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Unit: Money
Essential Question(s):
Grade/Period:
2nd Grade
Studentswillrecognizeandrecalldifferenttypesofmoney
Studentscanidentifydifferentwaysofmakingadollar
Studentswillbeabletouse$andsymbolswhenrecordingmoney
Whyisitimportanttolearnaboutmoney?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
Thisactivitycallsforstudentstobringinmoneyfromhome,but
mostofmystudentshavefree/reducedlunchandmajoritylivewith
asingleparent.Thestudentsmostlikelywon'tbeabletobringin
changefromhome.SoinsteadIwilluseplaymoneyformylessons,
butIwillshowthemwhatrealmoneylookslikebybringinginmy
coinbankfromhome.Letthestudentsobservethecoins,each
studentwillsayonethingtheynoticed.
Approx5minutes.
Part1OddsandEnds
1.Whenchildrenentertheroom,haveastripofpaperwiththree
quartersstampedonit,oneachchildsdesk.(Dothisdaily)
2.Tellchildrenthattheclasswillbeginlearningaboutmoneytoday.
Eachdaytheywillbeginwiththreequarters.Quarterscanbelost
duringthedayformisbehavior.Attheendoftheunit,theclasswill
gettospendthemoneyattheclassstore
3.Giveeachchildawallet(envelope).
4.Haveclasswritenameonwalletanddecorate.Attheendofeach
day,studentsshouldplacequarterstripinthis.
5.Whiletheclassisdoingthis,describethattheyhaveabagfullof
money:4quarters,10dimes,10nickels,and10pennies.
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
Assessment:
List both formative and summative
assessments that you will use to assess
student understanding. Formative
assessments are given during instruction
(check for understanding), summative are
after completion of instruction (how will you
grade quiz, test, project, paper,
presentation, demonstration, etc.).
Part2Lesson
7.Beginlessonbyhavingstudentssitinacircle.
8.Askstudentstosharewhattheyknowaboutmoneywhatit
lookslike,types,howitisearned,etc.
9.ReadthebookFollowThatMoneyPullthebookupontothebig
screensostudentscanreadthewordsalongwithyou.
10.GiveeachstudentaBagofcoinsandapigmat(AppendixC).
11.Askstudentstosortcoinsbytypeonpigmat.
12.Startingwithapenny,discusswithclassidentifyingfeatures.
Allowchildrentonoticefeaturesandshareyearminted.Record
identifyingfeaturesonsheetofchartpaper.
13.Continueasinstep6withnickel,dime,quarter.
14.Whenfinishedexaminingcoins,gobacktochartanddiscuss
againvalueofeachcoinandwaystowritecentsignanddollar
sign.Explainmeaningofthedecimalpoint.
15.Askstudentstoputcoinsinbag.
16.Beforemovingontothenextactivity,studentsneedalittlebrain
break.GotoGoNoodle.com:
https://www.gonoodle.com/channels/youtube/countingbyfives
havestudentsgetupandfollowdanceandallowthemtosingalong
withthevideo.Ifsomestudentsdon'twanttostandupanddance,
stillhavethemsingalongwiththevideo.
Approx20minutes.
Havestudentsreturntotheirseats.(Theirseatsareingroupsoffive,
withtwogroupshavinganextraperson.Ichosetoseatthe
strugglingstudentswithstudentswhoareconsiderate/patientwho
areaboveoratgradelevel).
AppendixDReview1.Havestudentsworkwiththeirgroupmates
oncompletingtheshortworksheet.Iwillwalkaroundcalling
differentamounts:13cents,48cents,7cents,and99cents.Atthis
timestudentsdon'thavetomaketheamount,theyjusthavetoshow
thattheyunderstandmoneycanbewritteninthedollarandcents
form.Eachstudentshouldcompletetheirownworksheet,butcan
worktogetherasagroup.Afteritisdone,theleaderfortheweekof
thatgroupwillcollectthepapersandreturnittotheblackfiling
system,labeled:Math.
Approx20minutes.
Formative:
To dismiss students to line up for lunch, students
will have to complete an exit card. I will give the students a clue
about a coin, and the students must answer the riddle. And also
write two ways the coin can be written.
When they are able to answer it and turn it face down on their
desk, they may then put their bag of coins away in their
appropriate cubby with their name on it, and line up at the doorquietly.
Riddle: I am the smallest coin, but I'm worth more than two
other coins. I am silver. What coin am I?
Mostofmystudentsliveathomewheretheycan'tbringinreal
money,soIbroughtinfake.ButduringdiscussionIwillusereal
moneytoshowstudentswhattheyactuallylooklike.Alsowith6of
mystudents,theyarebelowaverage,soItrytodoasmuchgroup
workasIcanbecauseImaynotbeabletomakeittoallofthem
duringoneclass.SoIpairthemupwithstudentswhoareaboveor
atgradelevel.Alsotheymayneedextrahelpontheside,soobserve
themandaskthemquestionsalottomakesuretheyare
understandingonwhatisgoingon.Ihaveanotherstudentwhohasa
pulloutservice,whocomesbackinthemiddleofmylesson,toget
uptodateIpullhimasidetolethimknowwhatisgoingon,Idoa
minilessononhim,whilemy"helpermom"aidstheotherstudents.
MyESLstudentmighthaveatoughertimewiththis,soexplainto
herhowhermoneyinherhomecountryissimilartooursbutthey
justhavedifferentvalues.
WehaveaniPadforallthestudentsintheclass,Iwillconductshort
quizzesonKahoot:https://kahoot.it/#/.ThiswayIcanseewherethe
classis.
AccessingPriorKnowledge:
Accordingtothecommoncore,thisisthefirsttimemoneywillbeintroducedto
thestudents,sotheymightnotunderstandwhatexactlymoneyis.Butstudentsshouldknowhowto
add/subtractnumbers.
Anticipatory Set
: After students come back from bathroom breaks, have students go to the carpet for
carpet time. And play the coin song: https://www.youtube.com/watch?v=3ARNqyQ0CuY
Questions to Anticipate:
What's a penny/nickel/dime/quarter? Why do we need this?
During the lesson where we are talking about what they are, they will answer What is the different coins
amongst their groups and we'll talk about it in class. Why do we need this?
Money is very important for us, we need money in order to have water, electric. Does anyone know what
their parents use money on? Have you ever received money?
Enrichment
: The students who are head, try having them count nickels/dimes/pennies. Try starting
them out a lesson ahead each time.
Sources:
Coin song.wmv. (n.d.). Retrieved May 27, 2015, from
https://www.youtube.com/watch?v=3ARNqyQ0CuY
Favre, M. (2007). Dollars and Sense. Retrieved May 27, 2015, from
http://coreknowledge.org/mimik/mimik_uploads/lesson_plans/382/Dollars and Sense.pdf
Pfaff, J. (n.d.). Differentiated Instruction & Understanding By Design. Retrieved May 27, 2015, from
http://sddial.k12.sd.us/esa/doc/teachers/diffinstruc/lessons0506/pfaff_di_lesson2.pdf
Sondey, C. (n.d.). UBD Unit Design Worksheet. Retrieved May 27, 2015, from
http://www.kalamazoopublicschools.com/Portals/0/KPS Site Docs/Teaching and Learning
Services/Mathematics/Final Grade 2 2010 Math Curriculum Guide_0.pdf