Alicia Osborne

Spring 2017 Practicum

Grade 2 Lesson Plan- Math

Adding Money Amounts to $1.00

Content Area: Math

Domains: Cognitive, Social/Emotional

Massachusetts Curriculum Framework for Mathematics

1. 2.NBT.1: Understand that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
2. 2.NBT.5: Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction.
3. 2.NBT.6: Add up to four two-digit numbers using strategies based on place value and
properties of operations.
4. 2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and
pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3
pennies, how many cents do you have?
(Massachusetts Department of Elementary and Secondary Education, 2011)

Goals
1. Apply knowledge of place value and properties of operations to add two-digit numbers.
2. Use dollars, dimes, and pennies to represent hundreds, tens, and ones to practice
regrouping in addition.
3. Add amounts of money expressed in dollars and cents and record in decimal notation.

Objectives
1. Students will practice writing amounts of money in dollar and cents notations.
2. Students will apply knowledge of place value and properties of operations to add two-
digit numbers.
3. Students will read amounts in dollars and cents when written in decimal notation.
4. Students will participate in a turn-taking game with a partner to reinforce addition of
one and two-digit numbers to reach 100 (100 or $1.00).

Materials
Dice
Pretend money- dollar bills, dimes, and pennies
Whiteboard or chart paper and marker
Dollar Dash Printout
School Store Printout
Adding Money Amounts Worksheets
Students need their Math notebooks and a pencil
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Procedures
1. I will begin the lesson by doing a quick review with students about the amount that each
coin represents.
2. I will write an amount expressed in dollars and cents on the board, such as $0. 97. I will
remind students that $0.97 is the same as 97 and ask them, how would I show this
using pennies, dimes and dollars? I will put 0 dollars, 9 dimes, and 7 pennies on the
board.
3. Next, will tell the students, I found 24 cents in my pocket. How can I add this to $0.97 to
show my total? I will show 24 on the board using two dimes and seven pennies and
write it as $0.24. To find the sum, I will start by adding the pennies from the ones
column. I have 11 pennies total. Trade in 10 pennies for a dime. There is one penny
left, write a one in the ones column. Add together the dimes. There are 12 dimes, so I
can trade in ten of them for $1.00 and I will have two dimes left. Write 2 in the tens
column. I have one $1.00 bill, which is the same as 100, so I will put a 1 in the
hundreds column. I have $1.21.
4. I will review reading the amount out loud in dollars and cents. For example, $1.21 is
pronounced as one dollar and twenty-one cents. In cents only, it would be
pronounced one hundred twenty-one cents (not one hundred and twenty-one cents).
5. Next, I will teach the students to play Dollar Dash, a game in which they roll a die, with
each number on the die representing a certain amount of money in change, and add
each amount to reach $1.00 or more. I will read and explain the directions and partner
students up to begin playing as a pair.
6. Students take turns and will use the key to the game (1= a penny, 2=2 pennies, 3= a
nickel, 4= a dime, 5= a quarter, and 6= roll again) to add up each amount they roll to
reach $1.00. They must record their sum after each turn and figure out how many turns
it took them to reach $1.00 or more.
7. After students have taken their last turn that got them to $1.00 or more, they must find
the difference between their amount and $1.00. For example, if they ended up with
$1.09 as their total, the student might record $1.09 is 9 more than one dollar.
8. When students have completed the Dollar Dash activity, they will use the total amount
they earned at the school store. Students will be given a price list of items they
could buy and will decide on what they will buy, the total amount the items will cost,
and the change they will have left after making their purchase.

Adjustments/Extensions
Students will have the choice of using fake money (pennies, dimes, and dollars) to assist
them during both the Dollar Dash activity and School Store activity.
I will ask pairs of students that understand the Dollar Dash activity to model playing it
for any students that do not understand it.
As a challenge version of the Dollar Dash, students will need to reach an exact
amount, without going over. If they go over the amount, they will be able to make
subtraction rolls, where they take away the amount rolled instead of adding it.
For when students have completed the two activities, I will have different versions of
addition with money worksheets for the range of learners in the class. One will be
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adding two-digit amount without regrouping, one will be adding two-digit amounts with
regrouping, and one will be adding three-digit amounts written in dollars and cents
notation.

Reflection
On March 15, 2017, I was observed teaching a math lesson that involved addition with

money. I began by reviewing how to tell the difference between coins and how much each coin

is worth and then students worked on a simple activity to help reinforce these concepts. Next, I

called students over to the meeting area to demonstrate using pennies, dimes, and dollars in

order to add amounts of money together. This lesson involved trading 10 pennies for a dime

and 10 dimes for a dollar and I showed how this corresponded to regrouping in addition. This

lesson also reinforced reading and writing money in decimal notation (dollars and cents), for

example, 29 is the same amount as $0.29, but they are expressed differently orally and in

writing.

After demonstrating how to add two amounts of money together using fake money and

regrouping, I explained how to play Dollar Dash. I created the dice game Dollar Dash based on

an activity I found online and modified it to fit the the math concepts that I wanted to reinforce.

I paired students with their new math partners and they were expected to take turns rolling a

die and recording and adding the amount they rolled based on a key (1= a penny, 2=2 pennies,

3= a nickel, 4= a dime, 5= a quarter, and 6= roll again) until they reached $1.00 or more.

Most pairs of students understood the game and were excited to begin playing.

Students had the choice of using fake pennies, dimes, and dollars but most chose to add their

amounts using different strategies. Some students needed help organizing the way the were

recording their amounts and reminders to find the running total after each turn. When I

walked around to each pair, I was pleased to see different organizational strategies that
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children were using while recording and adding their amounts. As an added component to the

activity, I had students record how many rolls it took to reach at least $1.00 as well as show the

difference between their total amount and $1.00. After students completed this, they used

their total as an amount to spend on items. They received a price list of items and were able

to choose what they would buy with and then figure out how much change they would have

left.

Overall, I think that this lesson was an interactive and meaningful way to reinforce

adding two-digit numbers with regrouping, reinforcing knowledge of the value of coins, and

learning to make change. I plan to follow this lesson up by demonstrating some of the

organizational strategies I observed the students using to keep track of their running total that

may be helpful to other students. I will also help to reinforce their mental math addition skills

by doing a popcorn style activity where I will give each student a coin, either a penny, nickel,

or dime. The first student will say their coins amount and stand up. The next student will add

their coins amount and state the new running total and stand up and so on.

Taking the lead in teaching math has helped me in my goals of becoming a more

reflective practitioner and meeting diverse needs. Teaching math is not something that comes

naturally to me, so I have learned that I really need to take the time to plan meaningful lessons

that consider the abilities of the range of students in the class. I have begun to plan a larger

variety of extension activities for students that finish activities early or need a more advanced

version and think about how to simplify directions and explain vocabulary to English Language

Learners.