Money Values

Second Grade Math

 Measurement and Data – 2.MD
o Work with time and money.
 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:
Students will learn about money and the bills we use to pay for things. Use alongside Base Ten
Money: Hundreds, Tens, and Ones or alone as an independent lesson.

Academic
Students will be able to recognize different bills and identify their values.

Language
Students will be able to explain their thinking with content-specific vocabulary using sentence
frames and visuals for support.

Materials and preparation Vocabulary:

 Play Money to give each partnership
two 10-dollar bills, two 20-dollar
bills, and five 100-dollar bills.
 Vocabulary Cards Glossary
 Image of a real one-dollar bill, five-
dollar bill, ten-dollar bill, twenty-
dollar bill, and hundred-dollar bill
 Image of a couch and a bicycle
 Pointer
 Math journals/scratch paper
 value: how much something is
worth.
 money: a way to pay for the things
we need and want; used to pay
people for their work.
 place value: the value of a digit
depending on its place in a number.
 dollar bill: worth $1.00
 five-dollar bill: worth $5.00
 ten-dollar bill: worth $10.00
 twenty-dollar bill: worth $20.00
 fifty-dollar bill: worth $50.00
 penny: worth $0.01
 nickel: worth $0.05
 dime: worth $0.10
 quarter: worth $0.50
Introduction (5 minutes)
 Show the images of the different types of bills to the class (one-dollar bill, five-dollar bill,
ten-dollar bill, twenty-dollar bill, and hundred-dollar bill).
 Ask students to turn and talk to a partner, explaining what the items are used for.
o Allow a few students to share out. Record their ideas on the whiteboard.
 Explain to the students that the items are money, and they are all types of bills and
coins. Bills, unlike coins, are made from paper. Coins are made from metals. We use
these different types of money to pay for the things we need and want, as well as to pay
people for their work.
 Call student volunteers up to the front of the classroom and ask the following questions:
o Can you point to the bill that is worth the most? How do you know that is the
most?
o Can you point to the bill that is worth the least? How do you know that is worth
the least?
o Can you point to the bill that you've used before to purchase something?
 Repeat with the coins
 Explain to the students that today they will learn about the different types of bills and
their values.

Explicit Instruction/Teacher modeling (10 minutes)

 Put the students into partnerships and give each pair a copy of the Vocabulary Cards.
 Project the Vocabulary Cards on the whiteboard and read the student-friendly
definitions, referring to the visuals for support.
 Refer to the images of the real bills that correspond with the bills on the vocabulary
cards (one-dollar bill, five-dollar bill, ten-dollar bill, twenty-dollar bill, fifty-dollar bill,
hundred-dollar bill).
 Write sentences on the board to support students in sharing out.
o Examples include:
 That is a ____ (name of bill) and it is worth ____ (value).
 Continue this process for each of the different bills.
 Guide students in writing the numerical value of the bill above the written word in each
bill's definition.
Guided Practice (10 minutes)
 Project the image of the car on the whiteboard and write down the following story
problem next to the image:
o Kaya’s mom bought a new car. The car cost five hundred dollars ($500). Kaya’s
mom had 2 ten-dollar bills, 2 twenty-dollar bills, and 5-hundred-dollar bills. What
bills should she use to pay for the car? Why?
 Put students into partnerships and ask them to get out their math journals/ scratch
paper.
 Pass out the play money to each partnership.
 On the board, write:
o The ____ costs ____.
o Kaya’s mom could use ____ to pay for the couch.
 Have students copy the sentences into their math journals.
 Next, ask students to display the play money on their desks so each bill is visible to you.
 Discuss the values of each bill as a whole group and encourage students to refer to their
vocabulary cards for support throughout the lesson.
 Write $500 on the board.
o Say, "I know Kaya needs five hundred dollars. Each ten-dollar bill is worth ten
dollars. If I take one of the ten-dollar bills and combine (or add it) with the other
ten-dollar bill, how much money do I have?"
 Encourage students to use their math journals to sketch their answers and reinforce
that we would add these two numbers together because we are combining them and
want to figure out the total amount.
 Allow students to share their ideas with a partner, and then share out to the class.
Elaborate that when we add ten dollars to ten dollars it equals twenty dollars. Write 10
+ 10 = 20 on the whiteboard.
 Ask students to stand up if they think that's enough money to pay for the couch or stay
seated if they think it's not enough money to pay for the couch. Provide a sentence
frame to support students in sharing out their answer, for example:
o "Twenty dollars ____ (is/is not) enough money because ____."
 Explain to the students that you want them to work together to explore different
combinations of the bills to figure out what bills they can use to pay for the couch (it
should equal $500).
 Model strategies such as skip counting, addition, or using a hundred chart to support
student understanding as necessary/appropriate.
 Instruct students to draw strategies used in their math journals.
 Have students share out the accurate combination using the following sentence frame:
 "Kaya’s mom could pay with ____ because it is equal to ____."
 Clarify any misconceptions and explain that she should pay with the five-hundred-dollar
bills.
 Pass out Dollars and Cents and How Much Money Do You Need worksheet for students
to practice adding money.