UNIT

TOPIC: Math

Grade 2
FULL LESSON TEMPLATE

Lesson #

Title

Making Change by Counting Up

Standards
(MCF)

Objectives

Duration
40-45 min

SMP1. Make sense of problems and persevere in solving them

SMP2. Reason abstractly and quantitatively
SMP3. Construct viable arguments and critique the reasoning of others
SMP4. Model with mathematics
SMP5. Use appropriate tools strategically
SMP6. Attend to precision
SMP7. Look for and make use of structure
2.OA.1. Represent and solve problems involving addition and subtraction
Use addition and subtraction within 100 to solve one- and two-step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all position; e.g. by using drawings and equations with a symbol for the
unknown number to represent the problem
2.NBT.1. Understand place value
Understand that the three digits of a three-digit number represent amounts of hundreds,
tens, and ones; e.g. 706 equals 7 hundreds, 0 tens, and 6 ones.
2.MD.8. Work with time and money
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
cent symbols appropriately.

Students will be able to practice counting and making change by counting up from the cost
of an item to the amount tendered.
They will be able to identify combinations of coins that can be used to make purchases. By
acting out the roles of customer and cashier, they will make change by counting up from the
cost of an item to the amount tendered.
Students will be able to pay with up to 5 or 10 dollars
Sammy will only be able to make coin combinations under 1 dollar
Students will be able to count by 1s, 5s, 10s, and 25s
Students will be able to write money amounts using cents and dollar notations
Sammy will not be writing money amounts in this lesson
Students will be able to show coin combinations for a specific amount
Sammy will be able to identify the value of each coin

Materials
Pennies, nickels, dimes, quarters, dollar bills
Pen and paper
Base ten blocks

Instructional Equipment
Student Math Journal pg. 56 and 73

Lesson Plan
Lesson
Coin combinations
Topic
Introduction
I will begin this lesson by assigning a math message or Do Now so that the students
remember the key concepts we have been discussing.
The math message will be:
1.) Write 107 in word form
2.) _________=16-6
3.) _____+_____=40+60
4.) A cookie costs 20 cents. You pay with one Q (quarter). How much change will you
get?
While students are working independently on this Math Message, I will read the Math
message to Sammy two times. I will provide her with manipulatives such as base ten
blocks and coins, and help her sound out the number 107.
I will ask all of the students to come to the rug to discuss the Math Message.
Sammy will sit closer to me at the front of the rug so that she can better listen to the
lesson and instructions.
I will say, Can someone go up to the board and write 107 in word form?
I will say, Remember, it is one hundred seven, not one hundred AND seven because
the AND will represent decimals, which is something you will learn when you are older.
I will say, Blank equals or is the same as sixteen minus six
Repeating the Math Message orally will help Sammy follow along even if she did not
finish completing it independently.
I will say What number plus what number is the same as forty plus sixty?
I will read the fourth problem and say, A cookie costs 20 cents. You pay with one
quarter. How much change will you get?
I will ask, How many cents are in a quarter?
Then I will say, Everyone put the amount that the cookie costs in your head and count
up.
Students will all count together, Twenty, twenty one, twenty two, twenty three,
twenty four, twenty five.
I will ask, so how many cents will we get back?
Sammy will be allowed to bring her manipulatives to the carpet when we are going over
the Math message to help her while we are going over it as a class.
I will then explain that today for math we will be continuing to make change by either
paying for certain items, or playing cashier.
Instruction
During math stations, students will rotate into stations with games, technology,
and
independent seatwork, and direct instruction with the teacher.
Application
For direct instruction, students are broken into groups based on their math level. The
first group that meets with me is the highest performing level, which is grade level four,
ending with Sammys group, which performs at a Kindergarten/1st grade level.
I will start my lesson with the first group by asking the students to open up to page 56 in
their Student Math Journals.
Page 56 has a picture of a fruit and vegetable stand, with different fruits and vegetables
and each of their costs.
I will ask the students to pick three or four fruits and vegetables and pay the correct

Assessment

amount.
Students will switch off being the customer and cashier, and will be expected to pay
with up to $5 or $10
They will complete page 73 in their math journals simultaneously
The second group will only choose 2 or 3 fruits and vegetables from the stand and will
also be expected to complete page 73
They will be expected to make combinations over $1, and give back the correct amount
of change when given over $1
Sammys group, which is the last group and lowest performing group will only be
required to choose one item from the fruit and vegetable stand.
First I will pick up a quarter and ask Sammy, How many cents is this?
I will do the same for a dime, nickel, and penny.
She will be given directions numerous times, and I will model instruction before she
actually attempts the activity
Sammy will not fill out page 73 due to her difficulty reading and writing, so for the sake
of this lesson it is more important that she understands coin combinations conceptually,
and is able to demonstrate this comprehension
Sammy will be given base ten blocks to help her when she is counting coin combinations
under $1.

Students will be assessed based on their participation during the lesson, their ability to
make certain coin combinations, their ability to pay the correct amount tendered or
give back the correct amount of change, and completion of page 73 in their math
journal
Sammy will be assessed based on her ability to correctly identify each coins value, as
well as her ability to give the correct amount of change as a customer and cashier.

My child study will focus on a seven-year-old student who will be referred to as Sammy for the purpose
of this assignment. Sammy attends a private catholic school in an urban area of Massachusetts, and is currently
enrolled in second grade. Sammy was born in the United States, but her parents are from Jamaica. Sammy has
an auditory processing disorder, which inhibits her abilities in almost all content areas. Hence, Sammy needs to
hear oral instructions multiple times, and cannot process written instructions as she reads at a Kindergarten
level. She almost always needs to be told what to do, as well as have all instruction be modeled before she can
attempt to work on something. Moreover, Sammy needs extra time to complete assignments, and needs direct
instructions as a result of her passive learning characteristics. As a result of her hearing impairments, Sammy
tries to sound out words but has trouble reading or processing certain sounds. She also tries to read my lips
when I am speaking to her or giving directions, which causes me to talk at a slower and more eloquent pace.
Sammy has a very limited bank of words that she can spell correctly because she often confuses letters and has
trouble sounding out words independently. During math, Sammy gets extremely frustrated because her
difficulties to read and write hinder her ability to comprehend and perform mathematical problems. Moreover,
Sammy always asks for help during math and usually yells out random numbers, demonstrating weak
conceptual and procedural knowledge. For the purpose of this specific math lesson, Sammy will need to
physically manipulate coins in order to practice making change. Most of Sammys peers perform at a 4th grade
level, and can compute simpler math problems mentally or make change up to $5 or $10.