Makin’ Money  

 
 
 
CCSS.MATH.CONTENT.2.MD.C.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?
 
 
Second Grade Math Unit
By Ms. Masuno
   
 Unit Overview
Day 1: ​Introduction
Students will understand why it is important
to learn about money. We will answer the
question: where/how do we use money
everyday? Students will begin familiarizing
themselves with the characteristics of each
coin and the value it has. Students will watch
money video:
https://www.youtube.com/watch?v=pnXJGNo08v0&t=
31s
Day 3: ​Currency Comprehension
Students will complete the coin
comprehension packet to ensure students have
gained a base knowledge in adding up values
of coins. As a summative project to this piece
of the unit, students will create an artistic
math project that demonstrates their
knowledge of coin values.
Day 5: ​Students are in the computer lab
Students will continue practice on schoolwide
program- Edmentum for half of the duration
of class.
Day 7: ​Subtraction Word Problems
Students will be introduced how to pull KEY
information from a word problem. Students
will learn to solve one-step and multi-step
subtraction problems dealing with money.
Day 9: ​Money Word problems
Students will combine their knowledge of
Day 6 & 7 to decipher whether they need to
add or subtract within the money word
problems.
Day 2: ​Counting Coins
Students will recall information learned the
previous day by helping the teacher complete a
coin chart/ flipbook for display in the
classroom. Students will complete a coin
identification/ counting worksheet. Students
will understand the importance of labelling
their answers with the correct symbol “​¢​”
Day 4: ​Counting Cash
Students will be introduced to the different
valued bills and their characteristics. Students
will be asked to identify and add bills. Students
will understand the importance of labelling
their answers with the correct symbol “​$​”
Day 6: ​Addition Word Problems
Students will be introduced how to pull KEY
information from a word problem. Students
will learn to solve one-step and multi-step
addition problems dealing with money.
Day 8: ​Spending on Snacks
Students will have the opportunity to “buy”
snacks by paying for them with “money.”
Students will “place their order” the day before
receiving their snacks and be asked to
complete a short assessment. Students will be
asked:
-What did you order? How much did it cost?
-Show how you paid for it? (draw money used)
-How much money did you have left after you bought
this snack?
-Repeat for second snack
Day 10: ​Students are in the computer lab
Students will continue practice on schoolwide
program- Edmentum for half of the duration of
class. Students will then be offered a list of
pre-approved/ tested money games that they
may play in the computer lab.
 
Day 1/2: Introduction/ Counting Coins
 
Title/theme/focus of lesson​: Introduction to Money

Essential lesson question(s): ​ Where and how do we use money everyday?

Learning outcomes/objectives​: Students will get an introduction to coins characteristics and

value.

Vocabulary:​ Penny, nickel, dime, quarter, cent.

Assessment​: Completion of Money Flipbook (A) / Worksheets (B)

Materials:​ Money powerpoint, Money Song, Money book pieces, Worksheets

Room environment:​ Students will begin with Number Corner on the carpet and move to their
desks for the remainder of instruction.

Instructional Procedure:
Students will begin by engaging in the new Number Corner for the month. The number corner is
dealing with fractions. Students will look at how many pieces are shown on the diagram and
compare it to a whole. Students will then engage in a daily math at their desks. There, they will
complete and correct the problem set. When half the class leaves for PE instruction, the
remaining half of the class will begin instruction in the Money Unit.

(Tuesday) Group A Instruction: Students will engage in the powerpoint, observing and
identifying the different coins. After gaining a base knowledge of coins, students will listen to
the coin song once through, then again a second time. The second time through students will be
asked to sing along. After singing the song, students will engage in creating a money flipbook.
This book will help students remember the different coins and practice simple addition within
their values.

(Monday) Group B Instruction: Students will engage in the powerpoint, observing and
identifying the different coins. After gaining a base knowledge of coins, students will listen to
the coin song once through, then again a second time. The second time through students will be
asked to sing along. Group B comes with the assumption that there is already a fairly strong base
knowledge of coins/ value. Group B will instead of the money flip book, help to create a money
chart to hang in the classroom. This chart will identify coin names, characteristics, and value.
Students will then move on to begin a coin counting worksheet. Students will practice adding up
coin values and using the proper “cent” label.
 Day 3: Currency Comprehension
 
Title/theme/focus of lesson​: Ice Cream

Essential lesson question(s): ​ What is the sum of the value of the coins shown? (Vice Versa)

Learning outcomes/objectives​: Students will obtain the skills to add up any sum of coins with a
strengthened knowledge in coin values.

Vocabulary:​ Penny, nickel, dime, quarter, cent.

Assessment​: The pre-assessment worksheet will give teacher an idea of what still needs to be
worked on, art project will reinforce ideas for students.

Materials:​ Pre-assessment worksheet, Ice cream art project.

Room environment:​ Students will complete packets at desks with a partner.

Instructional Procedure:
Students will begin by engaging in the new Number Corner for the month. The number corner is
dealing with fractions. Students will look at how many pieces are shown on the diagram and
compare it to a whole. Students will then engage in a daily math at their desks. There, they will
complete and correct the problem set. When half the class leaves for PE instruction, the
remaining half of the class will begin instruction in the Money Unit. Student will review coins
sums in the daily math problem set.

Group A Instruction (during math time) Group B in the afternoon: To review for the upcoming
project, students will complete a coin adding worksheet as a class. This whole class approach
will keep students from falling too far behind and assure that every student has an opportunity to
attempt or observe many sums be added, prior to completing the project. Students will engage in
a classwide project. Each student will receive three “scoops” of ice cream, each showing a cent
value to eventually be added up.

*In the afternoon, Group B will also be given a worksheet involving adding bills. This is a fairly
simple concept since the value of the bill is displayed on the actual bill itself. This group will not
have a day of explicit instruction so teacher will use this worksheet to understand how to best
accommodate student needs in this area.
 Day 4: Counting Cash
 
Title/theme/focus of lesson​: Bills (paper currency)

Essential lesson question(s): ​ How do we identify and differentiate between different bills and
their values?

Learning outcomes/objectives​: Students will identify the different bill’s characteristics and value.

Vocabulary:​ One, five, ten, twenty, fifty, hundred (dollar bill)

Assessment​: Worksheet and informal observation during whole group instruction

Materials:​ Bills powerpoint, whiteboard, “play” money, worksheet

Room environment:​ Students will remain on the carpet for Number Corner, move to their desks
for daily math practice, and then return to the carpet for math instruction.

Instructional Procedure:
Students will begin by engaging in the new Number Corner for the month. The number corner is
dealing with fractions. Students will look at how many pieces are shown on the diagram and
compare it to a whole. Students will then engage in a daily math at their desks. There, they will
complete and correct the problem set. When half the class leaves for PE instruction, the
remaining half of the class will begin instruction in the Money Unit.

Group B Instruction: Students will engage in the powerpoint, observing and identifying the
different bills. This will give students a visual of each bill (front and back). Since addition with
bills, does not require an extra step as counting coins does. This should be a fairly quick run
through of the powerpoint. Students will discuss and ask questions at this time. Then students
will complete sample addition problems with bills with the teacher as a whole class- recognizing
that the “pattern” is simply counting by: 1’s, 5’s, 10’s, 20’s, 50’s, or 100’s. Students will then
move to complete a worksheet involving counting of bills and coins.

Group A Instruction: Students will receive a mini lesson on bills preceding the BINGO game.
Students will also complete a worksheet involving bills and coins that day. Teacher will diagnose
any areas that need improvement.
 Day 5: Students are in the Computer Lab
 
Title/theme/focus of lesson​: Edmentum

Essential lesson question(s): ​ N/A

Learning outcomes/objectives​: Students will make progress in mathematical concepts tailored to

their specific level of understanding.

Vocabulary:​ N/A

Assessment​: Edmentum is a program that assesses as students work, and tailors each lesson to
the level of understanding of each student.

Materials:​ Edmentum program (paid for by Canalino)

Room environment:​ Students will be seated in a girl, boy, girl, boy pattern.

Instructional Procedure:
Students will come into the library and sit on the carpet to wait for instruction. There, the teacher
will put on the board any AR tests that may be taken. Students will also be given the option to
log onto pre-approved math money games to practice the skills they have obtained this week so
far! Then students will be instructed to begin working on their Edmentum program. If students
have worked diligently for the entire computer time, students will be allowed 10-15 minutes of
free use of games (pre-approved by teacher).
 Day 6: Addition/ Subtraction Word Problems Group B
 
Title/theme/focus of lesson​: Addition/ Subtraction Word Problems

Essential lesson question(s): ​ How can we use addition and subtraction with our knowledge of
money to solve word problems.

Learning outcomes/objectives​: Students will learn to pull essential information from word
problems to solve equations dealing with money.

Vocabulary:​ Addition, how much in all, Subtraction, what is the difference, how many more?

Assessment​: Student will work together as a class to complete money addition and subtraction
word problems on the board as a whole class. Students will work through problems and offer
verbal input/ volunteer answers.

Materials:​ Students will need to engage in the number corner and complete the daily math review
before beginning. Students will need white mini whiteboards, markers, erasers, and the teacher
will need a white board or overhead projector.

Room environment:​ Students will be seated at their desks to complete the daily math review and
seated on the carpet for the whole group instruction.

Instructional Procedure:
Students will begin by engaging in the new Number Corner for the month. The number corner is
dealing with fractions. Students will look at how many pieces are shown on the diagram and
compare it to a whole. Students will then engage in a daily math at their desks. There, they will
complete and correct the problem set. When half the class leaves for PE instruction, the
remaining half of the class will begin instruction in the Money Unit.

Students in Group A will leave the room for PE, while the remainder of students in Group B
move to be seated on the carpet for the remainder of the lesson.

The teacher will review vocabulary words and common phrases to indicate addition vs
subtraction. This is a concept already talked about in math. Students have worked with word
problems in math previously and should be fairly familiar with information. Teacher will write a
word problem involving money on the board. As a class we will practice how to underline the
important information that indicates how to solve the problem. Then work to solve. We will
repeat this with up to 4 word problems if time allows. We will move slowly through each
problem to monitor comprehension.
 Day 7: Subtraction Word Problems Group A
 
Title/theme/focus of lesson​: Addition/ Subtraction Word Problems

Essential lesson question(s): ​ How can we use addition and subtraction with our knowledge of
money to solve word problems.

Learning outcomes/objectives​: Students will learn to pull essential information from word
problems to solve equations dealing with money.

Vocabulary:​ Addition, how much in all, Subtraction, what is the difference, how many more?

Assessment​: Student will work together as a class to complete money addition and subtraction
word problems on the board as a whole class. Students will work through problems and offer
verbal input/ volunteer answers.

Materials:​ Students will need to engage in the number corner and complete the daily math review
before beginning. Students will need white mini whiteboards, markers, erasers, and the teacher
will need a white board or overhead projector.

Room environment:​ Students will be seated at their desks to complete the daily math review and
seated on the carpet for the whole group instruction.

Instructional Procedure:
Students will begin by engaging in the new Number Corner for the month. The number corner is
dealing with fractions. Students will look at how many pieces are shown on the diagram and
compare it to a whole. Students will then engage in a daily math at their desks. There, they will
complete and correct the problem set. When half the class leaves for PE instruction, the
remaining half of the class will begin instruction in the Money Unit.

Students in Group B will leave the room for PE, while the remainder of students in Group A
move to be seated on the carpet for the remainder of the lesson.

The teacher will review vocabulary words and common phrases to indicate addition vs
subtraction. This is a concept already talked about in math. Students have worked with word
problems in math previously and should be fairly familiar with information. Teacher will write a
word problem involving money on the board. As a class we will practice how to underline the
important information that indicates how to solve the problem. Then work to solve. We will
repeat this with up to 4 word problems if time allows. We will move slowly through each
problem to monitor comprehension.
 Day 8: Spending on Snacks
 
Title/theme/focus of lesson​: Spending on Snacks

Essential lesson question(s): ​ How can we use addition and subtraction with our knowledge of
money to solve word problems.

Learning outcomes/objectives​: Students will complete a summative assessment of their

knowledge in money.

Vocabulary:​ Penny, nickel, dime, quarter, cent, one, five, ten, twenty, fifty, hundred (dollar bill),
addition, how much in all, Subtraction, what is the difference, how many more?

Assessment​: Students will complete a money word problems worksheet that combines all
knowledge learned up to this point. However, this assessment will be given as a partner
assessment. While students will work with a partner to complete the worksheet, they will be
asked to explain their thinking individually in a mini-conference with the teacher.

Materials:​ Assessment

Room environment:​ Students will be separated throughout the room in their partner groups.

Instructional Procedure: ​Students will engage in a final assessment of the learning thus far.
Students will be given an opportunity to review vocabulary and then asked to work silently with
an assigned partner for the duration of the math time period. When students have completed the
worksheet, they will begin being called up to the front of the classroom to explain their thinking.
Student will be directed (1x) to go back and check missed problems. Allowing for the
opportunity to fix missed problems.
 Day 9: Edmentum
 
Title/theme/focus of lesson​: Edmentum

Essential lesson question(s): ​ N/A

Learning outcomes/objectives​: Students will make progress in mathematical concepts tailored to

their specific level of understanding.

Vocabulary:​ N/A

Assessment​: Edmentum is a program that assesses as students work, and tailors each lesson to
the level of understanding of each student.

Materials:​ Edmentum program (paid for by Canalino)

Room environment:​ Students will be seated in a girl, boy, girl, boy pattern.

Instructional Procedure:
Students will come into the library and sit on the carpet to wait for instruction. There, the teacher
will put on the board any AR tests that may be taken. Students will also be given the option to
log onto pre-approved math money games to practice the skills they have obtained this week so
far! Then students will be instructed to begin working on their Edmentum program. If students
have worked diligently for the entire computer time, students will be allowed 10-15 minutes of
free use of games (pre-approved by teacher).
 Day 10: Celebration
 
Title/theme/focus of lesson​: Celebration of Money

Essential lesson question(s): ​ N/A

Learning outcomes/objectives​: N/A

Vocabulary:​ N/A

Assessment​: N/A

Materials:​ Cookies, juice, pretzels

Room environment:​ Students will be seated in their table groups and called upon, one at a time.

Instructional Procedure:​ Student will be required to provide the completed worksheet upon
getting in line with the teacher. At the front desk there will be a menu that corresponds to the one
on the worksheet that students have recently completed. There they will be given $1
(pseudo-money) to spend on the item. Student will use their knowledge of money to “buy” items
from the menu.

*Items have been priced in such a way that does not allow students to buy all three items.
Students will be asked follow up questions such as, how much does that cost in all? How much
money would you have left after buying these items? etc..