Name Daniela Cupples

Math Lesson Plan 2

Course & topic addressed: Math Problem Solving with Money

Date 5/28/16

Grade ____________2

Learning Objective/s associated with the content for this lesson

Specific learning objectives for this
Students will be able to solve word problems using dollar bills, quarters, dimes, nickels, and
lesson.
pennies.
Students will be able to use $ and symbols appropriately.
Student friendly objectives
I can solve word-problems about money.
I know how to use dollar bills, quarters, dimes, nickels, and pennies to buy things.
Specific language objectives for this
Students will be able to read and listen to word problems about money and apply lesson vocabulary
lesson.
when speaking and writing.

Describe the connection to previous

lessons. (Prior knowledge of students
this builds upon)

Students know how to Skip count by 5s and 10s

Identify coins and bills by name and value
Add a two-digit plus one-digit number
Add a two-digit plus two-digit number

State-adopted Academic Content Standards/Benchmarks

List the state academic content
Grade 2 Measurement and Data 2.MD
standards/benchmarks with which this
lesson is aligned (the overall target of
student learning). Include state
abbreviation and number & text of the
benchmarks. If only a portion of a
benchmark is addressed, then list only
that portion.

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?
Grade 2 W
.

2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.

Academic Language Support

What planned instructional supports might you use to assist
students to understand key academic language to express
and develop their content learning?

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I will preview the vocabulary required for the lesson:

1 nickel
7. coin
2. quarter
8. dollar

What will you do to provide varying supports for students

at different levels of academic language development?

3. penny
9. cent
4. dime
10. Half-dollar
5 money
6. currency
English learners will practice the vocabulary in a small group word sort.

Materials
Materials needed by the teacher for this
lesson.

Computer connected to LCD projector

Access to the video http://bit.ly/oaBCCe

Document camera connected to LCD projector

Coins and worksheets
Materials needed by the students for
this lesson.

Coins for each group of students

Worksheets
pencils

Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks (This should be VERY DETAILED)
Amount Teaching & Learning Activities
Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing
of Time
during this part of the lesson.
Orientation/Engagement/Motivation:
10
Anticipatory set: The read aloud video of a Chair for my Mother is used to
Minutes
introduce the concept of counting money and saving.
http://bit.ly/oaBCCe

12
minutes

Class discussion about saving money.

Students brainstorm ideas why we need to save money, and how we can save
money. Why do you want to save money?
Instruction Strategies:
Direct modeling with the use of the document camera the teacher models how to
(direct instruction, modeling, demonstration, count money.
etc.)
Step 1. Review values of the different coins.

This is a penny, it is once cent.

T: When we count pennies we count by ________?
S: We count by one.
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I have 5 pennies this is the same as 5 cents.

5 cents is a _____________?
S. nickel. (Place a nickel on document camera).

T: When we count nickels we count by ________?

S: We count by fives

T: Two nickels are

S: Two nickels are ten cents
T: Our next coin is the dime.

_____________ cents?

T: How many nickels make a dime?

S: Two nickels together make a dime.
T: When we count dimes we count by 10s.
T: What other coins do you know?
S: There are quarters.
T: How many pennies make up a quarter?
S: A quarter is 25 cents.
T: Lets count quarters together.
Whole class choral counting: 25, 50, 75, 100 cents equals 1 dollar.

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T: What coin is this?

S: This is a half-dollar.
T. How many pennies are in a half dollar?
S: 50 pennies make a half-dollar.

T:
And this is a dollar bill it is worth ____________ cents.

10
minutes

Structured Practice/Exploration:
Guided Practice/Feedback:

S: It is worth 100 cents.

Teacher: now you will go shopping with your elbow partner. You will shop for this
toy car.

Work with your partner to show four different ways you could buy this toy car,
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you will use your shopping worksheet to complete the problem.

Once you agree on a way to solve the problem, put the coins under the paper and
use your pencil to create a rub of each coin.
Teacher demonstrates coin rub.
Teacher distributes money bags (Ziploc bags with quarters, nickels, dimes and
pennies, and dollar bill models).
1. Students work in pairs and manipulate the coins in the bag to come up with
4 different solutions for the shopping problem.
2. Students talk about the different ways they use different coins to solve the
problem.
3. Students create a coin rub of the different solutions. Students place the
coins under the paper and rub a pencil all over the coin to get a clear
impression of each coin.
20
minutes

15
minutes

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Structured Practice/Exploration:
Independent Practice/Application:

Closure:

Students independently work on the shopping trip 2; they apply learned concepts
and use the coins without the help of a partner.
Students use the worksheet for shopping trip 2.
1. Students manipulate and use the coins independently to create four
different solutions.
2. Students create a coin rub for each of their four answers.
3. Students share their solutions with the class. Students gain a deeper
understanding that there are multiple ways to solve the problem.
I will ask the students what they learned today.
Students will write their math journal activity, shopping trip #3 and include a
reflection about what they learned.
Review of objective, today we learned how to use coins in different ways to buy
things. We learned how to use money to solve real world shopping problems.

Accommodations and Modifications

How might I differentiate instruction for the range of
learners?
Extensions and enrichment:
Additional Support:

For students with special needs, I will adjust the amounts of money for the
different items in the group activity.
Students begin with lower amounts and work up to more complex problems.
I will provide additional modeling to the group of struggling students by providing
small group instruction.
Extensions and enrichment:
Students choose items from a shopping list and come up with ways they could
spend their money. Students get to choose their own item of the list and challenge
themselves to create challenging shopping lists.
Additional Support:
An anchor chart will remind students of coin values.
The students can use the 100s chart as a support tool to help them count money.
I will provide sentence frames for English learners to support their writing for the
reflection journal activity.

Assessments: Informal and/or Formal used for this lesson.

Describe the tools/procedures that
Informal /
Formal
will be used in this lesson to monitor
students learning of the lesson
objective/s (include type of
assessment & what is assessed).
Informal /
Formal
Informal /

Formal

I will closely monitor the students as they work in the small

groups. I will use the attached observation checklist as a
observational record, I will assess and record which students
need additional support in certain areas.
I will use the reflection journals as a formal assessment
activity. I will grade the journals with the attached rubric.
The independent worksheet will be used as an assessment

Research/Theories Applied
Identify theories or research that supports the The use of paired group activities and collaborative learning strategies strengthens the
approach you used.
language development for English learners. Students are able to practice language skills in a
small group environment.
Students are also able to share their ideas in the group.
The activity includes visual, auditory, and kinesthetic approaches, which support the
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students understanding of the concepts and provide multiple opportunities for students to
interact with the content.
The gradual release of responsibility to the students provides a guided approach that
strengthens the students understanding.
Include supporting material such as slides of problems, copy of textbook problems, handouts for any activities students will be using as part of
your lesson.

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Shopping Trip

Name: ________________________________________

1. A toy car costs 85. What coins could you use from your bag to show four
different ways to buy this toy car?

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Shopping Trip 2
2. A glittered notebook from the same store costs one dollar and 92 cents. What
money from your bag could you use to show four different ways to pay for this
notebook? You may use a dollar bill to show only one way.

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Shopping Reflection Journal

3. If you could buy both the toy car and the notebook, how much money will you have spent?
Show what you did to find your answer. You may use numbers, pictures, or words to share
your answer.

4.

Reflection Journal What did you learn today? Explain how you solved the money problems.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Student Observation Checklist Shopping Trip

Student Name

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Student
recognizes
all coins

Student
knows
all coin
values

Student is
able to
independently
solve
problems

Comments:

Math Journal Rubric

Computation

3
Answer and
strategies
used to get to
the answer
are both
correct.

Visual
Includes
Representation detailed
visual
explanations
that support
understanding
of the
concept.
Explanation
Clearly
written an
explanation
of problemsolving
process
included.
Neatness
Work is neat,
organized and
clearly
legible.

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2
The answer
includes
strategy used
to get to
answer. The
answer is
incorrect.
Visual
representations
are unclear.

1
The answer
does not
show the
strategies
used. Correct
answer not
included.
No visual
representation
included.

The
explanation is
unclear.

No written
explanation
included.

Work appears
somewhat
organized.

Work not
neat, difficult
to read.

References
A Chair for My Mother. (n.d.). Retrieved May 31, 2016, from http://bit.ly/oaBCCe

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