DRAFT UNIT: Grade 2 Work With Time and Money

DRAFT UNIT: Grade 2 Work with Time and Money
Model Lesson Plan The lesson plan(s) have been written with specific standards in mind.
Each model lesson plan is only a MODEL one way the lesson could be developed. We have
NOT included any references to the timing associated with delivering this model. Each teacher will
need to make decisions related ot the timing of the lesson plan based on the learning needs of
students in the class. The model lesson plans are designed to generate evidence of student
understanding.
This chart indicates one or more lesson plans which have been developed for this unit. Lesson
plans are being written and posted on the Curriculum Management System as they are completed.
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DRAFT Maryland Common Core State Curriculum for Grade 2 July 10, 2012 Page 1 of 31
Model Lesson Plan Working with Money

Background Information
Content/Grade Level Mathematics/Grade 2
Domain-2.MD-Measurement and Data
Cluster-Work with time and money.
Unit Working With Time and Money
Essential Questions/Enduring What is the purpose of standard units of measurement?

Understandings Addressed in Why is it important to learn about money?
the Lesson What are tools of measurement for money and how are they used?
When should we estimate amounts of money?
What are the units of money and how are they used in our daily lives?
How do the units within a system relate to each other?

The choice of measurement tools depends on the measurable attribute and the degree of
precision desired.
Being able to count money is a critical life skill.
Time and money have distinct attributes that can be measured.
Standards Addressed in This 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies,
Lesson using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many
cents do you have?
Lesson Topic Problem Solving with Money
Relevance/Connections This will be the first time that students will have worked explicitly with money according to the
Common Core State Standards. Counting and using money is a skill that should be mastered
by the end of Grade 2 to support future learning. It is critical to be aware of the many
misconceptions that students have about money, such as over-generalizing the value of coins
when counting them. For example, students count coins as individual objects or equate a
coins size to its value.
It is critical that the Standards for Mathematical Practices are incorporated in ALL lesson
activities throughout the unit as appropriate. It is not the expectation that all eight
Mathematical Practices will be evident in every lesson. The Standards for Mathematical
Practices make an excellent framework on which to plan your instruction. Look for the infusion
of the Mathematical Practices throughout this unit.
Student Outcomes Students will be able to count a set of coins and solve a variety of real world problems
using money including representing money amounts and counting a mixed set of bills
and coins.
Prior Knowledge Needed to K.CC.1 Count to 100 by ones and by tens.

Support This Learning K.CC.2 Count forward beginning from a given number within the known sequence
(instead of having to begin at 1).
2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s.
Optional: 2.NBT.8 Mentally add 10 or 100 to a given number 100- 900, and mentally
subtract 10 or 100 from a given number 100- 900.
Method for determining student Pre-assess students ability to do the following:

readiness for the lesson
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
Since this is the first time money is introduced formally as a standard, students will need
many experiences with coin recognition and determining the value of coins before using
coins to solve problems. These skills can be reinforced during morning meeting and
throughout the school day.
Since students have not been introduced to decimals, problems focus on whole dollar
amounts or cents.
Once students have a solid understanding of coin recognition and values, they can then
begin using the values of coins to count sets of coins, compare two sets of coins,
make and recognize equivalent collections of coins (same amount but different
combinations if coins), select coins for a given amount, and make change.
Materials Chart paper for recording ideas

Small jar filled with pennies
Resource Sheet 12: Hundred Chart (one copy per student)

Resource Sheet 13: Counting by 5s (two copies per group of 4 students)
Resource Sheet 14: Counting by 10s (two copies per group of 4 students)
Red and yellow crayons (2 of each per group of 4 students)
Money manipulatives or real coins (If virtual coins are available students should be
allowed to use these as well.)
Dry erase boards and dry erase markers (one per student)
Math Journals
Resource Sheet 15: Billys Coins (one copy per student)
Resource Sheet 16: Piggy Bank Recording Sheet (one copy per student)
A book about money to read aloud to the class, such as Judith Viorsts Alexander Who
Used to Be Rich Last Sunday, or Julie Glass A Dollar for Penny.
Resource Sheet 17: Dollar Chart
Resource Sheet 18: Get to a Dollar
Bags that zip, filled with 30 pennies, 20 dimes, and 2 play dollars (one for each pair of
students for the game Get to a Dollar)
Bags that zip, filled with a combination of coins and bills that total between $5.00 and
$10.00 (one for each student, for Activity 3)
Number cubes (dice), two per group
Document camera, overhead projector, or interactive white board
Resource Sheet 19: Money Riddles (one copy for teacher use)
Resource Sheet 20: Toy Store Recording Sheet (one copy per student)
Learning Experience
How will this experience help students

to develop proficiency with one or
Component Details more of the Standards for
Mathematical Practice? Which
practice(s) does this address?
Learning Experience
Warm Up Several days prior to beginning the unit, SMP 2: Reason abstractly and
distribute red and yellow crayons (2 of each quantitatively.
per group of 4 students), Resource Sheet 13:
Counting by 5s (2 copies per group of 4 Mathematically proficient students make
students), and Resource Sheet 14: Counting sense of quantities and their relationships
by 10s (2 copies per group of 4 students). in problem situations. [Students will use]
the ability to contextualize, to pause as
Ask students to work in teams of four and have
needed during the manipulation process
the team members number off 1, 2, 3, and 4.
in order to probe into the referents for the
Have the 1s and 3s work together to take
symbols involved. Quantitative reasoning
turns completing Resource Sheet 13, and the
entails habits of creating a coherent
2s and 4s work together taking turns to
representation of the problem at hand;
complete Resource Sheet 14.
considering the units involved; attending
When each pair is finished, they should trade
to the meaning of quantities, not just how
papers and review what the other pair did.
to compute them; and knowing and
Students must work towards agreement about
flexibly using different properties of
one others work.
operations and objects.
As a class, read the number patterns aloud.
Discuss students observations.
SMP 7: Look for and make use of

structure.
Mathematically proficient students look

closely to discern a pattern or structure.
Motivation Guess How Much? SMP 2: Reason abstractly and

quantitatively.
Distribute dry erase boards.
Show the class a jar filled with pennies (or Mathematically proficient students make
buttons). sense of quantities and their relationships
Ask students to estimate how many pennies in problem situations. [Students will use]
are in the jar. Students should record their the ability to contextualize, to pause as
Learning Experience
estimates on dry erase boards. needed during the manipulation process

Call on students to share their estimates. in order to probe into the referents for the
Record the estimates on chart paper. symbols involved. Quantitative reasoning
Have a few students share why they made a entails habits of creating a coherent
particular estimate. representation of the problem at hand;
Ask students if they think their estimate is considering the units involved; attending
reasonable. to the meaning of quantities, not just how
Ask a student volunteer to pull out a handful of to compute them; and knowing and
pennies from the jar and count them out loud flexibly using different properties of
for the class. operations and objects.
Ask, If a handful is ____ pennies, does
anyone want to change their estimate? Why or
why not? Allow time for a few students to
share.
Now remove handfuls of pennies from the jar
and place one handful at each table until no
pennies are left in the jar. Have students at the
tables place their pennies into groups of ten
and then count them.
If a table has leftovers (e.g. a group that does
not make ten), have students trade coins so
that all tables have groups of ten pennies. One
table will keep the leftovers.
Ask each table to begin counting their groups
of ten. When half the class has counted out
their totals, once again ask if anyone wishes to
change their estimate, and why.
Allow the students to continue counting until
you have the total number of pennies in the jar.
Write the total on the chart paper.
Facilitate a discussion about how close
Learning Experience
students estimates are. Discuss why some

estimates were more reasonable than others.
Keep the chart paper for future use. Repeat
this activity throughout the unit, using the same
jar but using different manipulatives, such as
nickels, dimes, or quarters.
Another option is to switch the size of the
container rather than the size of the
manipulative.
Continue to provide many experiences with
estimation, allowing students to share their
thinking about what might be a reasonable
estimate.
In your discussion, ask students when it might
be important to estimate and when it might be
important to get an exact count.
Activity 1 UDL Components SMP 2: Reason abstractly and

Representation is present in the activity quantitatively.
through the presentation of key concepts in
both concrete and symbolic representations. Mathematically proficient students make
UDL Components Expression is present in the activity through sense of quantities and their relationships
the use of concrete and, when possible, virtual in problem situations. [Students will use]
Multiple Means of manipulatives.
Representation the ability to contextualize, to pause as
Engagement is present in the activity through
Multiple Means for the use of a task that allows for active
Action and participation and exploration. in order to probe into the referents for the
Expression symbols involved. Quantitative reasoning
Multiple Means for entails habits of creating a coherent
Engagement Students will work in pairs for this activity. representation of the problem at hand;
Key Questions Distribute pennies and dimes, Math Journals, considering the units involved; attending
and Resource Sheet 12: Hundred Chart. to the meaning of quantities, not just how
Formative Assessment
Pose the following word problem to students to compute them; and knowing and
Learning Experience
Summary on chart paper or on the board: flexibly using different properties of

Billy has a total of 78 in his piggy bank. All of the
coins in his piggy bank are either pennies or dimes.
How many of each coin might Billy have in his piggy
bank? Is only one answer possible? How do you SMP 5: Use appropriate tools
know? strategically.
Allow students about five minutes to get Mathematically proficient students

started on their own without any prompts. consider the available tools when solving
Students can record each representation in a mathematical problem. These tools
their Math Journals. might include pencil and paper, concrete
models, a ruler, a protractor, a calculator,
As you circulate around the room, encourage
a spreadsheet, a computer algebra
students to draw visual representations, use
system, a statistical package, or dynamic
their Hundred Chart, and use the coins. Ask
geometry software. Proficient students
questions such as, How could you use the
are sufficiently familiar with tools
coins to get to 78 cents?
appropriate for their grade or course to
Look for how students organize their coins. Do
make sound decisions about when each
they make coin sets before determining the
of these tools might be helpful,
value? Do they count the dimes first, or the
recognizing both the insight to be gained
pennies?
and their limitations.
Allow several more minutes for students to
continue to work with their partner or with other
students at their table to solve the problem.
Encourage students to ask questions of one SMP 7: Look for and make use of
another. structure.
Bring the class together and ask students to
Mathematically proficient students look
share how they got started on the task. Ask
closely to discern a pattern or structure.
questions, such as:
o Can someone tell us what she meant?
o So you used all the dimes first. How did
you know you had enough? Why did you
Learning Experience
use the dimes first instead of the

pennies?
o Did anyone use their Hundred Chart to
help them? How did it help?
Formative Assessment: Distribute Resource
Sheet 15: Billys Coins.
Extension Activity:
Distribute Resource Sheet 16: Piggy Bank

Recording Sheet.
Allow students time to explore using pennies,
dimes, and nickels to find multiple ways to
make 92. Students can record each
representation on Resource Sheet 16. Adjust
the amount of money students use as needed.
Allow time for sharing and discussion. Be sure
to include in your discussion the two different
ways you can write cents (using symbols or
words).
Include any new words from the unit on your
math word wall.

UDL Components through the presentation of information using
Multiple Means of charts or technology. Mathematically proficient students make
Representation Expression is present in the activity through sense of quantities and their relationships
Multiple Means for the use of concrete and, when possible, virtual in problem situations. [Students will use]
Action and manipulatives. the ability to contextualize, to pause as
Expression Engagement is present in the activity through
Multiple Means for the provision of scaffolds that can be gradually
Engagement released with increasing independence and in order to probe into the referents for the
Learning Experience
Key Questions skills. symbols involved. Quantitative reasoning

Formative Assessment entails habits of creating a coherent
Motivation: representation of the problem at hand;
Summary considering the units involved; attending
Read aloud a book about money to the class,
to the meaning of quantities, not just how
such as Judith Viorsts Alexander Who Used to
Be Rich Last Sunday, or Julie Glass A Dollar
flexibly using different properties of
for Penny.
Allow time for students to respond to the story.
Distribute bags of pennies, nickels, and dimes

to each pair of students. SMP 5: Use appropriate tools
Ask students how to make 25. strategically.
Allow students the opportunity to respond with Mathematically proficient students
ways to make 25. List their responses on
consider the available tools when solving
chart paper. Ask students to remind you of a
a mathematical problem. These tools
few different ways to write cents (using a might include pencil and paper, concrete
symbol or using words). models, a ruler, a protractor, a calculator,
Keep the chart visible for students to use as a a spreadsheet, a computer algebra
reference when playing the game Get to a system, a statistical package, or dynamic
Dollar. geometry software. Proficient students
If no student responds by saying a quarter, are sufficiently familiar with tools
introduce the quarter to students as a coin appropriate for their grade or course to
whose value is 25. make sound decisions about when each
Show students that two quarters=50, three of these tools might be helpful,
quarters=75, and four quarters=one dollar. recognizing both the insight to be gained
Distribute Resource Sheet 17: Dollar Chart. and their limitations.
Discuss the chart with students. Ask them what
patterns they see and how the chart could help
them to count money.
SMP 7: Look for and make use of
Introduce the game Get to a Dollar (Resource
Learning Experience
Sheet 18). Model how to play the game with structure.

student volunteers. Ask questions as students
play, such as, How much more do we need to Mathematically proficient students look
get to a quarter? To a dollar? closely to discern a pattern or structure.
If possible, use an interactive white board,
document camera, or overhead to model the
game.
Although students can get ten dimes to make a
dollar, you may want to suggest they attempt
to earn four quarters as a variation of the
game.
Distribute Resource Sheet 18: Get to a Dollar
and number cubes to be used with their bags
of coins.
Circulate around the room taking anecdotal
notes as students play the game. Look for the
various ways students are trading coins. Do
they attempt to acquire 4 quarters? How do
they trade coins? If a student rolls a seven, do
they count out seven pennies or automatically
take a nickel and two pennies? Encourage
students to make trades for higher value coins
when possible. The first player to get 4
quarters ($1.00) wins the game.
Ask questions such as:
o How much money would you have if you
combined all the coins you have right now?
o How many more quarters do you need to
get to a dollar?
o How much more money do you have than
your partner?
Learning Experience
After students have played the game, discuss

students responses, asking whether or not it is
more efficient to count money beginning with
the coins with the greatest value, and why.
Continue to give students experience with
exploring coin values. Also give them many
experiences making different combinations
using dollars once they have become familiar
with coins (e.g., How many different ways can
you make $16 dollars using $1, $5, and $10
bills?).
Formative Assessment:
Have students complete a Math Journal entry,

answering the following: Explain the strategies
you used to get to a dollar during the game. An
alternative question might be, How would you
tell a friend how to trade for a quarter?
The different versions of the game can be placed in a

math center so that students can practice the skill of
getting to a quarter or getting to a dollar as needed.
See the Interventions and Enrichments section of
this unit.

through the presentation through the use of
explicit opportunities for spaced review and Mathematically proficient students make
UDL Components practice. sense of quantities and their relationships
Expression is present in the activity through in problem situations. [Students will use]
Multiple Means of the use of concrete and, when possible, virtual
Representation the ability to contextualize, to pause as
Learning Experience
Multiple Means for manipulatives to play store and act out real needed during the manipulation process
Action and world scenarios involving money. in order to probe into the referents for the
Expression Engagement is present in the activity through symbols involved. Quantitative reasoning
Multiple Means for the provision of varied degrees of freedom for entails habits of creating a coherent
Engagement acceptable performance as well as through the
representation of the problem at hand;
Key Questions differentiation in the degree of difficulty or
complexity within which core activities can be considering the units involved; attending
Formative Assessment completed. to the meaning of quantities, not just how
Summary Motivation: flexibly using different properties of
Prepare a separate paper bag or envelope for
each of the following amounts: $.45 (9 nickels),
$.27 (5 nickels, 2 pennies), and $.75 (2
quarters, 2 dimes, 1 nickel). Do not reveal what SMP 5: Use appropriate tools
is inside each bag or envelope. (Amounts strategically.
should be modified based on the needs of your
Mathematically proficient students
students).
consider the available tools when solving
Distribute pennies, nickels, dimes, and
a mathematical problem. These tools
quarters to each pair of students to use while
might include pencil and paper, concrete
solving the Money Riddles (Resource Sheet
models, a ruler, a protractor, a calculator,
19).
a spreadsheet, a computer algebra
Show the students the bags or envelopes and system, a statistical package, or dynamic
tell them that there are coins inside. Explain geometry software. Proficient students
that students are going to have to guess the are sufficiently familiar with tools
total value of the coins inside the bags or appropriate for their grade or course to
envelopes based on clues to a riddle. (See make sound decisions about when each
Resource Sheet 19: Money Riddles). of these tools might be helpful,
Reveal one line in a riddle at a time. recognizing both the insight to be gained
Once a student makes a guess, they must and their limitations.
explain their reasoning. Some students may
disagree with a response. Do not tell students
if they are correct or not at this time. It is
Learning Experience
important that all clues are revealed and that SMP 6: Attend to precision.
students have time to construct arguments and
critique the reasoning of their classmates. Mathematically proficient students try to
Continue to share money riddles with the class communicate precisely to others. They try
throughout the unit and extending into the to use clear definitions in discussion with
school year, if desired. Some students may be others and in their own reasoning. They
able to create their own money riddles after state the meaning of the symbols they
they have experience solving them. choose, including using the equal sign
consistently and appropriately.
Lets Go Shopping!
Some students may tell you that our money

system consists of more than coins. Ask
students if they know of any other currency
that is used in our money system.
Guide students in naming bills and their
values. If possible, use play money, pictures,
or virtual manipulatives as a visual.
Allow students to create and decorate a
change purse/wallet out of construction paper,
or give each student a plastic bag with a zipper
filled with a variety of bills and coins that total
between $5.00 and $10.00). Vary the amount
of money students are given based on your
assessment of Activity 1 and Activity 2.
Allow students time to count the money in their
change purse/wallet.
Display a toy store price list for all students to
see.
Ask students to choose one item from the list
that they would purchase. Have students
Think-Pair-Share with a partner about which
Learning Experience
bills and/or coins they would need to use in

order to purchase the item.
Have students take out the correct amount of
money from their bags and place their bills
and/ or coins on their desks.
Allow time for students to share which coins
and/or/bills they used for a particular dollar
amount. Now encourage students to show
another way to purchase this same item using
different coins and/or bills.
Have students share with a partner their two
different ways of purchasing the item. Partners
can check each other for accuracy.
Some questions you can ask students as you
circulate around the room:
o Suppose I gave you 50 cents for a stamp
worth 45 cents? What change should I
receive? (5 cents; 1 nickel or 5 pennies)
What is missing when I say 45 +
"something" = 50? Can you write an
equation?
o How is making change like counting on?
o How can you be sure you have the right
change when you buy something? (You
can count on, for example.)
Distribute Resource Sheet 20: Toy Store
Recording Sheet.
Continue to ask students questions as you
walk around the room.
Allow time for students to share and discuss
their work after they have completed Resource
Sheet 20.
Learning Experience
You may wish to model how to correctly record

a dollar sign ($) next to a number.
Extension Option I:
Have students determine the change they

would receive if they paid with $20. Allow
students to use a variety of strategies,
including counting the money left in their
change purse/wallet.
Extension Option II:
This activity can be extended by using a

different price list (student or teacher made)
and allowing students to purchase more than
one item. Money amounts in student change
purse/ wallet can be increased.
Extension Option III:
For a challenge, have students sort 15 dimes

into four different groups so that each group
has a different number of dimes. Students
need to determine if zero is a group, and
explain why. They will also need to decide if
there is more than one answer, and how they
know they found all possible groupings.
Closure Ask the students to tell you everything they SMP 3: Construct viable arguments and
know about our money system. Record student critique the reasoning of others.
responses on chart paper.
Mathematically proficient students
Ask students where they see money used
understand and use stated assumptions,
outside of school.
Learning Experience
Possible Exit Questions: definitions, and previously established

How many different ways can I use coins to results in constructing arguments.
make 87?
How many nickels does it take to make the
same value as two quarters? Elementary students can construct
Make a list of all the coins and their values. arguments using concrete referents such
If you dropped a nickel a day into your as objects, drawings, diagrams, and
piggy bank, how much money would you actions. Such arguments can make sense
save in one week? In two? and be correct, even though they are not
generalized or made formal until later
grades. Later, students learn to determine
domains to which an argument applies.
Students at all grades can listen or read
the arguments of others, decide whether
they make sense, and ask useful
questions to clarify or improve the
arguments.
Supporting Information
Interventions/Enrichments Students with Disabilities/Struggling Learners
Students with Students can benefit from technology incorporation listed

Disabilities/Struggling below.
Learners Scaffold the amounts of money provided in the lesson
ELL activities. Some students should be given sets of coins to count
Gifted and Talented that are only a nickel and some pennies, or a dime and some
pennies. Add a quarter and some pennies at a later date. When
students display readiness, combine more than two coin types.
Modify the game Get to a Dollar to Get to a Dime or Get to a
Quarter.
Provide small group instruction with ample use of

manipulatives.
Allow students to have access to the Dollar Chart during all
activities.
Modify a tens and ones place value mat into a dimes and
pennies place value mat. Add a ten frame, if appropriate.
ELL
Be sure to label coins with their values, emphasizing

vocabulary.
Students may benefit from small group instruction around
identifying coins using pictures.
Tape a penny onto a connecting cube, a nickel onto five
connected cubes, a dime onto two trains of connected cubes
placed side by side, and a quarter onto 5 trains of connected
cubes placed side by side.
Provide a magnifying glass for students to examine real coins.
Use coins from other countries for comparison.
Gifted and Talented
Students can benefit from technology incorporation listed

below.
Vary the amounts of money provided in the lesson activities.
During Activity 2, allow students to play variations of Get to a
Dollar, such as Get to $5.00, or Get to Zero (students start
with a dollar and roll a number cube; they work to trade coins in
order to be the first one to get to zero).
Students can role play and serve as a cashier during Activity 3.
Other students can pay the cashier for items and the cashier
can determine the change.
Technology http://smartygames.com/igre/money/CarolineShopping.html
Caroline Shopping
http://smartygames.com/igre/money/treasureHunt.html
Treasure Hunt
http://smartygames.com/igre/math/learnMoney.html The One

Dollar Store
http://illuminations.nctm.org/LessonDetail.aspx?ID=U67 Money
lesson plans from NCTMs website
http://www.mrsgoldsclass.com/MathGames.htm Family Math
Games
http://illuminations.nctm.org/ActivityDetail.aspx?ID=217 Coin
Box Game on NCTMs Illuminations website
http://www.ixl.com/math/grade-2/identify-names-and-values-of-
common-coins-bills Identify coins game
http://mathwire.com/whohas/whcoins.pdf Game I have, Who
Has from Mathwire
Resources See Unit resource link
(must be available to all
stakeholders)
Resource Sheet 12 Hundred Chart
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
DRAFT Maryland Common Core State Curriculum for Grade 2 July 10, 2012
Resource Sheet 13 Counting by 5s!

Names: ____________________ ________________________
1 2 3 4 5 6 7 8 9 10
You need a yellow crayon!
11 12 13 14 15 16 17 18 19 20
Find the number 5.
Color it yellow. 21 22 23 24 25 26 27 28 29 30
Now count by 5s starting
with 5 and ending with 25. 31 32 33 34 35 36 37 38 39 40
Color each number as you
say it. 41 42 43 44 45 46 47 48 49 50
Now use your 100 chart to
help you count the money 51 52 53 54 55 56 57 58 59 60
below!
Use a pencil to fill in the 61 62 63 64 65 66 67 68 69 70
amount as you count!
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
_____ ______ ______ _______ _______
Resource Sheet 14 Counting by 10s!

Names: ____________________ ________________________
1 2 3 4 5 6 7 8 9 10
You need a red crayon!
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
Find the number 10.
Color it red. 31 32 33 34 35 36 37 38 39 40
Now count by 10s 41 42 43 44 45 46 47 48 49 50
starting with 10 and
ending with 50. 51 52 53 54 55 56 57 58 59 60
Color each number
as you say it. 61 62 63 64 65 66 67 68 69 70
Now use your 100
71 72 73 74 75 76 77 78 79 80
chart to help you
count the money 81 82 83 84 85 86 87 88 89 90
below! Use a
pencil to fill in the 91 92 93 94 95 96 97 98 99 100
amount as you
count!
_____ _____ _____ _____ _____
Resource Sheet 15 Billys Coins

Name: _______________________________________________
Billy traded some of his dimes for nickels with his sister.
Billy still has 78 but now he has pennies, dimes, and nickels. How many of each coin might Billy have
in his piggy bank now? Is only one answer possible? How do you know?
Resource Sheet 16, (1 of 2 ) Piggy Bank Recording Sheet

Name____________________________
Explore different ways to make 92.
_______ nickels
_______ nickels
dimes
dimes
pennies
pennies
Resource Sheet 16, (2 of 2) Piggy Bank Recording Sheet
_______ nickels
_______ nickels
dimes
dimes
pennies
pennies
Resource Sheet 17 Dollar Chart
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Resource Sheet 18 Get to a Dollar
Materials:
Bags filled with 30 pennies, 20 dimes, and 2 play dollars for every two players
1 number cube per player
Directions:
1. Take turns rolling the number cubes.
2. The sum tells you how many pennies to take.
3. When you have five pennies, trade for a nickel.
4. When you have two nickels, trade for a dime.
5. When you have two dimes and one nickel, trade for a quarter.
6. The first player to reach $1 is the winner.
Resource Sheet 19 Money Riddles
Money Riddle 1
There are 9 coins in the bag.
They are all the same coin.
The total amount of all 9 coins is less than 50.
The sum of two of the coins equals ten cents.
What is the value of the coins in the bag?
Answer: nine nickels totaling 45.
Money Riddle 2
Five of the coins are the same.
The value of all seven coins is 27.
Two of the coins are not silver.
What coins are in the envelope?
Answer: five nickels and two pennies, totaling 27.
Money Riddle 3
One of the coins is a nickel.
The sum of two of the coins is twenty cents.
The total value of the coins is less than 80 and more than 70.
What is the amount in the bag?
Answer: two quarters, two dimes, and one nickel, totaling 75.
Resource Sheet 20, (1 of 2) Toy Store Recording Sheet

Name: ________________________________________
1. A toy car costs 85. What coins could you use from your bag to show 3 different ways to buy
this toy car?
2. A doll from the same store costs one dollar and 30 cents. What money from your bag could
you use to show 3 different ways to pay for this doll? You may use a dollar bill to show only
one way.
Resource Sheet 20, (2 of 2) Toy Store Recording Sheet
3. If you could buy both the toy car and the doll, 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.

DRAFT UNIT: Grade 2 Work With Time and Money

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DRAFT UNIT: Grade 2 Work with Time and Money

Model Lesson Plan Working with Money

Essential Questions/Enduring What is the purpose of standard units of measurement?

Lesson Topic Problem Solving with Money

Prior Knowledge Needed to K.CC.1 Count to 100 by ones and by tens.

Method for determining student Pre-assess students ability to do the following:

Materials Chart paper for recording ideas

Resource Sheet 12: Hundred Chart (one copy per student)

How will this experience help students

SMP 7: Look for and make use of

Mathematically proficient students look

Motivation Guess How Much? SMP 2: Reason abstractly and

estimates on dry erase boards. needed during the manipulation process

students estimates are. Discuss why some

Activity 1 UDL Components SMP 2: Reason abstractly and

Summary on chart paper or on the board: flexibly using different properties of

Allow students about five minutes to get Mathematically proficient students

use the dimes first instead of the

Distribute Resource Sheet 16: Piggy Bank

Activity 2 UDL Components SMP 2: Reason abstractly and

Key Questions skills. symbols involved. Quantitative reasoning

Distribute bags of pennies, nickels, and dimes

Sheet 18). Model how to play the game with structure.

After students have played the game, discuss

Have students complete a Math Journal entry,

The different versions of the game can be placed in a

Activity 3 UDL Components SMP 2: Reason abstractly and

Some students may tell you that our money

bills and/or coins they would need to use in

You may wish to model how to correctly record

Have students determine the change they

Extension Option II:

This activity can be extended by using a

Extension Option III:

For a challenge, have students sort 15 dimes

Possible Exit Questions: definitions, and previously established

Interventions/Enrichments Students with Disabilities/Struggling Learners

Students with Students can benefit from technology incorporation listed

Provide small group instruction with ample use of

Be sure to label coins with their values, emphasizing

Gifted and Talented

Students can benefit from technology incorporation listed

http://smartygames.com/igre/math/learnMoney.html The One

Resource Sheet 12 Hundred Chart

Resource Sheet 13 Counting by 5s!

_____ ______ ______ _______ _______

Resource Sheet 14 Counting by 10s!

_____ _____ _____ _____ _____

Resource Sheet 15 Billys Coins

Resource Sheet 16, (1 of 2 ) Piggy Bank Recording Sheet

Explore different ways to make 92.

Resource Sheet 16, (2 of 2) Piggy Bank Recording Sheet

Resource Sheet 17 Dollar Chart

Resource Sheet 18 Get to a Dollar

Resource Sheet 19 Money Riddles

Answer: nine nickels totaling 45.

Answer: five nickels and two pennies, totaling 27.

Resource Sheet 20, (1 of 2) Toy Store Recording Sheet

Resource Sheet 20, (2 of 2) Toy Store Recording Sheet

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