Money Fluency

https://tinyurl.com/moneyfluency
 Context
I teach 2nd grade at Vera Ralya Elementary in Haslett, MI. We are one of two 2nd-5th grade
buildings in our district.

Majority - Middle Class Minority - Upper Class/Poverty

25 students total
﹡ 23 - general education 2 - special education

﹡ 81% Caucasian 11% Middle Eastern 7% Hispanic

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 Content
﹡ Everyday Math program used for whole class
instruction
○ Must be taught with fidelity.
﹡ Math Interventionists (30 minutes/day) - up to 6 students
﹡ Spring Math skill building (15 minutes/day)

Haslett 2nd grade Math

~ 93% proficient at the end of the year.

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What’s the problem?
Money is a skill that they briefly touch on at the end of 1st grade, so it’s a
relatively new skill.
They struggle with the concept of counting money and lack strong fact
strategies to tackle that skill.

Math Fluency + Money = Money Fluency

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H ow can we help solve this
problem?
When we have to use:
EDM
Spring Math
Math Interventions (of some kind)
 Pedagogy 1
Behaviorism through Repetition

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 Idea #1
My students love “chants/raps” so incorporating that into a daily calendar routine would
help build understanding of coins from Day 1, even before teaching money in EDM.

1st: “...children do not do anything except listen to the music and the words.
2nd: “...they watch the teacher singing and doing the actions. Children still do not sing, but only do the actions.”
3rd: “...children try to sing along with the recording or the teacher.
4th: “...children sing along with the recording or the teacher and do the actions.” (Džanić & Pejic, 2015)

A penny equals 1 cent,

a nickel's worth 5.

A dime equals 10 cents,

and a quarter's 25.

Read more at:

http://www.proteacher.net/discussions/showthread.php?t=69098
Copyright © ProTeacher (proteacher.net)

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 Pedagogy 2
Social Constructivism

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 Instructional Strategy #1
Concrete Stage
Students need to interact with physical objects to model problems.
(Base-ten blocks, straws, play money)
 Concrete Stage
We practice place value With EDM we use
daily by using Base 10 manipulatives like
blocks to represent Tens Frames & Counters
hundreds, tens, and to build quick
ones. recognition of a
We practice this during numbers and explain
our Calendar time when how they know what
we add the following they saw. Eventually
each day: students use this tool to
﹡ Penny (or exchanges) add numbers <10.
﹡ Base 10 cube
﹡ 5 minutes on the clock
﹡ Number on the hundreds chart
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 “Effective teachers carefully select tools
and representations to provide support for
students’ thinking.” (Anthony & Walshaw,
2009)

Concrete stage
+
Social Development
Theory

Anthony, G., & Walshaw, M. (2009). Effective Pedagogy in Mathematics. 19th ser. Retrieved July 15, 2019, from

http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_19.pdf

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Idea #2 -
Strengthen
Number
Sense

&

Introduce
New Game
Format

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Why a game?
A smile is worth a thousand words.

Students
enjoy the
“game-like”
aspect of the
activities.

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Most Popular
Student Choice

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 Instructional Strategy #2
Pictorial Stage
Students need to make a mental connection between the objects they
just handled and visual representations of those objects.
(ex. Drawing out tallies, base-ten blocks in shorthand, showing coins as letters P, N, D, Q)
 Pictorial Stage
We practice place value daily by using Base 10
blocks to represent hundreds, tens, and ones.
﹡ We draw these values out in Base 10 shorthand.

Students begin to use Base 10 shorthand on their

own during independent and small group work.

Students use tallies and can count them by 5s

and groups of 10.

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 Pictorial Stage
Students learn that
money uses different
coins and that each coin
can also be represented
with a letter within a
circle (in the EDM program.)

P N D Q

When students draw out coins in

this way I have them only do the
letter.

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Idea #3 -
Introduce
Touch points
(count by 5s)

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Idea #4: Explore Coins

How are they

Dime alike? Different?
What is on each
side of the coins?

Nickel Quarter

Penny

Relate it to the Rap

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Idea #5 -
Connect touch
point concept
to coins

&

Provide visual
to students

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Idea #6 -
Strengthen
Money
Sense

&

Expand on
Race to 100
Format

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 Instructional Strategy #3
Abstract
Students need to use symbolic modeling of problems using numbers
and math symbols for addition and subtraction.
(building on their pictorial representation by also showing the number values to solve the
problem)
 Abstract Stage
Students continue
showing their thinking
with letters but begin to
incorporate numbers
and symbols.

QDNNP

25 + 10 + 5 + 5 + 1 = 46

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Number Sense
Foundational Skills

Touch Points
New Ideas

Race to $1
Connect all Concepts

https://tinyurl.com/moneyfluency
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 Resources
Anthony, G., & Walshaw, M. (2009). Effective Pedagogy in Mathematics. 19th ser. Retrieved July 15, 2019, from

http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_19.pdf

Berrett, A. N., & Carter, N. J. (2018). Imagine math facts improves multiplication fact fluency in third-grade students.

Journal of Behavioral Education, 27(2), 223-239. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1007/s10864-017-9288-1

Bond, M. (2011, February). Money Problems? Retrieved July 15, 2019, from https://nrich.maths.org/2586

Džanić, N. D., & Pejić, A. (2016). The Effect of Using Songs On Young Learners and Their Motivation for Learning English.
NETSOL: New Trends in Social and Liberal Sciences, 1(2), 40-54. doi:10.24819/netsol2016.8

J, A. (2008, January 27). Proteacher.net. Retrieved July 16, 2019, from

http://www.proteacher.net/discussions/showthread.php?t=69098

Money, Coins, Math @ Little Giraffes Teaching Ideas. (2005, July 28). Retrieved July 16, 2019, from
http://www.littlegiraffes.com/mathmoney.html

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 Credits

Special thanks to all the people who made

and released these awesome resources for
free:
﹡ Presentation template by
SlidesCarnival
﹡ Photographs by Unsplash

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