Professional Documents
Culture Documents
Unit: Money
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)
Lesson Title:
More Building with the Fewest Coins
Possible
Approx 60 mins
**This is Lesson #11
Grade/Period:
2nd Grade
Studentswillrecognizeandrecalldifferenttypesofmoney
Studentswillwriteamountsofmoneyusingdecimalnotation
Studentswillcalculatemoneyusingadditionandsubtraction
Studentswilladddifferenttypesofcoins
Studentscanidentifydifferentwaysofmakingadollar
Studentscanidentifythefewestcoinspossibleinagivenamount
Studentswillbeabletouse$andsymbolswhenrecordingmoney
Essential Question(s):
Overarching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
Whataresomeways$.65canbeshownusingmoney?
Whycanacertainamountofmoneybeshownindifferentways?Give
examples.
1. Haveclasssitonfloortogetheranddistributecoinsand
mats.Assigneachstudentamathbuddy.DesignateanA
buddyandaBbuddyforeachpair.
2. Reviewwaystoshowgivenamounts(astensandones,
fewestpossible,others)
3. Givestudentsanamounttobebuild.BuddyAshouldbuild
withthefewestpossiblecoins,BuddyBanyway.Buddies
shouldcheckeachother.
4. Whenclasshasfinishedbuilding,haveastudentsharehow
tobuildwiththefewestpossiblecoins.Otherscanshare
differentwaystobuild.
5. Continuetodothis,excepthavebuddiesswapresponsibility
forbuildingwiththefewestpossiblecoinseachtime.
Approx30mins
Totakeabreakofwhatjusthappenedhavestudentsstandupand
grabthenearestpartner
https://www.gonoodle.com/channels/kookookangaroo/secrethand
shakes1
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.).
1. Reviewwithstudentsthatjusthappenedintheactivity.That
therearetonsandtonsofwaystomakeadollar!
2. Havestudentsreturntotheirnormalseatandhavethem
completeanactivitysheetontheirownatfirst.(Appendix
L).
3. Writetheamountsontheboardforthestudentstodo.They
mustshowthatamountin2differentways.
4. Whilethestudentsareworking,walkaroundandassist
wherethereneedstobehelp.
5. Aftermajorityofthestudentscompletedit.Givestudentsa
chancetoteachtootherstudentsaboutwhattheygot.
Amounts:
46cents,99cents,42cents,83cents,12cents,32cents
Approx30mins.
Formative:
observe students. Also have students at the end of
their activities have students come back to carpet time. During
carpet time the teacher will be secretly quizzing them through
oral questioning. Keep it casual with the students though.
Questions to ask:
How is a quarter different from a penny?
What are some characteristics of a nickel?
What is the big idea of money?
What might happen if we had 5 dimes together?
How can 25 pennies be one quarter?
Summative:
Studentsmustbeabletocountcoinsthatwasgivento
them.Withthecoinsthattheyaregiven,theyareabletomakeapurchase
withintheirpricerangefromtheclassroomstore.Thestudentsthenwill
recounttheirchangeandexplainwhytheyhavethatmuchleft.Onthenote
theymustshowtheamountofchangetheyfirsthad(byaddingthecoins
together),thenshowthedifferenceinchangefromwhentheybought
something(subtraction).Theymustbeabletoexplainwhathappenedto
theteacherandtotheirparents.Studentswillbekeepingajournalofwhat
justhappenedatthestore
Studentswillbegradedonbeingabletocounthowmuchmoneytheyfirst
startedwith,choosinganitemwithintheirbudget,selectingcorrectcoinsto
paywith,andproperlycountingthecoinsleft.Studentsshouldwriteamath
problemintheirmathjournalshowinghowthechangeleftoveriscorrect,
usingcorrectdecimalnotationandmoneysymbols.
Butthisactivitywontbehappeningforanother4morelessons.This
activity,theclassroomwillbesetupasastore.Studentswillbeabletobuy
withtheirbagsofmoneyandwhateverquarterstheyhaveleftoverfrom
theirwallet.Thisactivitywilltakeupthewholemathperiodforthatone
day.
Differentiation
:
ESL:Pairthestudentwithabuddythatcanhelpthestudentwith
difficulties.Stillprovidethecoinsiftheyneedit.
StrugglingandExceeding:Pairthemupwithexceedingstudents,
thiswaytheexceedingstudentscanreteachasmuchastheycan
inthematerial
PullOutservices:betheirbuddyforthegame,hecomesbackjust
aswearewatchingtheGoNoodle.
Studentswillbeabletotalktoeachotheraboutdifferentwaysof
makingdifferentamounts.Andtheyareabletosharethemtothe
classduringcarpettime.
Anticipatory Set
: Greet students at the door, and have them take a seat on the floor. (Have GoNoodle
playing in the background-
https://www.gonoodle.com/channels/think-about-it/make-someone-happy
)
Reinforce this throughout the lesson. Then when they line up have them turn to their partner and say one
good thing.
Questions to Anticipate:
Similar questions that happened in Lesson#7 (Lesson 4).