use the chips
if it seems that all students know the material).
Exit Question:
Go over Get to a Dollar rules (rules are attached).
Tell students that they can use their foldable as a Which would you rather have:
reference while they are playing the game. 10 pennies or 2 dimes?

Walk around the room and help students who are 5 nickels or 4 quarters?
struggling. Write the exit question up on the board
Why?
Lesson Closure

Time Task

Send students back to their seats and have them

take out their math journals. Have the students write
10 min
a response to the exit question on the next blank
page.

Differentiation:

The teacher will differentiate and provide support in the following

ways:

Reteach (Greatest Support)

These students will be able to use their foldable as a reference

while they are playing the game. I will also be walking around to
provide assistance to those that are struggling. If they are still
struggling, I will take away the quarters and just have the students
play the game using nickels and dimes.

Enrich (Least Support)

These students can play the game as many times as they want
until the time is called. If they finish early, I will give the students
different coin amounts within the dollar to play with. (Ex. now
play to 65 cents!)

Accommodations:

(What students need specific accommodation? List individual

students (initials), and then explain the accommodations you will
implement for these unique learners.)

No students need specific accommodations.

 Connections:

How does this lesson connect to the real world? How does this lesson connect to the interests
and/or cultural backgrounds of your students?

Students will be using money for the rest of their lives. Many jobs require for people to be able to
make change. It is important that students know the various coin amounts and what they look like.
It is also important that students understand how to make various coin amounts within a dollar and
know how to trade in coins.

Notes for Teaching: