Global Concept Guides: Value of a Coin, The Value of a Dollar, Representing Money Values in Different Ways,Time to the Nearest Hour and Half Hour, Time to the Quarter Hour and Five Minute Interval
Prior Learning: MACC.1.MD.3
Progressions Document Link
Sample Show What You Know Task:Use the Go Math Ch. 7 Show What You Know TE p. 334 or the Diagnostic Interview Task TEp. 334
Common Core State Standards for Mathematical Content :
Work with time and money.
MACC.2.MD.8-Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. e.g. If you have 2 dimes and 3 pennies, how many cents do you have?
MACC.2.MD.7-Tell and write from analog and digital clocks to the nearest five minutes, using a.m. and p.m. / Comments:
Notes on Assessment:
Unit 8 Assessment Go Math Ch. 7
See common performance task link below.
Unpacking the Standards for this Unit:
“The money standard will be easier to address then time because while one to three specific lessons may be needed in reviewing and extending prior work with monetary amounts and counting money and making change, much of the emphasis will be just considering money as a context for problem solving that will engage addition and subtraction. Time is another story. You will need to provide lessons involving digital and analog time and telling time to the nearest 5 minutes. Beyond a few specific lessons for both the time and money standards, this work should be maintained throughout the instructional year in problem-based activities within lessons or as center activities.” (Kanold)
Learning to tell time is challenging for students. They must realize that the hour hand indicates broad, approximate time while the minute hand indicates the minutes in between each hour.
Common Performance Task with Rubric for this Unit:
Toy Story-Assesses students’ ability to tell time and count coins to determine the value.
Click here for the common performance task and rubric.
Future learning:
Money is an early foundation for the later learning of decimals. In money amount, the decimal point separates the dollar from the cents. In a decimal number, the decimal point separates the ones from the tenths, hundredths, and so on. Understanding how money amounts are read will prepare children for learning about decimals. It will also prepare them to better understand prices in real-life situations.
Learning to tell time is a valuable life skill that students will use in the real world. Building a strong foundation will prepare them for future time concepts like elapsed time.
2nd / Global Concept 1 of 5 for this Unit of Study: Value of a Coin
Identify coins and their values. Order coins to count the total value more efficiently. Represent values of money in different ways. / Projected Time Allotment:
3 Days
Sample Essential Questions:
Day 1: How do you find the total value of a group of coins?
Day 2: How do you order coins to help find the total value of a group of coins?
Day 3: How do you represent an amount of money in different ways with groups of coins?
Related Unit 8 Assessment: Go Math Ch. 7#6, 7, 8, 10, 16, 17, 18, 20
Instructional Resources
Manipulatives:
- Coinsdisplayed on student desks to familiarize them with black and white versions of the coins.
- Plastic coin manipulative for students to use to help them count money with accuracy.
- Go Math Lesson 7.1 Essentials:Teach and Talk TEp. 337, Model and Draw TEp. 338 (Use questions in the TE338 (Use questions in the T.E.E111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111), Go Deeper TEp. 339, Problem Solving TEp. 340
- “Smart” Poem: Shel Silverstein poem about coin exchange
- Go Math Lesson 7.2 Essentials:Re-teach TE p. 341B, Listen and Draw TE p. 341 (Use questions in the TE), Model and Draw TEp. 342(Use questions in the TE, refrain from using the student book), Problem SolvingTE p. 342
- I Have…Who has?Each student gets a card; choose a student to read their card first. The student who has the amount asked for reads their card and play continues until everyone has read their card.
- Go Math Lesson 7.3Essentials:Re-teach TE p. 345B, Listen and Draw TE p. 345 (Use questions in the TE),Model and Draw TE p. 346 (Use questions in the TE) Problem SolvingTE. p. 348
- Go Math Lesson 7.4Essentials:Enrich TEp. 349B, Listen and Draw T.E. p. 349 (Use questions in the TE), On Your Own TE p. 351, Problem Solving TE p. 352
- Coin Match (re-teach activity – matching coins and values)
- Money Hundreds Chart (re-teach activity)See pages 58-61
- Illuminations(scripted lessons to support this GCG)
- iTools(Measurement-Money- choose money under activities tab)
Sample HOT Questions: Use these to facilitate student discussions. (SMP 1, 3)
- How do you know this is the way to show the amount using the fewest coins?
- Do you think that ordering the coins from greatest to least makes it easier to count? Why or why not?
- How many different ways can you represent ___ (example 78¢)? Show the different combinations.
- What connections can you make between trading coins and the place value system?
Our students arebetter able to…
- Sort and count money by applying skip counting patterns and place value knowledge. (SMP 2)
- Connect skip counting patterns to numbers on a hundreds chart. (SMP 2)
- Highlight student strategies for counting money and emphasize efficient strategies. (SMP 3)
- We help build connections between skip counting money and the hundreds chart. (SMP 7)
2nd / Global Concept 2 of 5 for this Unit of Study: The Value of a Dollar
This GCG focuses on building on students’ understanding of coin place value and extends learningto the value of a dollar and beyond using various representations. / Projected Time Allotment:
2 Days
Sample Essential Questions:
Day 1: How can you show the value of one dollar with coins?
Day 2: How do you show money amounts greater than one dollar?
Related Unit 8 Assessment: Go Math Ch. 7 #5, 11, 21, 22,
Instructional Resources
Manipulatives:
- Coinscan be displayed on student desks to familiarize them with black and white versions of the coins.
- Plastic coin manipulative to help students count money with accuracy.
- Paper money manipulativesto count money values over one dollar.
- Go Math Lesson 7.5Essentials: Enrich workbook p. E70, Teaching for Depth TE p. 353A, Re-teach TE p. 353B, EngageTE p. 353, Listen and Draw TEp 353 (use questions in the TE), Model and Draw TEp 354 (use questions in the TE), H.O.T.#7 TE p. 255
- Go Math Lesson 7.6Essentials: Enrich workbook p. E71, Listen and Draw TE p. 357 (use questions in the TE), Model and Draw TE p.358 (use questions in the TE), Problem Solving TE p 360
- Get to a Dollar is a dice game where students are making a dollar by trading.
- A Penny Saved is a lesson that correlates with the story Alexander Who Used to be Rich Last Sunday. Many of the lesson components can be used without the book.
- Pigs Will Be Pigs–See page 40. This graphic organizer correlates with the book,Pigs Will Be Pigs
- iTools-Measurement-Money
- Coin Box -games for students build mastery w/ coin values
Sample HOT Questions: Use these to facilitate student discussions. (SMP 1, 3)
- What is the least amount of coins you can use to make a value greater than $1.00?
- Kelly has eleven coins and Stephanie has 13 coins. Their mom said they have the same amount of money. Iis this true? Why or why not?
- Sean has 8 coins and Michelle has 10 coins. Michelle thinks she has more money because she has more coins. Is her thinking correct? Why or why not?
Our students arebetter able to…
- Manipulate coins to represent the value of a dollar or more using different coin representations. (SMP 4)
- Apply counting money to the value of a dollar or more to real world context. (SMP 1)
- Highlight student strategies for counting money that represents the value of a dollar or more.
- Provide opportunities for students to apply their knowledge to real-world money situations. (SMP 1)
2nd / Global Concept 3 of 5 for this Unit of Study: Representing Money Values in Different Ways
Students will draw quick pictures to solve money word problems. Students will also represent coin values using all of the possible coin combinations. / Projected Time Allotment:
2 Days
Sample Essential Questions:
Day 1: How do drawing quick pictures help when solving problems about money?
Day 2: How can you use a chart or organized list to represent a value of coins in a number of ways?
Related Unit 8 Assessment: Go Math Ch. 7 #23
Instructional Resources
Manipulatives:
- Coins can be displayed on student desks to familiarize them with black and white versions of the coins.
- Plastic coin manipulativesto help students count money with accuracy.
- Paper money manipulativesto count money values over one dollar.
- Go Math Lesson 7.7 Essentials: Engage TE p. 361, Unlock the ProblemTE p. 361 (use questions in the TE),Try Another Problem TE p. 362, Share and Show TE p. 363, On Your Own TE p. 364
- Pocket Money See pages 4,5,6 It canbe used as a mid chapter check point, guided questions, questions of the day
- Change–(see page 40 , 41) note that money standard does not address making change however this is achievable for students at this grade level
- Money Riddles (word problem money riddles)
- Coin Trading Chart (a chart to help students stay organized when representing values in number of ways)
- Coin CombinationsTeacher lesson information that includes a challenging student money word problem
- iTools - Measurement-Money
Sample HOT Questions: Use these to facilitate student discussions. (SMP 1, 3)
- Cynthia bought a toy for $1.15. She gave the cashier $1.50. What are the different ways she could have received her change?
- Jalek has three coins in his pocket. There are no pennies in his pocket. Jalek has at least two different coins. What is the greatest possible amount he has? What is the least possible amount that he has?
- Sally bought a kite, a balloon, and a sticker. The total cost was $1.00. How much money could each item cost?
Our students arebetter able to…
- Solve money related word problems through the use of quick pictures. (SMP 2, 4)
- Apply counting strategies (skip counting, ordering coins from greatest to least, and making a ten) to represent coin values in a number of ways.
For more info on SMP’s click here. / Because as teachers we…
- Give the students the opportunity to draw quick pictures and discuss strategies with peers.
- Emphasize the importance of using strategies efficiently to represent values of coins in a variety of ways. (SMP 8)
2nd / Global Concept 4 of 5 for this Unit of Study: Time to the Nearest Hour and Half Hour
This GCG focuses on using a number line to explore time using the hour hand. Students will transition the number line into reading time on an analog clock. / Projected Time Allotment:
2 Days
Sample Essential Questions:
Day 1: How can I relate a number line to a clock to tell time?
Day 2: How can I tell time to the hour and half hour on a clock?
Related Unit 8 Assessment: Go Math Ch. 7 #1, 2, 9, 13,14, 19
Instructional Resources
Manipulatives:
- Number line for students to assist in telling time.
- Clocks with only hour hands to use for approximate time.
- Snap cubes to Use in combination with a number line to represent 5 minute intervals.
- Go Math Lesson 7.8-Essentials: EngageTE p. 365, Model and DrawTE p. 366 (use questions in the TE),Problem Solving TE p. 368
- Number Line Time Lesson (explains how to connect telling time to a number line)
- The Number Line Clock (using snap cubes to connect telling time to a number line)
- Directions to Make Number Line Clock (pictures and directions on how to use the number line clock)
- Student Practice (to be used after the number line activity where they draw the hour hand in)
- Just In Time Game (Grab and Go Center Kit)
- iTools -number lines
Sample HOT Questions: Use these to facilitate student discussions. (SMP 1, 3)
- Joe says the time must be 4:55 because the hour hand is pointing at the 4. Kelly says that time is 3:55. Who do you agree with and why? (Teacher note: You will want to present a clock set to 3:55 when asking students this question.)
- If you were looking at a clock with only an hour hand, how could you estimate what time it is?
- The minute hand is pointing towards the 1 on the clock face. Will the hour hand be closer to the current hour or the next hour?
Our students arebetter able to…
- Understand how to tell time to the nearest hour and half hour by using of a number line. (SMP 5)
- Understand through class discussion that the hour hand is not always directly on the hour it is representing. (SMP 3)
- Provide student the opportunity to explore time on a number line and help build connections between the two. (SMP 5)
- Facilitate class discussions where students discover that the hour hands on a clock do not always point directly at the hour it is representing. (SMP 3)
2nd / Global Concept 5 of 5 for this Unit of Study: Time to the Quarter Hour and Five Minute Interval
This GCG is rich in vocabulary where students will learn to tell time using the terms quarter past, half past, quarter ‘til, noon, midnight, AM and PM. They will also tell time in 5 minute intervals. / Projected Time Allotment:
4 Days
Sample Essential Questions:
Day 1: How do you tell and show time to the 5 minute interval?
Day 2: What does a quarter past, half past, and a quarter ‘til represent on a clock?
Day 3: What are the different ways to read time on a clock?
Day 4:How do you solve problems involving time?
Related Unit 8 Assessment: Go Math Ch.7 #3, 4, 9, 12, 15, 19, 24
Instructional Resources
Manipulatives:
- Yellow analog clocks for students can use to show times on a clock.
- Go Math Lesson 7.9Essentials:ReteachTE p. 369B, Listen and DrawTE p. 369 (use questions in the TE), Model and DrawTE p. 370 (use questions in the TE), Problem SolvingTE p. 372
- Go Math Lesson 7.10Essentials:ReteachTE p. 373B, Listen and DrawTE p. 373, Model and DrawTE p. 374 (use questions in the TE), Problem SolvingTE p. 376
- Go Math Lesson 7.11Essentials:Reteach p. 377B, Model and DrawTE p. 378 (use questions in the TE), Problem Solving TE p. 380
- Hans of Time Excursions-student p. telling time to the quarter hour and in 5 minute intervals
- Hans of Time Excursions-teacher p. telling time to the quarter hour and in 5 minute intervals
- Re-teach Clocks - clocks that may be used as a reteach
- Time Word Problems - to be used to supplement day 4 instruction
- iToolsMeasurement-choose “Clocks” under Activities tab
- AM & PM Model -online resource that models AM and PM and if it is daylight or night time
Sample HOT Questions: Use these to facilitate student discussions. (SMP 1, 3)
- Sammy and Tally disagree about what time it is. Sammy says it is 5:45 and Tally says that it is a quarter to 6. What do you think about their disagreement?
- Tammy said it is a quarter after 2 and her little sister said that means that it is 2:25 because a quarter is worth 25. Who do you agree with and why?
- Why do we describe time as a quarter past and a quarter ‘til if each quarter represents 15 minutes?
- Malik was so excited to tell his class about what a fun time he had on New Year’s Eve when the ball dropped. He said it was exciting to watch fireworks first thing in the morning. Shanae told Malik that New Year’s Eve celebrations happen at night not in the morning. Since they couldn’t agree they asked their teacher who was right. What do you think the teacher should tell Shanae and Malik?
Our students arebetter able to…
- Use precise language (quarter ‘til, quarter past, half past, o’clock, am, pm, noon, midnight) when telling time on a clock. (SMP 6)
- Tell time by recognizing patterns for the numbers on the face of the clock (counting by 5’s, or that every number also represents an hour, 15 minute intervals). (SMP 8)
- Model precise language (quarter ‘til, quarter past, half past, o’clock, am, pm, noon, midnight) and insist that children use precise language when telling time. (SMP 6)
- Have class discussions about the patterns (counting by 5’s, or that every number also represents an hour, 15 minute intervals) that are evident when telling time. (SMP 3, 8)