DRAFT UNIT: Grade 2 Work with Time and Money
Model Lesson Plan The lesson plan(s) have been written with specific standards in mind. Each model lesson plan is only a MODEL – one way the lesson could be developed. We have NOT included any references to the timing associated with delivering this model. Each teacher will need to make decisions related ot the timing of the lesson plan based on the learning needs of students in the class. The model lesson plans are designed to generate evidence of student understanding.
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DRAFT Maryland Common Core State Curriculum for Grade 2 July 10, 2012 Page 1 of 31
DRAFT UNIT: Grade 2 Work with Time and Money
Model Lesson Plan – Working with Money
Background InformationContent/Grade Level / Mathematics/Grade 2
Domain-2.MD-Measurement and Data
Cluster-Work with time and money.
Unit / Working With Time and Money
Essential Questions/Enduring Understandings Addressed in the Lesson / · What is the purpose of standard units of measurement?
· Why is it important to learn about money?
· What are tools of measurement for money and how are they used?
· When should we estimate amounts of money?
· What are the units of money and how are they used in our daily lives?
· How do the units within a system relate to each other?
·
· The choice of measurement tools depends on the measurable attribute and the degree of precision desired.
· Being able to count money is a critical life skill.
· Time and money have distinct attributes that can be measured.
Standards Addressed in This Lesson / 2.MD.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?
Lesson Topic / Problem Solving with Money
Relevance/Connections / This will be the first time that students will have worked explicitly with money according to the Common Core State Standards. Counting and using money is a skill that should be mastered by the end of Grade 2 to support future learning. It is critical to be aware of the many misconceptions that students have about money, such as over-generalizing the value of coins when counting them. For example, students count coins as individual objects or equate a coin’s size to its value.
It is critical that the Standards for Mathematical Practices are incorporated in ALL lesson activities throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practices will be evident in every lesson. The Standards for Mathematical Practices make an excellent framework on which to plan your instruction. Look for the infusion of the Mathematical Practices throughout this unit.
Student Outcomes / · Students will be able to count a set of coins and solve a variety of real world problems using money including representing money amounts and counting a mixed set of bills and coins.
Prior Knowledge Needed to Support This Learning / · K.CC.1 Count to 100 by ones and by tens.
· K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
· 2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s.
· Optional: 2.NBT.8 Mentally add 10 or 100 to a given number 100- 900, and mentally subtract 10 or 100 from a given number 100- 900.
Method for determining student readiness for the lesson / Pre-assess students’ ability to do the following:
· Skip count by 5s and 10s
· Identify coins and bills by name and value
· Add a two-digit plus one-digit number
· Add a two-digit plus two-digit number
· Since this is the first time money is introduced formally as a standard, students will need
many experiences with coin recognition and determining the value of coins before using
coins to solve problems. These skills can be reinforced during morning meeting and
throughout the school day.
· Since students have not been introduced to decimals, problems focus on whole dollar
amounts or cents.
· Once students have a solid understanding of coin recognition and values, they can then
begin using the values of coins to count sets of coins, compare two sets of coins,
make and recognize equivalent collections of coins (same amount but different
combinations if coins), select coins for a given amount, and make change.
Materials / · Chart paper for recording ideas
· Small jar filled with pennies
· Resource Sheet 12: Hundred Chart (one copy per student)
· Resource Sheet 13: Counting by 5’s (two copies per group of 4 students)
· Resource Sheet 14: Counting by 10’s (two copies per group of 4 students)
· Red and yellow crayons (2 of each per group of 4 students)
· Money manipulatives or real coins (If virtual coins are available students should be allowed to use these as well.)
· Dry erase boards and dry erase markers (one per student)
· Math Journals
· Resource Sheet 15: Billy’s Coins (one copy per student)
· Resource Sheet 16: Piggy Bank Recording Sheet (one copy per student)
· A book about money to read aloud to the class, such as Judith Viorst’s Alexander Who Used to Be Rich Last Sunday, or Julie Glass’ A Dollar for Penny.
· Resource Sheet 17: Dollar Chart
· Resource Sheet 18: Get to a Dollar
· Bags that zip, filled with 30 pennies, 20 dimes, and 2 play dollars (one for each pair of students for the game ‘Get to a Dollar’)
· Bags that zip, filled with a combination of coins and bills that total between $5.00 and $10.00 (one for each student, for Activity 3)
· Number cubes (dice), two per group
· Document camera, overhead projector, or interactive white board
· Resource Sheet 19: Money Riddles (one copy for teacher use)
· Resource Sheet 20: Toy Store Recording Sheet (one copy per student)
Learning Experience /
Component / Details / How will this experience help students to develop proficiency with one or more of the Standards for Mathematical Practice? Which practice(s) does this address?
Warm Up / · Several days prior to beginning the unit, distribute red and yellow crayons (2 of each per group of 4 students), Resource Sheet 13: Counting by 5’s (2 copies per group of 4 students), and Resource Sheet 14: Counting by 10’s (2 copies per group of 4 students).
· Ask students to work in teams of four and have the team members number off 1, 2, 3, and 4.
· Have the 1’s and 3’s work together to take turns completing Resource Sheet 13, and the 2’s and 4’s work together taking turns to complete Resource Sheet 14.
· When each pair is finished, they should trade papers and review what the other pair did.
· Students must work towards agreement about one other’s work.
· As a class, read the number patterns aloud. Discuss students’ observations. / SMP 2: Reason abstractly and quantitatively.
“Mathematically proficient students make sense of quantities and their relationships in problem situations. [Students will use] the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.”
SMP 7: Look for and make use of structure.
“Mathematically proficient students look closely to discern a pattern or structure.”
Motivation / Guess How Much?
· Distribute dry erase boards.
· Show the class a jar filled with pennies (or buttons).
· Ask students to estimate how many pennies are in the jar. Students should record their estimates on dry erase boards.
· Call on students to share their estimates. Record the estimates on chart paper.
· Have a few students share why they made a particular estimate.
· Ask students if they think their estimate is reasonable.
· Ask a student volunteer to pull out a handful of pennies from the jar and count them out loud for the class.
· Ask, “If a handful is ____ pennies, does anyone want to change their estimate? Why or why not?” Allow time for a few students to share.
· Now remove handfuls of pennies from the jar and place one handful at each table until no pennies are left in the jar. Have students at the tables place their pennies into groups of ten and then count them.
· If a table has “leftovers” (e.g. a group that does not make ten), have students trade coins so that all tables have groups of ten pennies. One table will keep the leftovers.
· Ask each table to begin counting their groups of ten. When half the class has counted out their totals, once again ask if anyone wishes to change their estimate, and why.
· Allow the students to continue counting until you have the total number of pennies in the jar.
· Write the total on the chart paper.
· Facilitate a discussion about how close students’ estimates are. Discuss why some estimates were more reasonable than others.
· Keep the chart paper for future use. Repeat this activity throughout the unit, using the same jar but using different manipulatives, such as nickels, dimes, or quarters.
· Another option is to switch the size of the container rather than the size of the manipulative.
· Continue to provide many experiences with estimation, allowing students to share their thinking about what might be a reasonable estimate.
· In your discussion, ask students when it might be important to estimate and when it might be important to get an exact count. / SMP 2: Reason abstractly and quantitatively.
“Mathematically proficient students make sense of quantities and their relationships in problem situations. [Students will use] the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.”
Activity 1
UDL Components
· Multiple Means of Representation
· Multiple Means for Action and Expression
· Multiple Means for Engagement
Key Questions
Formative Assessment
Summary / UDL Components
· Representation is present in the activity through the presentation of key concepts in both concrete and symbolic representations.
· Expression is present in the activity through the use of concrete and, when possible, virtual manipulatives.
· Engagement is present in the activity through the use of a task that allows for active participation and exploration.
· Students will work in pairs for this activity. Distribute pennies and dimes, Math Journals, and Resource Sheet 12: Hundred Chart.
· Pose the following word problem to students on chart paper or on the board:
Billy has a total of 78¢ in his piggy bank. All of the coins in his piggy bank are either pennies or dimes. How many of each coin might Billy have in his piggy bank? Is only one answer possible? How do you know?
· Allow students about five minutes to get started on their own without any prompts. Students can record each representation in their Math Journals.
· As you circulate around the room, encourage students to draw visual representations, use their Hundred Chart, and use the coins. Ask questions such as, “How could you use the coins to get to 78 cents?”
· Look for how students organize their coins. Do they make coin sets before determining the value? Do they count the dimes first, or the pennies?
· Allow several more minutes for students to continue to work with their partner or with other students at their table to solve the problem. Encourage students to ask questions of one another.
· Bring the class together and ask students to share how they got started on the task. Ask questions, such as:
o Can someone tell us what she meant?
o So you used all the dimes first. How did you know you had enough? Why did you use the dimes first instead of the pennies?
o Did anyone use their Hundred Chart to help them? How did it help?
· Formative Assessment: Distribute Resource Sheet 15: Billy’s Coins.
Extension Activity:
· Distribute Resource Sheet 16: Piggy Bank Recording Sheet.
· Allow students time to explore using pennies, dimes, and nickels to find multiple ways to make 92¢. Students can record each representation on Resource Sheet 16. Adjust the amount of money students use as needed.
· Allow time for sharing and discussion. Be sure to include in your discussion the two different ways you can write cents (using symbols or words).
· Include any new words from the unit on your math word wall. / SMP 2: Reason abstractly and quantitatively.