Grade: 2Lesson 12

Where does money come from? How do you count money in order to buy things?

SS.4.FL.2.5 Explain that costs are things that a decision maker gives up; benefits are things that a decision maker gains. Make an informed decision by comparing the costs and benefits of spending alternatives.

SS.4.FL.2.6 Predict how people’s spending choices are influenced by prices as well as many other factors, including advertising, the spending choices of others, and peer pressure.

Correlated Mathmematics Standards:

  • MAFS.2.MD.3.8 Solve one and two step word problems involving dollar bills or coins using $ and ¢ symbols appropriately.
  • MAFS.2.NBT.1.2 Count within 1000; skip-count by 5s, 10s, and 100s.

SS.4.FL.2.5 Explain that costs are things that a decision maker gives up; benefits are things that a decision maker gains. Make an informed decision by comparing the costs and benefits of spending alternatives.

SS.4.FL.2.6 Predict how people’s spending choices are influenced by prices as well as many other factors, including advertising, the spending choices of others, and peer pressure.

Common Cents

Lesson Number: 12

Correlated Florida Standards (See Full Text on Cover Page)

  • MAFS.2.MD.3.8
  • MAFS.2.NBT.1.2

Essential Question

Where does money come from? How do you count coins in order to buy something?

Learning Goals/Objectives

Students will:

  • Explore the history of bills and coins
  • Identify coin names and their value
  • Demonstrate how to count mixed change by starting with the greatest coin.

Overview

  • Students will explore bills and coins. They will practice how to sort and order coins in order to facilitate counting.

Materials

  • PowerPoint Presentation: Grade 2 Lesson 12 – Common Cents (Included in Lesson 12 file)
  • Handouts: Coin Manipulatives & Common Cents (included within lesson plan)

Time

  • 30 min.

Activity Sequence

INTRODUCTION/HOOK

Discuss PowerPoint slides 1- 2. (2 minutes)

  • Do: Ask students if they are familiar with what it means to buy something on sale. Ask them if they have ever seen their parents use coupons. Encourage students to share what they know about saving money at the register.

ACTIVITY

  1. Discuss PowerPoint slides3-7 (8 minutes)
  2. Do: Ask students if they know where money comes from. Though you can get money from a bank, a piggy bank, a wallet, and from adults, money actually comes from the government where it is made. Tell students that The Bureau of Engraving and Printing makes paper money and the United States Mint makes coins.
  3. Say: President George Washington established the US mint in 1792. Before this, there was no uniform coinage – meaning each state issued its own coins. George and Martha Washington donated silver from their household goods which was used to make the first coins.
  4. Do: Guide students through analyzing the bar graph that shows the coins that are currently in circulation. Have students answer the following questions:
  5. How many coins are currently in circulation?
  6. Which coins are you familiar with?
  7. According to the graph, which coin has the greatest production? Which has the least? Why?
  8. Do: Prompt your students to identify the value of each coin and its counting pattern.
  1. Discuss PowerPoint slide8-11 (8 minutes)
  2. Do: Prompt your students to identify the value of each coin and its counting pattern.
  3. Do: Explain to students that making equivalents are different was of grouping coins to equal a certain value. Remind students that when they pay with bills and coins, they will find themselves having to make equivalents.
  4. Do: Guide students through brainstorming coin equivalents for 25 cents on slide 9 and 45 cents on slide 10.
  5. Say: The Bureau of Printing and Engraving is where bills are printed. There are current seven bills in circulation. Can you spot the rarest? T
  6. Do: Tell students that although the $2 bill is rare, it has not been discontinued. There are currently over 2 billion in circulation worldwide.
  7. Say: Did you know that at one time in history there wasaa $500, $1000, $5000, and $10,000 bill? Due to lack of use the $500, $1000, $5000, and $10,000 bills were discontinued in 1969.
  8. Do: If time permits, follow link to view a 4 minute Reading Rainbow segment illustrating how bills are printed at the Bureau of Printing and Engraving.
  1. Discuss PowerPoint slide 12 (10 minutes)
  • Do: Tell students they will now have an opportunity to show off their “common cents”. They will be completing a money handout where they will get to practice paying for items using money.

CLOSURE (2 minutes)

Do: Have students revisit essential question. Encourage them to share what they have learned about bills and coins.

OPTIONAL EXTENSION SUGGESTION/HOME LEARNING

  • Variety of money activities and lesson planning resources developed by the Vermont State Treasurer
  • Learning Coins Video
  • Brainpop: The Exact Change Game Lesson Plan
  • Youtube Video: Learn Coin Values

Sources/Bibliographic Information that contributed to this lesson:

Federal Reserve Currency

US Mint Coin Curriculum Resources

Reading Rainbow Video: How Money is Made

EBook: How a Coin Is Made

Coin Manipulatives

Name ______Date ______

Common Cents Handout

Directions: Write the value of the coins.

1. / / ____
2. / / ____
3. / / ____
4. / / ____
5. / / ____

Directions: Cut/paste paper coins to show the value.

6. / 30¢
7. / 40¢
8. / 53¢
9. / 65¢
10. / 74¢

Directions: Cross out the money needed to buy candy at the store.

11. /
75¢ /
12. /
50¢ /

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