KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Claire Spencer Date:

Cooperating Teacher: Lea Bortner Coop. Initials

Group Size: Whole Class Allotted Time 30-45 minutes Grade Level 2nd

Subject or Topic: Math (Coins and Bills)

STANDARD: (PA Common Core):

CC.2.4.2.A.3
Solve Problems and make change using coins and paper currency with
appropriate symbols.

I. Performance Objectives (Learning Outcomes)

Students will be able to identify coins, identify bills, and count them together by filling labeling
coins and bills, and coming up with the sums of various bills on an exit ticket.

II. Instructional Materials

● Play money
● Smart Board
● PowerPoint
● Exit Ticket
● GoNoodle video
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, New Content)
A. Prerequisite Skills
a. Some coin recognition
b. Some bill recognition
B. Key Vocabulary
a. $1 bill
b. $5 bill
c. $10 bill
d. $20 bill
e. Cent sign
f. Dollar sign
C. Big Idea
a. Values and appearances of coins and bills
D. New Content
a. Values of coins
b. Values of bills
c. Appearance of coins
d. Appearance of bills
 e. Counting just coins

f. Counting just bills

IV. Implementation

A. Introduction –
● The teacher will turn to the class and say, “We all took the pretest yesterday, so today we
are to be learning a little more about money today. I know some of you know about
what coins we have in the baggies that are in your desk. Before we start, my friends from
Blazer Fresh are going to go over the different coins that we have in our baggies. Before
we start, we are not going to be dancing along with them today. The reason I am putting
this video on is so that we can learn about money today. If we have time we might be
able to do a little GoNoodle at the end of the day. We will just have to wait and see.”
The teacher will put on “Getcha Money Right” from GoNoodle.com.

B. Development –
● Once the video is over the teacher will call the students over to the floor near the white
board and say, “Now boys and girls, Blazer Fresh did an excellent job explaining the
different values of the coins. I made a quick powerpoint to review that information but to
also teach you some new ideas. Let me pull this up and we can get started?” The teacher
will pull up .
o The teacher will pull up the powerpoint and go through the values of the coins
by saying, “A penny is worth one cent, a nickel is worth five cents, a dime is
worth ten cents and a quarter is worth twenty five cents.” The teacher will move
to the next slide.
o The teacher will point to the penny and ask what coin it is and how much it is
worth
▪ After the class answers the teacher will say to the class, “This is a
penny and it is worth one cent. It is the only coin that it is made out of
copper, this is why it is brown.”
o The teacher will point to the nickel and ask what coin it is and how much it is
worth
▪ After the class answers the teacher will say to the class, “This is a
nickel and it is worth five cents. It is also made out of silver, along
with a the other coins we have on the board.”
o The teacher will point to the dime and ask what coin it is and how much it is
worth
▪ After the class answers the teacher will say to the class, “This is a dime,
it is worth ten cents, and it is also made out of silver. It is also the
smallest out of the coins.”
o The teacher will point to the quarter and ask what coin it is and how much it is
worth
▪ After the class answers the teacher will say to the class, “This is a
quarter, it is worth 25 cents, and is also made out of silver. This is the
biggest coin we will be using at the moment.”
● The teacher will go to the next slide and say, “ When we are counting coins we can count
different coins and get any amount and different coins added together can have the same
amount.” The teacher will go to the next slide and show them there are different ways to
make fifty cents.
 o The teacher will say, “ Boys and girls on this slide there are three ways to make
fifty cents. We can use two quarters, five dimes, ten nickels, or fifty pennies.”
The teacher will turn to the next slide.
o The teacher will say, “But there are other ways that we can make fifty cents and
we can use a variety of coins to make them. Let’s take look.” The teacher will
turn to the next slide and show the class that there are other ways to make fifty
cents.
o The teacher will remind them that you can make different amounts of money
using a variety of coins
● After all the coins on the board have been gone through, the teacher will take them off of
the board and take a look at the bills. The teacher will now say, “Boys and girls, there
isn’t just coins when it comes to money. There are also bills that are used when dealing
with money. Up on the board I have different values for dollar bills. All bills are the
same size but there are different ways that you can see that they are different. “ The
teacher will say, “Each bill has a number in the corner, this is how you can tell different
bills apart. This bill is worth one dollar because it has a one in the corner, just like this
one has a 5, this one has a 10 and this one has a 20. The bills tell you their value.”
● The teacher will go to the next slide and ask them how much a dollar bill is worth, how
much a five dollar bill is worth, how much a ten dollar bill is worth and how much a
twenty dollar bill is worth. The teacher will make sure to draw attention to the number in
corner because that is how you tell the value of the bills.
● The teacher will go to the next slide and say, “Just like with the coins, we can count bills
together to get an amount. We can also use different bills to get the same amount.” The
teacher will turn to the next slide.
o The teacher will point to the $20 bill and say, “We can make $20 in a few
different ways. We can just use the $20 bill, we can use two $10 bills, we can
use four $5 bills or we can use twenty $1 bills.” The teacher will go to the next
slide.
o the teacher will say, “Now boys and girls, we have to keep in mind that we can
make $20 in other ways and using different bills. So it can look like this with
one $10 bill, two $5 bills, and five $1 bills. OR it can look like this with three
$5 bills and five $1. Remember boys and girls, we can identify bills by looking
at the number in the corners to show us how much they are worth.”
● The teacher will tell the students, “Boys and girls we will be talking about something a
little more different tomorrow and it deals with exchanging coins for bills and vice versa.
I have an exit ticket that everyone needs to fill out before we move on. It will only take a
few minutes. It is identifying which coins are which, along with their amount, and
counting bills and coins. I need a paper passer to pass these out for me and everyone
head back to your seats!” The teacher will have the paper passer pass the papers out
while everyone is working on their papers the teacher will come around to each student to
see how they are doing. When most of the students are done, the teacher will have the
other paper passer collect the papers.

C. Closure –
● The teacher will tell the class, “Boys and girls let's quickly review what each coin is and
their values, along with the bills and their values. I am going to use Baby Echo to point
to each coin and I want you to tell me the name of the coin or bill and then the value. So
the name first and then the value of it” The teacher will go through the slides with the
money on them again.
 E. Accommodations / Differentiation –
a. E.P might need some redirecting here and there. When she does need redirecting
just gently remind her of what she should be doing.

E. Assessment/Evaluation plan
1. Formative
▪ Exit ticket
● Students will answer the questions on the exit ticket. The
student will receive a check plus if all the questions are
completed correctly. Students will receive a check is 3-4
questions are correct. Students who answer 0-2 questions
correctly will get a check minus.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students

performance written after lesson is taught, includes remediation for students who failed to meet acceptable
level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

VI. Resources
https://app.gonoodle.com/activities/getcha-money-
right?s=Search&t=getcha%20money%20right