Wilson EDUC 353 Name: ___Rachel Tomashosky__ Target Grade Level: 2nd grade

Date: _11/11/13_____ Curriculum Topic:Money

UbD Lesson Plan Template Stage 1: Desired Results

Established Goals: Common Core State Standards 2.MD.C.8 Work with time and money. -Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. *For the culminating activity, this lesson should take place around thanksgiving or any other time the school is having a food drive. * A few days or a week before this lesson, ask the students to bring in food for the food drive.

Understandings: Students will understand .. How to solve word problems involving money. For example, If you have two dimes and three pennies, how many cents do you have? Money is a common, everyday practice.

Essential Question(s): How do you express money amounts? How do we use money everyday? Why do we need money? How is adding money amounts like adding amounts that arent represented as money?

Students will be able to.. Students will know. Solve a word The value of a dollar ($1), quarter (25), dime (10), problem about nickel (5), and penny (1). money on their own. The dollar symbol, $, is used for labeling whole-dollar amounts, such as $29. The dollar symbol comes before the number. The cent symbol, , is used for labeling coins, such as 54. The cent symbol comes after the number.

Stage 2: Assessment Evidence Performance Tasks: Money Word Problems worksheet Online games (links below) Grocery shopping activity
Other Evidence: Solve a variety of word problems involving money using $ and symbols.

Stage 3: Learning Plan Learning Activities: Pre Assessment: The students are already aware of the value of each coin. Students should have had prior experiences and/or instruction with addition and subtraction of two-digit numbers. Students should also have had experience working with money amounts. To start off the lesson, I will review the amounts of money by reading the Coin Poem. The students will then do a choral reading of the poem together. The students will receive a worksheet of the poem to keep and refer back too(attached below). Coin Poem Penny Penny, easily spent, Coppery brown and worth 1 cent. Nickel Nickel, thick and fat, You're worth 5 cents, I know that! Dime, Dime, little and thin, I remember, you're worth 10. Quarter, Quarter, big and bold, You're worth 25 cents, I'm told. Half-a-dollar, Half-a-dollar, giant size, 50 cents to buy some fries. Dollar, Dollar, green and L-o-n-g, Worth 100 cents, you can't go wrong!!! Go over with the class the dollar sign symbol and the cent symbol. Explain how the dollar sign goes in front of the number and cent symbol goes after the number. Give examples on the board. After going over the Coin Poem and the symbols, as a class have a discussion on what a word problem is.And

give this example: I bought a ____ for _____ and a ____ for ____ . Altogether I spent _____. I gave the cashier ___ and I got _____ back. Explain that you can put any amount in the blank and you can still get an answer. Explain that a word problem is just a fancy way to write a math problem. Now give the class this problem. 57 + 32 = ____ As a class make a word problem out of it. Example: He had 57 in his pocket when he went to his Grandmas house. When he got there she gave him 32. How much money does he have altogether in his pocket now? Now have the class get a partner and make up their own word problem. Have a few share with the class, and have the class solve them together. Present the Money Word Problems worksheet and do the first few as a class. Students can solve the problem any way they choose using manipulatives and tools they need. Remind students to record their solutions with pictures, words, and/or numbers. Students then will share their solutions and strategies with partners. Encourage partners to look for similarities and differences in their solutions and discuss them. After the worksheet is complete and they discuss their solutions, they will be put into differentiation groups. They will not know what group is what level. Differentiation: Will take place in the computer lab to increase their use of technology. Enrichment: The students will go on the computer and play a money game involving challenging word problems. http://www.apples4theteacher.com/change-game.html On-grade level: The students will go on the computer and play a game involving word problems and having a certain amount of money with a certain amount of coins and they have to figure out how to have the same amount of money with less coins. http://www.beaconlearningcenter.com/WebLessons/TooMuchNois e/default.htm Below Average: The students will go on the computer and play a simpler game to ensure their understanding of money. It is focused on the recognizing of money and its worth. http://www.sheppardsoftware.com/mathgames/earlymath/BPEnou ghCoins.htm

Culminating Activity: (All students will participate) A few days before the lesson, ask the students to bring in food for the food drive. Food that will not spoil. Example: Canned goods, peanut butter, breakfast cereals, pasta, powdered milk, etc. I will bring in extra food to ensure we have enough since all students might not be able to bring something in or just simply forgot. I will set the room up like a grocery store with all the food the children bought in for the food drive. I will put a price sticker on every item so they know how much each item costs. The students will act as if they are going grocery shopping and I will give them a certain amount of money to purchase the items with. The students will each be given a paper grocery bag to store their items in while shopping around the classroom. When they believe they have used all their money or brought what they wanted, they will record their purchases along with the amount each one cost on a sheet of paper and add up all the amounts and write down the total and what money they might have left over.

Resources Itemized Attachments: worksheets: Coin poem and Money Word Problems attached below

Coin Poem

Penny Penny, easily spent, Coppery brown and worth 1 cent. Nickel Nickel, thick and fat, You're worth 5 cents, I know that! Dime, Dime, little and thin, I remember, you're worth 10. Quarter, Quarter, big and bold, You're worth 25 cents, I'm told. Half-a-dollar, Half-a-dollar, giant size, 50 cents to buy some fries. Dollar, Dollar, green and L-o-n-g, Worth 100 cents, you can't go wrong!!!

Name:_________________________ Date:_______________________

Money Word Problems

1.) Lisa has 2 quarters. Her mother gives her 3 nickels, 4 pennies, and 1 dime. How much money does she have now? 2.) Sandy had 56. She bought candy for 25. How much money does she have left?

Answer: ________ ________

Answer:

3.) Timmy saved his money for a whole month. In week 1 he saved $10. In week 2 he saved $15. In week 3 he saved $8. And in week 4 he saved $12. How much money did he save that month?

4.) Rex had 2 dimes and 4 nickels. He earned 1 quarter, 3 dimes, and 8 pennies. How much money does he have now?

Answer: ________ 5.) A book costs 85. Bob only has 39. How much more money does he need to buy the book? ________

Answer:

6.) The class earned $3 a day for one week for their school trip. How much money did they have by the end of the week?

Answer: ________ 7.) Mike had 68. He bought a pencil for 25, an eraser for 15, and gum for 9. How much money did he have left?

Answer: ________

8.) A notebook cost $1. 45. The customer gave the lady $2.00. How much change did the customer get back?

Answer: ________ 9.) A family went to a carnival. They spent 46 on cotton candy, 15 on a balloon, and 85 for tickets for the ferris wheel. How much did the family spend at the carnival? ________

Answer:

10.) Ricky opened up his piggy bank to buy a baseball mitt. In his piggy bank, he found 3 dollar bills, 1 quarter, 4 dimes, 6 nickels, and 3 pennies. How much money was in the piggy bank altogether?

Answer: ________ ________

Answer:

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