Baker College Teacher Prep

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:
1 1-6 die for each group of 3 or
4 students
2. 1 bag of plastic coins for
each group (bag should have
at least 25 pennies, 15 nickels,
15 dimes, and 12 quarters)
3. 1 pig mat for each group
4. Review sheet 6 (Appendix D)

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):
Over-arching 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.

Lesson Title:
Trade!
(Approx 60 mins)
**This is Lesson #7

Grade/Period:
2nd Grade

Studentswillrecognizeandrecalldifferenttypesofmoney
Studentscanidentifydifferentwaysofmakingadollar
Studentscanidentifythefewestcoinspossibleinagivenamount
Studentswillcalculatemoneyusingadditionandsubtraction
Whycanacertainamountofmoneybeshownindifferentways?Give
examples.

Studentswillcometothecarpetspace,andformacircle.Teacher
willsitwiththestudentsexplainingthatthisiscalledthetalking
circle,youcanonlytalkwhenyouhavethetalkingball.During
talkingcircle,studentswillletyouknowiftheyarehavingany
problems,whattheyunderstand,whattheylike/dislikeabout
money.Andhowtheyusemoneyintheirlivesandwhyitisso
important.Eachstudenthasachancetovoicetheiropinionabout
moneynow.
Approx15mins
Afterthetalkingcircleisdone,havestudentsgototheirdesignated
spotonthecarpet.Reviewwiththeclasswhateachcoinisandwhat
thevalueofeachcoinsare.Seeifthestudentscancomeupideas
that10penniesand1dimeisthesameamount.
1. Haveclasssittogetheronfloor.
2. Explaintothemthattheclassisgoingtoplayagametoday
thatwillhelpthemlearnaboutequivalentcoins.
3. Asktheclasstosharesomedifferentwaystoshowtencents.

Baker College Teacher Prep

Lesson Plan Form

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

4. Leadthemtoseethatwhiletherearedifferentwaystoshow
anamount,theonepeoplemostcommonlyuseistheway
thatusestheleastamountofcoinspossible.
5. Discusswhythiswouldbegood.(Twoquartersislessto
carryaroundthanfiftypennies,etc.)
6. PlayTrade!game
Approx15mins.

Keepstudentsattheircarpetspacewhileexplainingthegame
1. ExplaintherulesoftheTradeGame.
a. Studentsworkingroupsof3or4.
b. Inthecenterofthegroupisapigmatwithapileof
coins.
c. Studentstaketurnsrollingthedie.Astudentshould
takeasmanycentsasthenumberherolls.Thegoal
istogetto$1.00.
d. Studentsmusthavetheleastamountofcoins
possiblefivepenniesshouldbetradedforonenickel,
twonickelsshouldbetradedforonedime,etc.
e. Whenastudentmakesatrade,hemustvoicetohis
groupwhatheisdoing.Iamtradingfivepenniesfor
anickel.
f. Astudentshowsheisdonewithhisturnbypassing
thedieontothenextperson.
g. Ifatradehasbeenoverlooked,thefirstpersontosay,
Trade!getstotakethecoins,tradethemin,andput
thecoininhispile.Ex.:StudentAhas4pennies,
rollsa3,andadds3morepennies.Hepassesthedie
onwithoutmakingatrade.Oncehepassesthedieon,
StudentBsaysTrade!Hetakesfiveofthepennies,
tradesthemforanickel,andputsthenickelinhis
ownpile.
h. Playcontinuesuntilaplayerreachesexactly$1.00.If
aplayerisat98,hecanonlycollectonarollof1or
2.5.
2. Askastudenttoplaywithyou.Playbackandforthwithhim
forseveralrolls,sostudentscanseethetradesandthesteals.
3. Tellstudentsthatyouwillbewalkingaroundandjumpingin
tostealanytradesyoucan.
4. Putstudentsingroupsof3or4andgiveeachgroupaBagof
coins,adie,andamat.
a. Considerabilitygroupingstudents.Otherwise,the
higherstudentskeepstealingthelowerstudents
moneybeforetheyhaveachancetocatchon.
5. Walkaroundtoeachgroupandbecomeaplayer.Stealany
coinsthathavenotbeentradedin.Studentswillquickly
catchon.
6. Earlyfinisherscanplayagain.Tochallengehigherstudents,
havethemworkbackwardsfrom$1.00to0.
Approx30mins

Baker College Teacher Prep

Lesson Plan Form

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.).

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

Formative:
As students are playing the game, walk around and
make observations about where students are. If you see a
student stuck, stop and help them and try to make things more
clear.
Summative:
No summative assessment yet, its not the ending
of all the material they should know about money

ESLStudentwiththisstudent,itcouldbemorebeneficialforyou
tousethecoinswiththevaluesonthebackifitsstillnotquite
clear.
PullOutservicesPullthestudentasideandexplaintherulesofthe
game,evenplayaquickgametoshowhowthegameis.Butbefore
evenstarting,askthemtheiropinionoftheoveralltopicofmoney.
(Doaminitalkingcirclewiththestudent).
StrugglingStudents:Whenpairingthegroupsup,trytokeepthese
studentsawayfromtheexceedingstudents.Placethemingroups
withstudentsthatgetit,butsometimesdont.Placetwostrugglers
inagrouptogether.
ExceedingstudentsPlacethesestudentsinagrouptogether,after
theydidafewroundsofthenormalgameplay,havethemchangeit
upandhavethemcountbackwardsfrom$1.00
Inthislesson,wemainlytalkaboutourconcerns,problems,Ahha
moments,whatweget,etc.withthestudents.Thiswaystudentsfeel
thattheycanexpresshowtheyfeelaboutthistopic.Andletother
studentsanswereachother.Thenbygoingoutofthenorm,theyre
playingagameformajoirtyofthelesson.Atfirstitmightbettricky
butstudentswillgraspontotheconceptquickly.

Initial plans could also contain the following:

Accessing Prior Knowledge:
Students will know what money is, and how it is important to them. What
the value of each coin is, and their names. How the money can be written in two different ways. Be able to
count up to a dollar using coins, but with this lesson they will be able to do it with fewer coins.

Anticipatory Set
: Stand by the door to greet the students and tell them to go to carpet and create a
circle. While that is going on, have the video of the past few coin songs playing in the background.
Questions to Anticipate:
How can I make this into a quarter/nickel/dime/penny? Can these coins equal
a penny?

Baker College Teacher Prep

Lesson Plan Form

Wrap-up Activity and Closure:

After about playing three rounds, students should be able to handle this
idea. Have the students return to the normal seats, students put their remaing quarters back into the
wallet. Call the students up by groups to put away their coins and their wallet into their cubby. Review
what the students just learned, while doing this hand out Appendix D- Review 6. Have the teacher call the
coins out, and write it on the board
1- I have 6 pennies, 2 dimes- Students will write what you have and what they can trade it in for
2- I have 5 nickels, 1 dime
3- I have 8 pennies, 1 nickel, 4 dimes
4- I have 3 pennies, 2 nickels, 1 dime
5- I have 9 pennies, 5 dimes

Homework/ Independent Practice

: Based on their students should identify different ways of making a
dollar with the fewest coins as possible.