Unit Topic: Math

Grade: Second Grade  

Lesson Topic: Money

Lesson Objectives:

• The student will be able to correctly identify each coin and its assigned value.

• The student will be able to make exact change using various coin or bill amounts.

• The student will be able to determine the fewest amount of coins or bills needed to make exact change.

Instructional Techniques:

This lesson will be guided through a class discussion, video, three handouts, a website, and a final project.

Instructional Materials: Video on exact change and coin and bill characteristics https://www.youtube.com/watch?v=d0nbnoagh10, handout on using the least amount of coins or bills http://www.123homeschool4me.com/2016/03/free-grocery-task-cards-money-games.html, handout on adding/subtracting coins amounts with another partner (sample) https://www.pinterest.com/pin/207939707767887617/, Math Game Time interactive website (see attached instructional sheet) http://www.mathgametime.com/grade/1st-grade, graded handout demonstrating ten different combinations of coins http://www.k5learning.com/free-math-worksheets/second-grade-2/counting-money/counting-money-pennies-nickels-dimes-quarters

Theoretical Perspective: Students must understand the concepts of money and their attributes in order to succeed in the world. This lesson will prepare students for real life situations with money. The world is run by money and knowing how to count or create change is a valuable and crucial skill needed in the real world. Examples of money are present in the store, bank, or grocery market. Students will gain a sense of the value of each coin or bill and will be able to add or subtract in any given situation.  

Procedure: The teacher will begin the lesson with a class discussion to introduce the six coins and six bills to students. The teacher will present visuals to the students of each coin and bill. The students will tell the teacher the value of each coin and any distinct characteristics each possess which the teacher will then record on a large white sheet of paper. After this activity, the students will be shown a video of exact change which also introduces the coins and bills. This reiterates the main points in the class discussion. Following this, students will be broken up in three separate groups and assigned a station. All three groups will progress eventually through all three stations. In the first station, the student will write on a separate sheet of paper the object which is pasted on the index card and its value. In addition, the student will then record the least amount of coins used in order to purchase that item. The teacher will collect this and grade it just as a benchmark to see the student’s progress. In the second station, the students will work with another partner. Each pair has their own deck of cards. Each student will draw a card from the deck. Each card contains various combinations of coins. After each partner draws a card, each student will count their coins and record their own value under “My Value” and their partners under “My Partner”. In the last box in the row, the students will record the total value of both their partners total and their own. The front requires students to add both cards, while the back has the students subtract the value. For this side, each student will draw one card at a time. Each individual will find the values of their coins. Partners will subtract the smaller value from the larger value and place the final answer in the space provided. This worksheet will be collected in and checked off for a participation grade. When the students get to the final station, they will be following the instructions provided on the separate pieces of paper to complete the activity. Each student will be working individually on their own computer. The students will add the different coin amounts together to come up with the correct total of money where they will then drag the said amount of coins to the box. Students may also have to subtract if their value is larger than the one that it is asking for. One level is required to be completed. The teacher will collect this assignment and review it. After the three stations, the teacher will give a handout to the students to finish individually. The handout has ten different combinations of pennies, nickels, dimes, and quarters. The student will count the coins together and record one amount on the line provided.This worksheet will be passed in and reviewed by the teacher. The teacher will be able to understand better what successes and failures the students made after spending a few days on the topic. To conclude the lesson, the teacher assigns a final project to the students. The students must choose any three coins and any three bills of their choice and will be expected to create three different ways that value can be represented by in words and pictures on a poster board. The student will be expected to manually write out these coins as well as draw or print out a picture associated with each value (ie. 4 dimes manually written out and a picture of 4 dimes). The student will complete this project at home. The teacher will give the students one final grade based on this assignment. This will be worth 20% of their grade for this lesson.

Introductory Activity

1. The teacher will provide a visual and name of the coin and bill and ask students to name characteristics of that object which will be recorded on a large white piece of paper. For an example of a penny, students may say it is copper, worth 1 cent and small. The intent for this introductory meeting is to get students familiar with the different forms of money.

2. Following this discussion, a video will be presented to the class. In the video, Mobi, the robot is faced with a problem. He wants a slice of carrot cake worth $1 but does not know if he has enough change. The students are shown each coin he has in his pocket and how many as well as a general description of the coin.  

2. Step-by-Step

Multiple Day Lesson

1. During a class discussion, the teacher will present a visual of the six coins and six bills and instructs students to list characteristics of the given item. This is wrote on a large piece of paper which students can reference throughout the few days of the lesson. Characteristics may include the color, size, or value.  

2. The students are then shown a fun and educational video of a robot who does not know if he has enough money to buy  an item worth $1. The video progresses on to show the change he has in his pocket and a brief introduction of that coin or bill.

3. Students are then split up into three groups. Each group will be assigned a station. One station will be supplied with fifteen index cards which have an object pasted to the front side with its value. For example, one index card may have a Kleenex box worth 75 cents. On a separate sheet of paper, students will be required to write the object and its worth and then write the least amount of coins they would choose to purchase that item. The teacher will collect this and grade it just as a benchmark to see the student’s progress. The second station asks students to collaborate with a partner to finish the task. Each student will have their own worksheet with a front and back. There is a deck of cards for each pair with various coin combinations on the cards.  For example, one card may include a dime, two nickels and a penny. On the front of the worksheet is addition. Draw and Add– Each student will draw one card at a time and record their value under the column “My Value”. Next, the student will record their partner’s value under the column “My Partner”. In the last box at the end of the row, the students will add together both their values to reach a total amount. (This activity could be done individually, student would just draw two cards.) On the back, students will draw and subtract– each student will draw one card at a time. Each individual will find the values of their coins. Partners will subtract the smaller value from the larger value. (This activity could be done individually, student would just draw two cards.) This worksheet will be collected in and checked off for a participation grade. The third station is the Math Game Time website. Students will each have a computer and follow the guide-line provided. The students will add the different coin amounts together to come up with the correct total of money where they will drag the said amount of coins to the box. Students may also have to subtract if their value is larger than the one that it is asking for. One level is required to be completed. This assignment will be collected and reviewed by the teacher.

4. A handout is done individually and then passed in to be reviewed. The handout has ten different combinations of pennies, nickels, dimes, and quarters. The student will then count the coins together and record one amount on the line provided.

5. A project is assigned to the students as a final assessment.This will be broken up in two columns- one side will be coins and the other bills.  Each student will choose any three coins and any three bills of their choice and will be expected to create three different ways that value can be represented by in words and pictures on a poster board. For example, if a student chose a quarter, dime, and nickel, the student will construct three different ways with other coins that would reach the total of the coins, forty cents. One way could be 4 dimes, another 6 nickels and 1 dime, and then 1 quarter and 3 nickels. The student will be expected to manually write out these coins as well as draw or print out a picture associated with each value (ie. 4 dimes manually written out and a picture of 4 dimes). In the next column, if the student chose a 5 dollar bill and two ten dollar bills there would need to be another 3 ways in which 25 dollars can be shown along with visuals.

1. Closure- Students will create an at-home project in which each student will choose any three coins and any three bills and will be expected to create three different ways that value can be represented by in words and pictures on a poster board. For example, if a student chose a quarter, dime, and nickel, the student will construct three different ways with other coins that would reach the total of the coins, forty cents. One way could be 4 dimes, another 6 nickels and 1 dime, and then 1 quarter and 3 nickels. The student will be expected to manually write out these coins as well as draw a picture associated with each value (ie. 4 dimes and a picture of 4 dimes). Each different combination will be placed in one of the three boxes in a column. In addition, if the student chose a 5 dollar bill and two ten dollar bills there should be another 3 ways in which 25 dollars can be shown placed in the next column of three boxes. The board will have two columns each with three boxes and space reserved anywhere on the poster the student prefers for the title (listed coins and bills).

2. Adaptations for different learners- Most activities in the stations allow the students to verbally interact and exchange ideas in order to solve problems. The stations include a handout, game (handout), and website which exemplifies a variety of hands-on and visual activities. The activities will be able to demonstrate money concepts and addition and subtraction in a variety of ways for those who are struggling to understand how to add or subtract. Collaborating with other students may relieve those who are math-anxious and encourage them to ask questions.  

3. Homework-None

Evaluation

1. How/ will you determine if you have met your objectives?

• Students will be able to correctly identify each coin and its assigned value.

This objective will be documented and evaluated through the final assignment, the project. Before the students begin the assignment, they must be able to identify each coin and its value since a majority of their poster will be revolved around the total amount of the three coins or bills they selected. In order to do this assignment correctly, the students must be able to recall the value of each coin or bill since they will also have to state three different ways the total amount can be expressed. This will be turned in and count for 20% of their grade on this topic. This is a summative evaluation since it is knowledge acquired throughout the lesson and assesses student’s cumulative knowledge.

• Make exact change using various coin or bill amounts.

This objective will be documented and evaluated through the interactive website, Math Game Time. Students will be given an amount ten times and will have to create exact change by moving the coin(s) or bill(s) over to the box. If the amount is larger or smaller, the student will have to keep adjusting the amount until it is exact. The guide for the on-line activity requires the student to record the value, coins used, and drawing which will be collected and reviewed by the teacher. The students must record their first attempt even if it was incorrect. If the student got the first attempt wrong, they must explain why it was wrong. This allows the teacher to understand if the student did not know a value of a coin or if it was a simple mistake when dragging the coin or bill over. This is a formative evaluation because since this activity is completed in the middle of the lesson, the teacher will be able to review the student’s papers and then use that information to guide improvements for future teaching and learning interaction.   

• Determine the fewest amount of coins or bills needed to make exact change.

This objective will be documented and evaluated through the handout assignment in the stations. In the activity, students will go through each of the fifteen index cards and on a separate sheet of paper record the stated value and object that is on the card. Students are then instructed to use the least amount of coins needed in order to reach the total amount which is also placed on the separate sheet of paper. This paper will be passed in and graded to see the student’s progress. This is a formative evaluation because since this activity is also being completed during the middle of the lesson, the teacher will be able to grade the student’s responses and use that information to adjust or continue with that approach or technique material.

2. Concerns/ Questions-

1. A concern would be if a majority of the class benefited and was engaged from the variety of activities for adding and subtracting money such as a class discussion, hands-on activity, individual/collaborative handouts, a website, or project. We understand not all students will benefit, but hopefully this was helpful to most students in the class. Perhaps in one particular activity, many students seemed disengaged or were confused, we then could use this information to delete or alter a technique material accordingly.

2. One question is if there was another opening activity that introduced this concept to students which other teachers have used in the past and found highly effective. Maybe a different approach would work better for students since this is a new concept and may be challenging for many.