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Lesson Plan Form

Unit: Money

CCSS or State Standards:

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?

Resources and Materials:

Appendix C: Pig Mat
Appendix D: Review 1
worksheet
Bag of coins
Envelopes
Coloring utensils
Objective:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)

Essential Question(s):

Lesson Title: Introducing Money

(Aprrox 45 mins)

Grade/Period:
2nd Grade

Studentswillrecognizeandrecalldifferenttypesofmoney
Studentscanidentifydifferentwaysofmakingadollar
Studentswillbeabletouse$andsymbolswhenrecordingmoney
Whyisitimportanttolearnaboutmoney?

Overarching questions of the lesson that will

indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?

Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.

Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.

Thisactivitycallsforstudentstobringinmoneyfromhome,but
mostofmystudentshavefree/reducedlunchandmajoritylivewith
asingleparent.Thestudentsmostlikelywon'tbeabletobringin
changefromhome.SoinsteadIwilluseplaymoneyformylessons,
butIwillshowthemwhatrealmoneylookslikebybringinginmy
coinbankfromhome.Letthestudentsobservethecoins,each
studentwillsayonethingtheynoticed.
Approx5minutes.
Part1OddsandEnds
1.Whenchildrenentertheroom,haveastripofpaperwiththree
quartersstampedonit,oneachchildsdesk.(Dothisdaily)
2.Tellchildrenthattheclasswillbeginlearningaboutmoneytoday.
Eachdaytheywillbeginwiththreequarters.Quarterscanbelost
duringthedayformisbehavior.Attheendoftheunit,theclasswill
gettospendthemoneyattheclassstore
3.Giveeachchildawallet(envelope).
4.Haveclasswritenameonwalletanddecorate.Attheendofeach
day,studentsshouldplacequarterstripinthis.
5.Whiletheclassisdoingthis,describethattheyhaveabagfullof
money:4quarters,10dimes,10nickels,and10pennies.

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Lesson Plan Form

Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill

Assessment:
List both formative and summative
assessments that you will use to assess
student understanding. Formative
assessments are given during instruction
(check for understanding), summative are
after completion of instruction (how will you
grade quiz, test, project, paper,
presentation, demonstration, etc.).

Part2Lesson
7.Beginlessonbyhavingstudentssitinacircle.
8.Askstudentstosharewhattheyknowaboutmoneywhatit
lookslike,types,howitisearned,etc.
9.ReadthebookFollowThatMoneyPullthebookupontothebig
screensostudentscanreadthewordsalongwithyou.
10.GiveeachstudentaBagofcoinsandapigmat(AppendixC).
11.Askstudentstosortcoinsbytypeonpigmat.
12.Startingwithapenny,discusswithclassidentifyingfeatures.
Allowchildrentonoticefeaturesandshareyearminted.Record
identifyingfeaturesonsheetofchartpaper.
13.Continueasinstep6withnickel,dime,quarter.
14.Whenfinishedexaminingcoins,gobacktochartanddiscuss
againvalueofeachcoinandwaystowritecentsignanddollar
sign.Explainmeaningofthedecimalpoint.
15.Askstudentstoputcoinsinbag.
16.Beforemovingontothenextactivity,studentsneedalittlebrain
break.GotoGoNoodle.com:
https://www.gonoodle.com/channels/youtube/countingbyfives
havestudentsgetupandfollowdanceandallowthemtosingalong
withthevideo.Ifsomestudentsdon'twanttostandupanddance,
stillhavethemsingalongwiththevideo.
Approx20minutes.
Havestudentsreturntotheirseats.(Theirseatsareingroupsoffive,
withtwogroupshavinganextraperson.Ichosetoseatthe
strugglingstudentswithstudentswhoareconsiderate/patientwho
areaboveoratgradelevel).
AppendixDReview1.Havestudentsworkwiththeirgroupmates
oncompletingtheshortworksheet.Iwillwalkaroundcalling
differentamounts:13cents,48cents,7cents,and99cents.Atthis
timestudentsdon'thavetomaketheamount,theyjusthavetoshow
thattheyunderstandmoneycanbewritteninthedollarandcents
form.Eachstudentshouldcompletetheirownworksheet,butcan
worktogetherasagroup.Afteritisdone,theleaderfortheweekof
thatgroupwillcollectthepapersandreturnittotheblackfiling
system,labeled:Math.
Approx20minutes.
Formative:
To dismiss students to line up for lunch, students
will have to complete an exit card. I will give the students a clue
about a coin, and the students must answer the riddle. And also
write two ways the coin can be written.

When they are able to answer it and turn it face down on their
desk, they may then put their bag of coins away in their
appropriate cubby with their name on it, and line up at the doorquietly.

Riddle: I am the smallest coin, but I'm worth more than two
other coins. I am silver. What coin am I?

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Lesson Plan Form

Summative: None at this time since it is the beginning of the

lesson.
Differentiation
:

Describe who will need additional or

different support during this lesson, and how
you will support them. Differentiated
instruction could include testing
accommodations, preferential seating,
segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.

Summary, Integration and

Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson

Mostofmystudentsliveathomewheretheycan'tbringinreal
money,soIbroughtinfake.ButduringdiscussionIwillusereal
moneytoshowstudentswhattheyactuallylooklike.Alsowith6of
mystudents,theyarebelowaverage,soItrytodoasmuchgroup
workasIcanbecauseImaynotbeabletomakeittoallofthem
duringoneclass.SoIpairthemupwithstudentswhoareaboveor
atgradelevel.Alsotheymayneedextrahelpontheside,soobserve
themandaskthemquestionsalottomakesuretheyare
understandingonwhatisgoingon.Ihaveanotherstudentwhohasa
pulloutservice,whocomesbackinthemiddleofmylesson,toget
uptodateIpullhimasidetolethimknowwhatisgoingon,Idoa
minilessononhim,whilemy"helpermom"aidstheotherstudents.
MyESLstudentmighthaveatoughertimewiththis,soexplainto
herhowhermoneyinherhomecountryissimilartooursbutthey
justhavedifferentvalues.
WehaveaniPadforallthestudentsintheclass,Iwillconductshort
quizzesonKahoot:https://kahoot.it/#/.ThiswayIcanseewherethe
classis.

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Lesson Plan Form

AccessingPriorKnowledge:
Accordingtothecommoncore,thisisthefirsttimemoneywillbeintroducedto
thestudents,sotheymightnotunderstandwhatexactlymoneyis.Butstudentsshouldknowhowto
add/subtractnumbers.

Anticipatory Set
: After students come back from bathroom breaks, have students go to the carpet for
carpet time. And play the coin song: https://www.youtube.com/watch?v=3ARNqyQ0CuY
Questions to Anticipate:
What's a penny/nickel/dime/quarter? Why do we need this?
During the lesson where we are talking about what they are, they will answer What is the different coins
amongst their groups and we'll talk about it in class. Why do we need this?
Money is very important for us, we need money in order to have water, electric. Does anyone know what
their parents use money on? Have you ever received money?

Wrap-up Activity and Closure:

For the students to start their activity, I want to do a brain break after
instructional time in order for them to get their blood moving and so they can have a few minutes to let
out all the extra energy being built up. I will do the Exit Card for students to begin putting materials away
and lining up at the door.

Homework/ Independent Practice

: After the instructions, I have the students working on group work
first, this way since the material is still fresh they can use more than 1 brain trying to process all the new
information. Eventually I will have students working on their own but not at this moment, the only time
they did this time was during the exit card. Also when students come back, I will use Kahoot and conduct
a short "quiz" to see what new information the students kept.

Enrichment
: The students who are head, try having them count nickels/dimes/pennies. Try starting
them out a lesson ahead each time.

Changes to Future Lessons

: More instructional time on writing the amounts in two different ways, it
seems weak in this lesson, but I could keep strengthening it in the other lessons.

Sources:
Coin song.wmv. (n.d.). Retrieved May 27, 2015, from
https://www.youtube.com/watch?v=3ARNqyQ0CuY

Favre, M. (2007). Dollars and Sense. Retrieved May 27, 2015, from
http://coreknowledge.org/mimik/mimik_uploads/lesson_plans/382/Dollars and Sense.pdf

Pfaff, J. (n.d.). Differentiated Instruction & Understanding By Design. Retrieved May 27, 2015, from
http://sddial.k12.sd.us/esa/doc/teachers/diffinstruc/lessons0506/pfaff_di_lesson2.pdf

Sondey, C. (n.d.). UBD Unit Design Worksheet. Retrieved May 27, 2015, from
http://www.kalamazoopublicschools.com/Portals/0/KPS Site Docs/Teaching and Learning
Services/Mathematics/Final Grade 2 2010 Math Curriculum Guide_0.pdf

Baker College Teacher Prep

Lesson Plan Form