Money: Coin Combinations

$Money$

March 9 – 13

Monday, March 9, 2009

Grade level: 2

Subject: Math – Coin Combinations (6.5)

Time: 9 – 10:10

SOLS:

2.11The student will

a)count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less

b)identify the correct usage of the cent symbol (¢), dollar symbol ($), and decimal point (.).

Objectives:

1)Given the guided practice, the students will be able to identify the fewest coins possible to create a given amount of money.

2)Given the guided practice, the students will be able to participate in the fewest coins activity and the coin exchange activity.

Instructional Procedures

WARM UP: Worksheet on regrouping (5 minutes)
CALENDAR (5 minutes)
CHECK WARM UP(5 minutes)
Discuss the importance of using the fewest amount of coins
Discuss strategies for using the fewest amount of coins (for example, starting with the coin of greatest value; lining coins up from greatest to least value)
GUIDED PRACTICE: as a class, completemath book pages 211-212 (20 minutes)
ACTIVITY 1: coin exchange (15 minutes)

Students will be paired up with their shoulder partners
Each pair will receive a chart with a column for pennies, nickels, dimes, quarters, and dollars.
Each pair will receive a die
The students will roll the die and place the amount on the chart (for example, a 4 will receive 4 pennies, a 5 a nickel, etc.)
Once a student has 5 pennies, they can trade it for a nickel in the nickel column. Once a student has two nickels, they can trade it for a dime, etc.
Whoever reaches $1.00 first, wins.
ACTIVITY 2: using the fewest amount of coins (p.212A in teacher’s manual)

Pair students up by using music (15 minutes)
Each group receives two dice and a set of fake coins
Each player rolls the dice and announces an amount of money displayed by the dice (e.g. if a students rolls a 2 and 5, the student will determine what the highest amount rolled is: $0.52)
The player shows the amount of money rolled in the fewest coins possible
Each player is awarded a point for each coin they have
After 3 turns each, whoever has the lowest score wins
Players will check each other’s work

Materials:

Warm up
Guided practice pages
Coin chart
Dice
Fake money

Assessment:

I will observe the students to informally assess their work during the guided practice and during the two activities. I will be looking to see how they are working with others and if they understand the material.

Accommodations:

No students have IEPs or 504s. After the guided practice, the students will need to get out of their seats. The activities will allow the students to talk quietly and get out of the seats. There are a few students who I would not like to be shoulder partners; therefore, I will switch a few pairs around for the activities.

Differentiations:

The math class is flexibility grouped and, therefore, all students will be able to participate in the activities. However, when pairing students, I will make sure students are not paired with others they may not get along with or who have similar areas of improvement.

Tuesday, March 10, 2009

Grade level: 2

Subject: Math – Dollar Bill(6.6)

Time: 9 – 10:10

SOLS:

2.11The student will

a)count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less

b)identify the correct usage of the cent symbol (¢), dollar symbol ($), and decimal point (.).

Objectives:

Given the Guided Practice on creating coin combinations of a dollar,the students will be able to find multiple ways to create a dollar using half dollars, quarters, dimes, nickels, and pennies.

Instructional Procedures

WARM UP: Worksheet on coin combinations (5 minutes)
CALENDAR (5 minutes)
CHECK WARM UP(5 minutes)
Introduce the dollar bill by skip counting to create 100 or $1.00
Ask students to count by 5’s, 10’s, and 25’s until they reach 100; skip counting represents the various coins used
Read “Smart” by Shel Silverstein. Ask: What was wrong with the way the boy traded his money? Was the dad actually proud or was he mad?
GUIDED PRACTICE: as a class, complete workbook pages 213 – 214
ACTIVITY 1: This is activity 2 from Monday (in case we have not gotten to it).
ACTIVITY 2: Each student will be given one index card with a certain amount of coins on it. The students will walk around the room and find a partner that has the amount of money to equal a dollar. When the pair has a total of $1, they will sit down. For example, one student may have a card with 2 quarters on it; they must find another student who has $0.50 on his or her card.

Materials:

Warm up
Guided practice worksheets
“Smart” by Shel Silverstein
Dice
Fake coins
Index cards with coin matches

Assessment:

Accommodations:

No students have IEPs or 504s. The activities in this lesson reach many learning styles. The activities allow the students to get out of their seats and talk with their peers which, something they will need after the lesson.

Differentiations:

Wednesday, March 11, 2009

Grade level: 2

Subject: Math – Problem Solving (giving change) (6.7)

Time: 9 – 10:10

SOLS:

2.11The student will

a)count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less

b)identify the correct usage of the cent symbol (¢), dollar symbol ($), and decimal point (.).

Objectives:

Given the Guided Practice on problem solving, the students will be able to determine the fewest amount of coins needed to buy an item and will be able to give change.

Instructional Procedures:

WARM UP: Counting money (5 minutes)
CALENDAR (5 minutes)
CHECK WARM UP (5 minutes)
Review why it is important to use the smallest number of coins.
GUIDED PRACTICE: as a class, complete pages 219 – 220; use manipulatives under the document camera to show students how to give change
ACTIVITY: The students will go shopping in groups of 3. Each group will have a bag of classroom items with price tags on the items. One student will be the shopper, one student the cashier, and one student the checker. The students will use the “money” in their “wallets” to buy the item using the fewest amounts of coins. The cashier will have to give change up to 4 cents to the shopper. Each student will get a change to buy an item out of the bag. The groups of students will then switch bags. (p. 219 in teacher’s manual)

Materials:

Brown bags
Price tags
Items around the classroom
Envelopes as “wallets”
Fake money
Warm up
Guided practice pages

Assessment:

Accommodations:

No students have IEPs or 504s. The activities in this lesson reach many learning styles. The activities allow the students to get out of their seats and talk with their peers which is something they will need after the lesson.

Differentiations:

Thursday, March 12, 2009

Grade level: 2

Subject: Math – Comparing Money

Time: 9 – 10:10

SOLS:

2.11The student will

a)count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less

b)identify the correct usage of the cent symbol (¢), dollar symbol ($), and decimal point (.).

Objectives:

Given the activities and discussions, the students will be able to compare amounts of money and determine whether the amounts are greater than, less than, or equal to.

Instructional Procedures:

WARM UP: Counting money (5 minutes)
CALENDAR (5 minutes)
CHECK WARM UP (5 minutes)
Review with the students greater than, less than, and equal to.
Under the document camera, show students amounts of money up to $2 and ask then to put in the appropriate symbol. Write the amounts of money in decimal form, with the cent sign, and use the fake money to visually see it (10 minutes).
ACTIVITY 1: The students will play the board game already created in Mrs. Kindley’s class. The students will be in pairs and will each have a die. The students will move the amount rolled and follow the directions on each square. When the game is over the students will flip a coin to determine who wins. If it is heads up, the student who has the most amount of money wins, if it is tails, the student with the least amount of money wins. Remind the students to use the fewest amount of coins possible. (30 minutes)

Materials:

Warm up
Fake money and written money under the document camera
Board game
Dice
Fake money

Assessment:

Accommodations:

Differentiations:

Friday, March 13, 2009

Grade level: 2

Subject: Math – Review of the week

Time: 9 – 10:10

SOLS:

2.11The student will

a)count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less

b)identify the correct usage of the cent symbol (¢), dollar symbol ($), and decimal point (.).

Objectives:

Given the activities and discussions, the students will be able to participate in all activities throughout the week and review exchanging coins, using the fewest amounts of coins, problem solving, comparing money, and the dollar bill.

Instructional Procedures:

WARM UP: Counting money (5 minutes)
CALENDAR (5 minutes)
CHECK WARM UP (5 minutes)
The students will have a review of the week by participating in the activities from the week. Coin combinations, fewest coins possible, the dollar bill, problem solving, and comparing amounts of money are the topics the students will be reviewing.
There will be 5 stations; each station will be an activity from the week. 4 to 5 students will be at each station.
Stations
Shopping giving change (problem solving)
Money chart (exchanging coins)
Dice game (lowest amount of coins)
Board game (comparing money)
Index cards flipped over as a matching game (must get a $1 to have match)

Materials:

All the materials from the previous weeks’ activities

Station numbers

Assessment:

Accommodations:

Differentiations:

The math class is flexibility grouped and, therefore, all students will be able to participate in the activities. Today, I will predetermine the groups for each station. I will take into account the students strengths and areas of improvement. This will allow the students to work with other students and to play up each of their strengths.