Domain: Measurement and Data / Suggested time/duration: 60 minutes
Standard: MAFS.2.MD.3.8
Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. E.g., The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?
a. Identify the value of coins and paper currency.
b. Compute the value of any combination of coins within one dollar.
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 bills, how much money do you have?).
d. Relate the value of pennies, nickels, dimes, and quarters to 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 half dimes in one quarter. There are twenty nickels in one dollar). / Learning Target(s):
- calculate the value of mixed coins up to $1 or mixed bills up to $100 (e.g. If you have two dimes and 3 pennies, how many cents do you have?).
- use the dollar ($) and cents (¢) symbols appropriately.
- model and record different combinations of coins or bills from a given amount (e.g., $10 can be one $5 bill and five $1 bills or ten $1 bills or one $10 bill or five $2 bills or two $5 bills).
Rigor: Procedural Skill and Fluency / SMP(s): SMP6: Attend to precision SMP3: Construct viable arguments and critique the reasoning of others.
Materials/Resources: LearnZillion Unit 5 Lesson 5 (do not use video from Card 2) coin manipulatives, paper bag, Skip Count to Show the Same Amounts Practice, Exit Ticket(revised to eliminate the dollar bill), Counting Collections of Coins Practice, Counting Collections of Coins Reteach, Counting Collections of Coins Enrichment
- Engage: Have students take turns pulling 5 coins out of a paper bag. Have students identify and put the coins in order of greatest amount to least amount. Have student skip count to count each collection.
Explain:
- Using one of the collections from the Open/Engage have students suggest alternative ways to show the same amount using different coins.
- Display and go over the directions for Skip Count to Show the Same Amounts Practice task. Display Card 5 from LearnZillion Unit 5 Lesson 5 to review.
- M: Math Facts
- A: Show the Same Amounts Practice numbers 9 and 10
- T: MobyMax
- H: Hands on Activities and Games. Money Canister.
Elaborate: Call on a few students to come up to show how they could represent 32 cents and 74 cents in two different ways.
Evaluate: Informal Observation
Options for remediation/extension:Counting Collections of Coins Reteach, Counting Collections of Coins Enrichment. Students who struggle with skip counting can draw models of coins and add a line for each “5” in their amount – nickel =1 line, dime = 2 lines, quarter = 5 lines, half dollar = 10 lines.
Unit: 3 / Week 27 Tuesday 2/21/17 Day 2
Domain: Measurement and Data / Suggested time/duration: 60 minutes
Standard: MAFS.2.MD.3.8
Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. E.g., The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?
a. Identify the value of coins and paper currency.
b. Compute the value of any combination of coins within one dollar.
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 bills, how much money do you have?).
d. Relate the value of pennies, nickels, dimes, and quarters to 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 half dimes in one quarter. There are twenty nickels in one dollar). / Learning Target(s):
- calculate the value of mixed coins up to $1 or mixed bills up to $100 (e.g. If you have two dimes and 3 pennies, how many cents do you have?).
- use the dollar ($) and cents (¢) symbols appropriately.
- model and record different combinations of coins or bills from a given amount (e.g., $10 can be one $5 bill and five $1 bills or ten $1 bills or one $10 bill or five $2 bills or two $5 bills).
- represent the value of pennies, nickels, dimes and quarters to one dollar (e.g., 10 dimes in 1 dollar; 4 quarters in one dollar, 100 pennies in one dollar).
Rigor: Application / SMP(s): SMP3: Construct viable arguments and critique the reasoning of others. SMP4: Model with mathematics SMP 6: Attend to precision
Materials/Resources: LearnZillion Unit 5, Lesson 6, coin manipulatives, Combination Recording Sheet, Exit Ticket
Engage: Mr. R's 4- Quarter Song and/or The Value of a DollarExplain:
- Card 2 from LearnZillion Unit 5 Lesson 6 to introduce the task.
- Students will come up with their combinations at their seats then come up to the board and share their work.
- M: Math Facts
- A: Show the Same Amounts Practice numbers 9 and 10
- T: MobyMax
- H: Hands on Activities and Games. Money Canister.
Elaborate: Share and discuss partner solutions. Card 4 and 5 Application Task Solution and Closing
Evaluate: LearnZillion Unit 5 Lesson 6 Exit Ticket
Options for remediation/extension:See Additional Material tab in LearnZillion Unit 5 Lesson 6 Intervention and Extension resources.
Money Math: Coin Counting & Skip Counting From Readeez Playlist for additional songs for money values and counting coins.
Unit: 3 / Week 27 Wednesday 2/22/17 Day 3
Domain: Measurement and Data / Suggested time/duration: 60 minutes
Standard: MAFS.2.MD.3.8
Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. E.g., The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?
a. Identify the value of coins and paper currency.
b. Compute the value of any combination of coins within one dollar.
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 bills, how much money do you have?).
d. Relate the value of pennies, nickels, dimes, and quarters to 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 half dimes in one quarter. There are twenty nickels in one dollar). / Learning Target(s):
- model and record different combinations of coins or bills from a given amount (e.g., $10 can be one $5 bill and five $1 bills or ten $1 bills or one $10 bill or five $2 bills or two $5 bills).
- represent the value of pennies, nickels, dimes and quarters to other coins (e.g., five nickels in one quarter; 25 pennies in one quarter, two nickels in one dime).
- represent the value of pennies, nickels, dimes and quarters to one dollar (e.g., 10 dimes in 1 dollar; 4 quarters in one dollar, 100 pennies in one dollar).
- communicate their mathematical thinking and justify their answers for one-and two-step word problem involving dollar bills or coins.
Rigor: Application / SMP(s): SMP6: Attend to precision
Materials/Resources: CPALMS Coin Combinations, coin manipulatives, magnetic coins (if available), optional individual white boards, Coin Combinations Practice,Show What You Know
- Engage: Hand out the Show What You Know practice sheet. Give students 5 min. to see what they already know about making combinations out of coins.
Explain:
- Follow teaching sequence from Teaching Phase and Guided Practice 1-6 in CPALMS Coin Combinations. Students can draw combinations on individual white boards or show with coin manipulatives.
- Have partners work on problems from Guided Practice in CPALMS Coin Combinations. May include Coin Combinations Practice in partner groups if time allows.
- M: Math Facts
- A: Finish up Coin Combinations
- T: MobyMax
- H: Hands on Activities and Games. Money Canister.
Elaborate: Follow Closure teaching sequence from CPALMS Coin Combinations referencing back to formative activity in Open.
Evaluate: Show What You Know from CPALMS Coin Combinations. Informal observation
Options for remediation/extension: May use Coin Combinations Practice for additional practice if not used above.
Unit: 3 / Week 27 Thursday 2/23/17 Day 4
Domain: Measurement and Data / Suggested time/duration: 60 minutes
Standard: MAFS.2.MD.3.8
Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. E.g., The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?
a. Identify the value of coins and paper currency.
b. Compute the value of any combination of coins within one dollar.
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 bills, how much money do you have?).
d. Relate the value of pennies, nickels, dimes, and quarters to 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 half dimes in one quarter. There are twenty nickels in one dollar). / Learning Target(s):
- model and record different combinations of coins or bills from a given amount (e.g., $10 can be one $5 bill and five $1 bills or ten $1 bills or one $10 bill or five $2 bills or two $5 bills).
- represent the value of pennies, nickels, dimes and quarters to other coins (e.g., five nickels in one quarter; 25 pennies in one quarter, two nickels in one dime).
- represent the value of pennies, nickels, dimes and quarters to one dollar (e.g., 10 dimes in 1 dollar; 4 quarters in one dollar, 100 pennies in one dollar).
- communicate their mathematical thinking and justify their answers for one-and two-step word problem involving dollar bills or coins.
Rigor: Application / SMP(s): SMP 2: Reason abstractly and quantitatively, SMP 7: Look for and make use of structure
Materials/Resources: CPALMS Creative Coin Collections, coin manipulatives(Individual bags of coins for each student with 5 quarters, 10 dimes, 14 nickels, 25 pennies), Creative Coin Collections Workmat, math journals or paper, Creative Coin Collections Assessment
Engage: Play “I Have Who Has” Coin CombinationsExplain:
- Follow teaching sequence from Teaching Phase 4 – 6 in Creative Coin Collections, explaining and modeling the game students will be playing in groups.
- If time allots continue the game with new combinations of coins.
- M: Math Facts
- A: Finish up Coin Combinations
- T: MobyMax
- H: Hands on Activities and Games. Money Canister.
Elaborate: Ask students if I want to buy a Shopkins eraser that cost 85 cents, what are the different ways I can pay for it? Have four students come to the board to share the four different ways.
Evaluate: Coin Combinations Worksheet. Informal Observation.
Options for remediation/extension:See Accomodations and Extension suggestions in CPALMS Creative Coin Collections. CPALMS A Penny Saved is a Penny Earned Part 1 for further extensions.
Unit: 3 / Week: 27 Friday 2/24/17 Day: 5
Domain: Measurement and Data / Suggested time/duration: 60 minutes
Standard: Standard: MAFS.2.MD.3.8
Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. E.g., The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?
a. Identify the value of coins and paper currency.
b. Compute the value of any combination of coins within one dollar.
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 bills, how much money do you have?).
d. Relate the value of pennies, nickels, dimes, and quarters to 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 half dimes in one quarter. There are twenty nickels in one dollar) / Learning Target(s):
- model and record different combinations of coins or bills from a given amount (e.g., $10 can be one $5 bill and five $1 bills or ten $1 bills or one $10 bill or five $2 bills or two $5 bills).
- represent the value of pennies, nickels, dimes and quarters to other coins (e.g., five nickels in one quarter; 25 pennies in one quarter, two nickels in one dime).
- represent the value of pennies, nickels, dimes and quarters to one dollar (e.g., 10 dimes in 1 dollar; 4 quarters in one dollar, 100 pennies in one dollar).
- communicate their mathematical thinking and justify their answers for one-and two-step word problem involving dollar bills or coins.
Rigor: Application / SMP(s): 1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively
Materials/Resources: Creative Coin Assessment,
Engage: Play “I Have Who Has” Coin Combinations
Explain:
- Students will take a formative assessment on coin combinations. Worth 8 pts.
Elaborate: Students will take a formative assessment on coin combinations. Worth 8 pts.
Evaluate: Students will take a formative assessment on coin combinations. Worth 8 pts.
Options for remediation/extension: Students who need additional support should have play money available as well as the option to use a hundred and twenty chart, number line, or counters as needed. The teacher may also adjust the task to use lesser numbers. Students who are ready for additional challenge can find all of the possible combinations of bills needed to pay and justify their answers.