Design for Learning

Instructor: Emily Trucks

Grade Level/Cooperating Teacher: Harris, 2nd
Lesson Title: Knowledge About NickelsDate: March 8, 2016
Curriculum Area: Math
Estimated Time: 25 Minutes
Standards Connection:
6.) Count within 1000; skip-count by 5s, 10s, and 100s. [2-NBT2]
Learning Objective(s):
Students will solve a set of four word problems asking them to convert given dollar
amounts into nickels, using a chart and counters as scaffolds, without error.
Learning Objective(s) Stated in Kid-Friendly Language:
Today, boys and girls, we are going to use our skip-counting skills to solve some word
problems dealing with money!
Evaluation of Learning Objective(s):
Students will be given a set of four word problems requiring them to state how many
nickels will be used in the transaction described. The students will be given a dollar chart
and counters to use as a scaffold. They will be able to place counters on every fifth space
(filled in with nickel clipart) on the chart to represent a nickel being used, and count the
number of counters they have placed to determine their answer to each problem.
Proficient students will do this without error. Students in need of more practice will solve
three of four problems correctly. Students in need of individualized instruction will solve
fewer than three problems correctly.
Engagement:
The teacher stands at the front of the room. Students are at their seats working on
morning assignments. The teacher has created a blank hundreds chart that is hanging on
the white board, laminated, behind her. Alright, my friends, when I call your table
number, I would like for you to put your work away and come to the carpet and sit in
your math spots, crisscross applesauce. The teacher calls all table numbers and waits for
students to be seated before beginning. If you can remember our last math lesson, we
talked about skip-counting by fives. Today, we are going to use our skip-counting skills to
work with some money! I want you to take a look at this hundreds chart. It is missing all
of its numbers for a reason! I would like for you to think one minute about this and show
me a thumb when you have an answer: If I wanted to fill in every space on this hundreds
chart, how many numbers would I have? Student A, how many numbers would I have?
One hundred numbers, correct. How do you know? Of course, because there are one
hundred spaces on the hundreds chart. Suppose I only wanted to fill in every fifth number
on the hundreds chart. Show me a thumb if you can tell me what numbers I would write
on our first row! Student B? You are correct, we will write 5 and 10 in the first row on
our chart. The teacher takes an EXPO marker and writes the numbers in on the laminated
chart. How many numbers does that leave us with on the first row? Two, right! The
teacher takes an EXPO marker and writes 2 Numbers next to the filled-in row on the
chart. Look at what we have just recorded and soak it in for a moment
Learning Design:
I.

Teaching:
Now, I would like you to think about this and show me a thumb when you have an
answer. If I wanted to fill in every fifth number on our chart, how many numbers
would I have? Student C, what is your answer? You say 20. Are there any metoos with Student C? I see a lot of friends are in agreement. Is there anyone who
disagrees with Student C? No? Alright, Student C, tell me how you got your
answer. I like the way you chose to count by twos, because you knew two

numbers were going to be in each row of the hundreds chart. If you have a
different way to do it, show me a thumb. Student D, will you explain your
thinking to us? I like how you thought to skip-count by fives and count how many
numbers you used! Both methods of skip-counting worked well! Show me a
thumb if you have a different way. Since everyone thought about it in one of these
two ways, I would like for us to use Student Ds fives method to fill in the rest of
our chart with fives. We have 5 and 10, so what will the next number be? 15, 20,
25 The teacher fills in each number belonging in every fifth space with EXPO
marker as she counts with the students to 100. Lets make sure we have the right
answer here. All of us said that there are twenty numbers on the hundreds chart
when we fill in every fifth number. Lets count our filled-in blanks by ones. 1, 2, 3,
4, 5 The teacher and students count until the last blank is reached and it is seen
that twenty blanks have been filled in on the hundreds chart. Now, if we have
twenty filled spaces on our hundreds chart when we record every fifth number,
how many fives, must that mean, are in one hundred? Twenty, good work! We can
use what we have just done on our hundreds chart to practice counting money.
The teacher flips the hundreds chart over to reveal a dollar chart (a blank
hundreds chart labeled Dollar Chart). This is a new kind of chart that I have
made for us to use today, called a dollar chart. Show me a thumb if you can tell
me how many cents one dollar is worth? Student E? One hundred cents, good
work! That is why we have one hundred spaces on our dollar chart, so it looks
just like our hundreds chart did on the other side of the sheet. Show me a thumb
when you know the answer to this question: If I wanted to fill in our dollar chart
with only pennies, which are worth how much- yes one cent- how many spaces
would I fill? Student F? Yes, one hundred spaces. Can you tell me why? Yes,
because there are one hundred pennies in a dollar. Show me a thumb if you can
answer this question. If I wanted to fill in our dollar chart with nickels, which are
worth how much- yes five cents- which spaces would I fill on the first row?
Student G? Student G says the fifth space and the last space. Any me-toos with
Student G? I see that were all in agreement. The teacher tapes a laminated paper
nickel on each of these spaces. Student G, explain how you got that answer. I like
your thinking! Student G remembered our hundreds chart, and that these are the
spaces we filled in for every fifth number on the first row. Since a nickel is worth
five cents, we fill in every fifth number on our chart to show how many nickels
are in a dollar. How many spaces have we filled in our first row? Two, correct.
The teacher writes 2 Nickels on the chart next to the first row. Look at this for
just a minute. Soak it all in and show me a thumb when you think you can use the
chart to answer this question. How many nickels are in one dollar? Student H,
what is your answer? Student H says 20. Any me-toos with Student H? I see we
are all in agreement! Student H, explain your thinking to us. Student H says that
they skip-counted by twos, because we filled in two spaces on the first row, and
we will fill in two spaces for nine more. Show me a thumb if you thought about it
differently. Student I, what do you think? I like your thinking, too! Student I skipcounted by fives and counted how many numbers they used. Both of these
methods worked with our hundreds chart; and they work with our dollar chart,
too! Lets fill in the rest of our nickel spaces. We have ten cents placed on our
first row, and we can fill in the rest! Lets count by fives to finish placing our
nickels. The teacher points to the first two nickels: 5 cents, 10 cents The
teacher tapes nickels in the spaces as she counts with students by fives to 100. 15
cents, 20 cents, 25 cents 95 cents, 1 dollar. Lets check our answer here. We
said that there are twenty nickels in a dollar. Lets count the number of nickels we
have placed on our chart. The teacher points as she counts with students. 1, 2, 3,
4, 5 Hooray! Weve got this! I think were ready to practice. How would you
feel about playing a bit of a game? The teacher walks to the ELMO and displays
a hundreds chart, with every fifth space filled in with a picture of a nickel, and
two word problems on the screen. This is the activity you are going to work on at
your seats. We are going to do a couple of these problems together before you get
started on your own. Raise your hand if you could read this first problem to us.
Student J? Thank you! Student J will read the first problem aloud. The teacher

will repeat it. Sawyer wants to buy an ice cream cone for 75 cents. He borrows
money from Lilly, who only has nickels. How many nickels should Lilly give him
to pay for the ice cream cone? Now, you are going to use counters and a dollar
chart to solve this problem. The teacher takes a handful of counters from their
container. I know that there are twenty nickels in a dollar, but might not know
how many nickels are in 75 cents. I am going to take my counters and lay one on
each nickel on my dollar chart, counting by fives until I reach 75. Count with me!
The teacher lays a counter down on each nickel space, counting by fives with
students as she does so, until they reach 75. Alright, now I have counters placed
over all of the nickels that will be used to make 75 cents on my chart. I can count
how many counters I have used here. The teacher points and counts with students
until they reach 15. Does this give us the answer to our word problem? You bet it
does! So, I am going to write Lilly must give Sawyer 15 nickels. The teacher
writes this in the problems answer space for students to see and clears her dollar
chart. Lets do one more together. Student K, will you read this problem to us,
please? The teacher will allow the student to read the problem before repeating
it. Christopher, Allie, and Connor want to buy a chocolate bar to share. The
chocolate bar costs 45 cents, and they only have nickels to spend. How many
nickels will they need to buy the chocolate bar? Lets use our nickel counters to
find out! Count with me! The teacher places counters on each nickel space as she
counts with students until they reach 45. Alright, now lets count how many
nickels we used! The teacher points to each counter as she counts with students to
9. We know that this is our answer, so I will write Christopher, Allie, and Connor
need 9 nickels. The teacher writes this in the problems answer space for students
to see and then clears her dollar chart. Do you think you are ready to do a little
work on your own? I think so, too! When I call your name, I would like you to
come see me, get an activity sheet and dollar chart, and take them back to your
seat. You may write your name at the top of the page; I will bring your table a
bucket of counters to share; and then you may get started. Ill be walking around
to answer questions as you solve! Student A, you may come get your activity
sheet and dollar chart. Student B The teacher calls names until all students
have made their way back to their seats. She ensures that every table has a bucket
of counters to share, and that all student pencils are sharpened.
II.

Opportunity for Practice:

The teacher circulates the room as students work, answering questions as is
necessary. She puts several math trade books in the middle of each table as she
visits. Great work, everyone! I like that you are all using your dollar chart to
solve these word problems. When you have finished working, please look at one
of the math books I have brought to your table until all of our friends are done.
The teacher allows all students the opportunity to finish working, before pulling a
blank activity sheet and dollar chart up on the screen. She has a seat at the
ELMO, grabs a marker, and calls students to attention. Alright, my friends, it
seems like we are all finished working! I think that it would be best for us to
check our work now. You may take out your red pens and correct your answers if
necessary. The teacher waits for all students to get situated. Can I get a volunteer
to read the first problem and give me their answer? Student L? Student L says 6
nickels for our first problem. Are there any me-toos with Student L? Any
disagreement? I like your thinking, Student L! The teacher writes the answer to
the problem so that students can see on the screen. Come show us your thinking
on the dollar chart. The teacher allows Student L to show their thinking on the
dollar chart on the ELMO. Lets count with Student L. The teacher counts along
with students by fives as the counters are placed, and then by ones to find the
answer: six nickels. You can have a seat, Student L. Thank you for sharing with
us! Who would like to read the next problem and give us their answer? Student
M? This process is repeated until all four problems have been read by students,
the teacher has recorded their answers, and the students chosen have modeled
their thinking for the class. The teacher then moves back to the front of the room.
That gets all of our word problems answered correctly. Give yourselves a pat on

the back for all of your great thinking! Student N, please collect dollar charts
from everyone and put them on the back table. Student O, please collect all
counter buckets and put them on the back table. Student P and Student Q, please
take all of the math books to the back table. Everyone else, bring me your
activity sheets and come have a seat on the carpet. Student helpers, you do your
quick job and then bring me your sheets and have a seat.
III.

Assessment:
The teacher will collect activity pages and analyze student thinking. Proficient
students will complete the word problems without error. Students in need of more
practice will solve three of four problems correctly. Students in need of
individualized instruction will solve fewer than three problems correctly.

IV.

Closure:
The teacher waits for students to be seated on the carpet, crisscross applesauce. I
had a lot of fun doing that activity with you today! How do you feel about all of
your hard work? I am very proud of each and every one of you! Lets do a quick
review before we move on. The teacher flips the dollar chart back to its original
side, to reveal the hundreds chart. We started our time together by taking a look
at the hundreds chart. How many numbers did we say we would have if we
wanted to fill every space? One hundred numbers, yes! What if we wanted to fill
in every fifth space? Twenty numbers, good! So, that tells us that there are how
many fives in one hundred? Yes, twenty! The teacher flips the chart over to reveal
the filled dollar chart. Then, we worked with our dollar chart. Do you remember
how many spaces we said would be filled if we wanted to use only pennies? One
hundred, right! And how many spaces did we fill using only nickels? Twenty.
Which tells us that how many nickels are in one dollar? Twenty! How many
spaces do you think would be filled if we only used dimes? What about just
quarters? Think about your answers as we eat snack!

Materials and Resources:

Hundreds Chart and Dollar Chart
Whiteboard and EXPO Marker
Nickel Pieces
ELMO
Example Problem Page
Activity Sheets
Dollar Charts
Counters
Student Pencils and Red Pens
Teacher Writing Utensil
Differentiation Strategies:
Green: Students will be given a set of challenge problems to complete, dealing with
monetary amounts above one dollar.
Red: Students will play a money math game with the teacher during math work time to
reiterate the concept of representing monetary values with different coins.
Data Analysis:
Ten out of eleven students completed the activity without error, leaving them to be
considered proficient in this concept. One student missed one problem on the worksheet,
answering five nickels on the second word problem when the true answer is ten nickels.
Knowing this student well, I am assuming he did not use his dollar chart as a scaffold,
and made a careless mistake, thinking of dimes rather than nickels in this exercise. The
overall data tells me that this lesson went very well!

Proficient
In Need of Extra Practice

Reflection:
I am very proud of this lesson! I was a bit worried going into it, but feel accomplished at
its completion. I feel that it is different from any lesson I have taught before in that I was
able to incorporate facets conducive to learning in all styles: visual, auditory, and
kinesthetic. I enjoyed planning this lesson and implementing it with a group of second
graders that I love very much. If I could do anything differently, I would have lengthened
the lesson to include challenge problems for all students, as they seem ready to move on
to grasp more difficult concepts.

Samford University
Design for Learning

Name: Miss Trucks

Knowledge About Nickels

Use your dollar chart to solve these word problems.

1.

Sawyer wants to buy an ice cream cone for 75

cents. He borrows money from Lilly, who only has
nickels. How many nickels should Lilly give him to pay
for the ice cream cone?

2. Christopher, Allie, and Connor want to buy a chocolate

bar to share. The chocolate bar costs 45 cents and
they only have nickels to spend. How many nickels will
they need to buy the chocolate bar?

Name ________________

Knowledge About Nickels

Use your dollar chart to solve these word problems.

1. Kindal, Sydney, Sean, and Ar Mari want to buy a pack of
four pencils. The pack costs 30 cents, and they only
want to use nickels to pay. How many nickels will they
spend?

2. Aiden and Parker want to buy two pieces of gum. They

will have to borrow nickels from Maybeli to pay for the
gum. If the gum costs 50 cents, how many nickels
will Maybeli give them?

3. Judah and Benjamin want to buy a pack of baseball

cards. If the pack of cards costs 85 cents, and they
only have nickels to spend, how many nickels will they
use?

4. Jessie and Caleb want to buy two brownies from the

lunchroom. Together, the brownies will cost 1 dollar. If
they only use nickels, how many will they spend?

Dollar Chart

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