BIG IDEA

This unit is about measurement. More specifically time and money. Students will learn how to
write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. The
students will also solve word problems involving dollar bills, quarters, dimes, nickels, and
pennies, using $ and ¢ symbols appropriately.
WHAT: Standards MD.C.7 and 2. MD.C.8. will be met through our lessons.
WHY: We chose to focus on this topic because our group of students are in the middle of their
second-grade year. Time and money are covered in the second-grade standards.

BIG PICTURE
Monday we will assess our students to find their strength and needs with units of measurement.
Wednesday we will cover money. Friday will cover time. On Monday, units of measurement will
be our main focus, wrapping up our unit on units of measurement. The final day, Wednesday, we
will assess our students again, comparing the results of their pre-assessment to the post
assessment to discover the growth they experienced. We will also examine our styles and
approaches to teaching. Throughout each day we will gather data to determine what was
successful and unsuccessful in terms of the lesson.

Lesson Plan 1 (45 minutes)

Date Taught: Wednesday, December 05, 2018

Topic: Money

Standard: 2. MD.8. 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?

Objectives:
Student-Friendly Objective: SWBAT determine the value of coins (penny, nickel, dime, and
quarter) in relation to $1.00. Use coins or coin representations to show different values of a
dollar.

Assessment Plan: Students will answer money problems created by their peers in the form of
money. Teachers will observe and take note of the students as they are answering the different
questions. The students will need to answer at least five questions right before the end of the
assessment.

Materials Needed: Whiteboard, Markers, Paper, Pencils, (for every two students): 100 pennies,
20 nickels, 10 dimes, 4 quarters.
Key Vocabulary: Dollar, Quarter, Dime, Nickel, Penny, Dollars, Cents, Money, Coins

Differentiation: (In General) Enrichment: Students who need more of a challenge can try to
find the least amount of coins needed to make a dollar as well as the most.

(In General) Support: Pair struggling students with a peer mentor who has a firm grasp on the
concept. This student could then explain in their own words how to add up the coins. Another
idea would be to have these students use coins to add up to a smaller amount and work their way
up, such as 10 cents, then 20, then 50 and so on.

Brian B.- Provide more advance work and problems.

Saryn H- Provide more challenging work and problems. Saryn indicated in a questionnaire that
she preferred individual work instead of group work. Have Saryn work individually by himself
than with a partner.
Emma K- Provide multiple ways of representation of money (drawings, fake, real, both sides of
the coin, etc.)
Abi M- Abi indicated through a questionnaire that she preferred individual work. Allow Abi to
work individually instead of with a partner.
Amanda B- Help Amanda visualize that there are 100 cents in a dollar through manipulative use.
Aksel A- Let Aksel work with Brian.
Kirsten L- Provide multiple ways of representation of money (drawings, fake, real, both sides of
the coin, etc.)
Aisley F- Use and have simple and clear explanation and instructions with the activities.
Ethan A- Instead of partner work, have Ethan work by himself. He indicated in a questionnaire
that he preferred individual work instead of group work.
Jessica Y- Provide more visual examples or money tools to work with.
Quin D- Let Quinn create her own fake money.
Oliver T- Permit Oliver to do more individual work.

Anticipatory Set (Gain attention/motivation/recall prior knowledge):

We will ask the following questions. What is money? Why do we need to learn about money?
How is money used in real-life? Who uses money? Where is money used?

Instructional Inputs:
-Students will raise their hands when they have a question. It is important that you listen and pay
attention so you understand the instructions to the worksheets and the activities that we will be
doing. We will be working in groups, to get to know one another, and share our knowledge and
skills with each other.
-What is money?
-Why do we need to learn about money?
-How is money used in real-life?
-Who uses money?
-Where is money used?
-How did you come up with that answer?
-If you had 3 quarters, how many nickels would you need to make a dollar?

Modeling:
-Tell students that they will be exploring with different coins to add up to a dollar amount.

-Introduce, or review, the value of a penny, nickel, dime, and a quarter by showing the students
the coins (or representations if using fake coins) and going over the value of each coin type.

-Show one way to make a dollar using coins (100 pennies, 4 quarters, etc.)

Guided Practice:
-Ask students for other coin combinations that add up to make a dollar.

Closure:
- Today we learned about how much a penny, nickel, dime, quarter, and dollar are worth.
You are going to use that knowledge while you work with a partner using the coins you
are given to create a dollar 4 different ways.

Independent practice/application:
-First, we will partner up students into groups of twos.

-We will tell our students that they will be working with a partner to come up with at least five
different ways to make a dollar using coins.

-We will tell our students that they need to agree with their partner and write down their results
on a piece of paper each time they get a result that adds up to a dollar.

-Lastly, we will pass out the necessary coins needed for each group and let them experiment!

-While the students are working, we will walk around the classroom and observe the students.
We will guide those who seem to be struggling. We will ask open-ended questions with each
group, such as, “How did you come up with that answer?” or “If you start out with a quarter,
what other coins could you use to make it add up to one dollar?”
 Lesson Plan 2 (45 minutes)

Date Taught: Friday, December 07, 2018

Topic: Time

Standard: 2. MD.7 Tell and write time from analog and digital clocks to the nearest five
minutes, using a.m. and p.m.

Objectives:
Student-Friendly Objective: SWBAT: Tell and write time to the nearest five minutes. They
will also be able to use a.m. and p.m. when identifying the time of day.

Assessment Plan: Students will be filling out worksheets with analog clocks. Teachers will
observe the students while working on their worksheets. The teachers will collect the worksheets
that will be scored to determine if the student understood the concept. Students should be able to
answer each worksheet with an 80% accuracy.

Materials Needed: Telling Time for Children – Learning the Clock video by Math & Learning
Videos 4 Kids, Telling Time with Ricky Racer worksheet, Five Minute Intervals worksheet,
A.M. and P.M. worksheet, My Day worksheet, Demonstration clock, Individual analog clocks
for each student

Key Vocabulary: Analog Clock, Digital Time, Hour Hand, Minute Hand, A,M. (Ante
Meridiem), P.M. (Post Meridiem)

Differentiation: (In General)Enrichment: Allow advanced students to pair up with their

analog clocks to quiz each other on telling time to the nearest five minutes. They can also work
on the My Day worksheet if they finish any assignments early.

(In General)Support: Give struggling students one-on-one assistance with completing their
worksheets.

Brian B.- Brian indicated through a questionnaire that he preferred group work. During the
individual work time allow Brian to work on one worksheet with a partner.
Saryn H- Have more challenging problems or worksheets available.
Emma K- Provide kinesthetic learning opportunities.
Abi M- Have physical math tools that Abi can use when solving problems.
Amanda B- Provide opportunities to work in pairs.
Aksel A- Have him help Brian.
Kirsten L- She can explain time to a struggling peer.
Aisley F- Use simple explanations and instructions. Aisley indicated through a questionnaire that
she preferred group work. During the individual work time allow Aisley to work on one
worksheet with a partner.
Ethan A- Provide simpler worksheets.
Jessica Y-Jessica indicated through a questionnaire that she preferred group work. During the
individual work time allow Jessica to work on one worksheet with a partner.
Quin D- Visually differentiate minute hand and hour hand.
Oliver T- He can explain time to a struggling peer.

Anticipatory Set (Gain attention/motivation/recall prior knowledge):

-We are going to watch a video on telling time.

-We will record the current time on the board. Show Telling Time for children- Learning the
Clock video.

-After the video, we will record the ending time to the starting and ending times.

-We will tell the class that today they will tell and write time to the nearest five minutes.

Instructional Inputs:
·-Students will raise their hands when they have a question. It is important that you listen and
pay attention so you understand the instructions to the worksheets and the activities that we will
be doing. We will be working individually to assess how much you understood from the lesson.
This is going to tell us if we need to reteach anything.
-What is the name of this hand?
-Will we write a.m. or p.m.?
-What is an analog clock?
-What is a digital clock?

Modeling :
-Show the students the demonstration clock and tell them it is called an analog clock.

-Pointing to the short hand, ask students, "What is the name of this hand?" If necessary, remind
students that it is called the hour hand.

-Repeat by pointing to the long hand and identifying it as the minute hand.
-Moving the minute hand on the demonstration clock, count aloud the five minute intervals with
the class.

-Set the clock to 1:30. Remind the class that before telling the time, they must look at the hour
hand first. Ask students to tell the time shown on the clock and write the digital time on the
board. Repeat using 2:00, 3:30, 4:15.

-Next, ask a student to set the clock to show when school begins.

-Write the digital time on the board with the words "a.m." or "p.m." next to it.

-Explain that a.m. means ante meridiem, or before midday, and p.m. means post meridiem, or
after midday.

-Ask the students, "Which one should I circle?" Have students explain why.

-Show the time that school ends, and have a student read and record the time on the board. Ask
the class if a.m. or p.m. should be written.

Guided Practice:

-Pass out analog clocks to the students.

-With the digital time of 2:15 written on the board, ask students to show this time using their
analog clocks. Students will compare their clocks to the demonstration clock. Repeat with 4:35,
6:40, and 7:10.

-We will ask the students to show us their lunch time. Allow time for student responses. Model
the times on the demonstration clock and record the digital times on the board.

-Ask students, "Do I write a.m. or p.m. behind our lunch time?"

Closure:
- Today we learned about reading time from an analog clock. We wrote the time of our
lunch and whether it was in the a.m. or p.m.

- You are now going to use the skills we learned to fill out a worksheet on time.
Independent practice/application:

-Pass out the Five Minute Intervals and A.M and P.M. worksheets.

-Remind students that they may use their analog clocks for help.

-Monitor students to provide support when needed.

Lesson Plan 3 (45 minutes)

Date Taught: Monday, December 10, 2018

Topic: Time and Money

Standard: 2. MD.7 Tell and write time from analog and digital clocks to the nearest five
minutes, using a.m. and p.m.2. MD.8. 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?

Objectives:
Student-Friendly Objective: SWBAT tell and write time to the nearest five minutes. They will
also be able to use a.m. and p.m. when identifying the time of day. SWBAT determine the value
of coins (penny, nickel, dime, and quarter) in relation to $1.00. Use coins or coin representations
to show different values of a dollar. .

Assessment Plan: Students will answer time and money questions as they play games in pairs.
Teachers will observe and take note of the students as they are answering the different questions.
The students will need to answer at least five questions right before the end of the assessment.

Materials needed:
Paper or poster board, marker, scratch paper, pencils and a mixed assortment of coins, in: .01,
.05, .10, .25, .50, or 1.00 denominations.
Plastic Cups (at least 4 and as many as 8), marker and loose change.
Half an egg carton (6 attached cups), 6 coins including one penny, one dime, one nickel, and one
quarter, scrap paper in two colors, notepad or paper, pencil.
Coins (approximately 50 pennies, 10 nickels, four dimes, and two quarters), die, paper, pencil.
Snowman clock.
Key Vocabulary: Analog Clock, Digital Time, Hour Hand, Minute Hand, A,M. (Ante
Meridiem), P.M. (Post Meridiem), Dollar, Quarter, Dime, Nickel, Penny, Dollars, Cents, Money,
Coins.

Differentiation:
Brian B.- Provide more challenging questions.
Saryn H- Provide more challenging questions.
Emma K- Include boxes in the activities.
Abi M- Have physical math tools that Abi can use when solving problems.
Amanda B- Include kinesthetic activities.
Aksel A- Have him help Brian.
Kirsten L- Include kinesthetic activities.
Aisley F- Provide simple instructions and questions.
Ethan A- Use small groups or pairings.
Jessica Y- Provide more challenging questions.
Quin D- There will be opportunities to create art while learning about time.
Oliver T- Oliver can participate in the extension activities by himself.

Extension Activities:
The children will have the opportunity to work in pairs and choose from time and money
extension activities.

Money Extension Activities:

Money Tic Tac Toe
1. Use a marker and your paper or poster board to make a grid. It can be as big or as small as you
like, and when it's done it should look like a pound sign.
2. Add any combination coins in each square on the grid.
3. Decide which player will be Xs and which player will be Os.
4. Take turns selecting boxes, adding up the value of the coins within them, and writing down
their values using dollar signs and decimal points.
5. If a player solves correctly, he gets to claim a box by putting either an X or an O in it and he
earns 200 points.
6. When a player has attained three boxes in any row, column, or diagonal, they receive an
additional 500 points.
7. Play until all of the squares have been claimed.

Loose Change
1. Randomly distribute the change in the cups.
2. Write the monetary values on the cups.
3. Dump out the change that's in each cup.
4. Figure out which coins need to be in each cup in order to put the correct amount of money
back in the cups.

Counting Coins Game

1. Place a coin in the bottom of each egg cup.
2. Crumple 12 paper balls (6 of each color.)
3. Take turns tossing your paper balls into the egg cups.
4. Count your points. The number of points for each cup is determined by the coin in the
bottom—1 for a penny, 5 for a nickel, etc.
5. Add up your score.

Make Money Make “Cents”

1. Each dot on the die equals one cent.
2. Roll the die.
3. Keep track of your points on a sheet of paper.
4. Take the number of cents corresponding to the number you rolled on the die.
5. Trade for a higher value coin if you're able. For example, if you have 7 cents, you may trade in
five of those cents for one nickel; 10 cents for a dime, etc.
5. Draw and record what the trade looks like.
6. The first person who reaches a dollar and can trade in their coins for a dollar is the winner.

Lego time
1. Match the digital times on the legos with the correct wording.
2. Record the times on the analog clock using the worksheet.

The Human Clock

The children will have the opportunity to be part of a human clock in order to measure and
practice their abilities to do teamwork and tell time correctly.

Snowman Clock
1.Cut out the pieces of the snowman.
2. Glue the pieces together.
3. Look at the classroom watch and write the time down in both analogue and digital form.

Analogue and Digital Clock Center

1. Cut out the digital and analogue clocks.
2. Mix them up.
3. Match them.
4. Check your answers.
Independent practice/application:

-The children will have the opportunity to work in pairs and choose from time and money
extension activities.

-Remind students that they may use their analog clocks and fake money for help.

-Monitor students to provide support when needed.