Lesson Title: Intro to Money
Context/Grade Level: 2nd
Objectives: Students will find the total value of a collection of pennies, nickels, dimes and quarters.
SOL Strand/Focus: Measurement/Money
SOL: 2.10- The student will:
a) count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and
b) correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.).
Materials/Resources: Alexander Who Used to Be Rich Last Sunday by Judith Viorst, classroom set of iPads, money dice, mini whiteboards, whiteboard markers, “Word Worth” worksheet (provided by teacher), “Smart” worksheet, “Smart” poem, BrainPopJr., Kahoot quiz
Content and Instructional Strategies:
- Have students gather on the carpet and read aloud Alexander, Who Used to Be Rich Last Sunday to get students focused and ready for math (and to get their minds switching gears to money)
- Discuss why it is important to understand money/the different values of coins. Guide them to understanding that knowing the value of various coins and dollars helps us know if we have enough money to buy something or if we are short some money.
- Tell students that we are next going to practice skip counting. Have the class start by saying “1” and then hold up however many fingers you want them to skip count by. For example, if I want them to skip count by 1, I would hold up 1 finger. If I want them to skip count by 5, I would hold up 5 fingers. If I want them to skip count by 10, I would hold up 10 fingers. Vary the amount that they are skip counting by so it doesn’t become predictable.
- Using the iPad, show a picture of a penny. Ask students how much money a penny is worth (1 cent). Ask students how much we would skip count by if we saw a penny (1). Show a picture of a nickel. Ask students how much money a nickel is worth (5 cents), and how much we would skip count by if we saw a nickel (5). Continue this with dimes, quarters, and a dollar.
- Repeat skip counting activity, but instead of holding up fingers, hold up iPad showing coins and have students skip count by however much the coin is worth. For example, students start at 1, you hold up a nickel and they would have to say “6”; hold up a dime, and they would have to say “16”, etc.
- Tell students that they will be moving through three different stations of activities, with 10-15 minutes at every station. Groups will be made up of mixed ability so that each group has some higher students who are able to help students who are struggling. Explain the rules of each game:
o Station 1: “Money Dice Roll”: To be played in partners (if needed- one group of three), each pair gets one die, a whiteboard, and a marker. Players will take turns rolling a die that has pictures of a variety of coins on each side. The player who rolled the die will add up the total value of the coins and write it on the whiteboard. After each player has rolled twice, they will add up both amounts previously rolled to see who had the greatest total amount. That player will then get a point. Procedure would then repeat until it is time to switch stations. Player with the most number of points at the end wins.
o Station 2: “How Much Is That Word Worth?” Students will complete a worksheet that has a coin for every letter of the alphabet. Students are then to find the value of each word given on the worksheet by adding up the coins that match with the letters of the word. For example: “b” is a dime, “u” is also a dime, and “g” is a penny. The word “bug” is worth 21 cents because two dimes and a penny is 21 cents. At the bottom of the worksheet, students are asked to spell their first name, and find the value of their first name. If students finish early, they may make up more words and find their value
o Station 3: Computer/iPad Math Game: Each student at this station will either be on one of the 3 classroom computers, or receive an iPad and will get their choice of math games. These games include: Pocket Change (http://www.kidsmathgamesonline.com/money/moneycounting.html), Free Money Game (http://www.math-play.com/free-money-game/free-money-game.html) and Peter Pig’s Money Counter (http://www.primarygames.com/math/peterpigsmoneycounter/)
- At the end of rotations through stations, have students turn in all papers and return to their original desks. Hand out “Smart” worksheet and explain to them the activity. This poem is about a boy who keeps exchanging his coins for different coins because he thinks “ 3 dimes are better than 2 quarters because 3 is better than 2.” Explain to students that they are to show/write down the amount of coins that the character gets when he trades his money and they are to add up the total amount.
- Read the poem “Smart” by Shel Silverstein, stopping after each stanza, allowing time for the students to write down the amount and total them.
- Ask students at the end of the poem if the boy was actually “smart” or if he had made a mistake. Have a mini discussion about why he lost money (because the coins he traded in for, while there were more of them, were worth less than his original amount).
- If there is time remaining, close by watching the BrainPopJr video “Dollars and Cents” (http://www.brainpopjr.com/math/) , projecting on the overhead screen.
Evaluation/Assessment
-Formative assessment/evaluation: Students will be evaluated by teacher observation of participation in whole group and partner activities/discussions
-Summative assessment/evaluation: Students will be evaluated by teacher review of “Smart” worksheet, as well as a Kahoot quiz that students will take on the classroom set of iPads. The quiz will show two sets of various coins and ask the students to choose the one that has the greatest total value. There will be four rounds to the quiz
Differentiation and Adaptions:
-Having students work in diverse ability groups will provide support for students who struggle with math, as the higher students will be able to help them.
- Station 2 can be adapted for both students who are struggling and students who excel at math. For those who struggle, give them easier words (1 or 2 letter words instead of 3), and for students who need more of a challenge, give them longer words (4-6 letter words instead of 3).
Plan B:
If I am unable to get a set of iPads, for the intro it would be easy to just print out pictures of coins and hold them up instead of showing them on the iPad. Additionally, for the last station, if the Internet is down and we are unable to get onto the computers or iPads, I would play a different game (“Race to 100”-Students will work in partners, and each partner will get a hundreds chart. Students will shuffle a “money” card deck (each card has a picture of a penny, a nickel, a dime, or a quarter) and place the deck face down between them. Partners will take turns pulling a card from the top of the deck. The player will move however many spaces on the hundreds chart (marked by a red/yellow chip counter) that is designated by the value of the coin on the card. For example, if the student pulls a card that has a dime on it, they would move 10 spaces on the hundreds chart. If the next student pulls a card with a nickel on it, they would move 5 spaces. If the first student then pulled a card with a penny, they would move 1 space from where they already were, etc. The first player to 100 wins.). Additionally, for the last closure activity where students would watch a video on BrainPopJr about money, I would simply orally review what we had learned in front of the class using the whiteboard, asking for volunteers from the class and maybe doing a few practice problems.
Resources:
http://www.usmint.gov/kids/teachers/lessonPlans/viewLP.cfm?id=15
http://www.busyteacherscafe.com/worksheets/smart.pdf
http://www.education.com/activity/second-grade/money/
Name______
“Smart” Worksheet
Directions: Show the amount of coins that the character gets when he trades his money and add them up.
“Smart” by Shel Silverstein (for teacher to read)
My dad gave me one dollar bill
‘Cause I’m his smartest son,
And I swapped it for two shiny quarters
‘Cause two is more than one!
And then I took the quarters
And traded them to Lou
For three dimes—I guess he don’t know
That three is more than two!
Just then, along came old blind Bates
And just ‘cause he can’t see
He gave me four nickels for my three dimes,
And four is more than three!
And I took the nickels to Hiram Coombs
Down at the seed-feed store,
And the fool gave me five pennies for them,
And five is more than four!
And then I went and showed my dad,
And he got red in the cheeks
And closed his eyes and shook his head---
Too proud of me to speak!
NAME: ______
Money Words Worksheet
A / B / C / DE / F / G / H
I / J / K / L
M / N / O / P
Q / R / S / T
U / V / W / X
Y / Z
value of each word.
1. BUG - ______2. DIG -______
3. OCEANS - ______4. MAPS- ______
5. ZEBRA - ______6. EARTH- ______
6. MONEY - ______7. THANKS- ______