Jett McClaskey

SPCE 400

COUNTING MONEY
Grade:
- 2nd / Lifeskills
Standards:
- 2.M.7 Find the value of a collection of pennies, nickels, dimes, quarters and dollars.

Objectives:
1. Students will be able to differentiate between the four types of coins
2. Students will be able to state how much each coin is worth verbally
3. Students will understand how money is counted
4. Students will discuss with peers about previous experiences with coins

Materials:
- Coins (fake to distribute to class, real ones for show)
- Paper and pencil
- Ipads for LAMP if needed
- Smartboard
- Markers
- Worksheets printed (accessible through PowerPoint)

Activities:

1. INTRO
a. Students will gather at their seats when their schedule indicates it is for math
time
b. The teacher will show a youtube video on coins that is age and grade level
appropriate
c. After showing the video, the teacher will open the floor up to a discussion on
counting money and coins
d. “Have you ever seen someone use coins before?” “Where do people normally
use coins?” “Do you own coins?” “Do you know anything about each coin?”
e. Students will be given 9 minutes to discuss these with the teacher and other aids
in the classroom about these questions. Time can be cut shorter if convos
diverge other ways.

Group:
1. MATH LESSON
a. Introduce the coins and use manipulatives for the students to do one-on-one
correspondence with the coins.
 b. I will introduce the PENNY first and have students talk outloud about the qualities
to hopefully maintain the idea that the penny has certain characteristics to
remember
c. I will then write these characteristics on the board for students to see
d. Next we will cover nickel, then dime, then quarter
e. Do the same thing as you did for penny for the other three coins
f. Have students feel the real ones and then show the fake ones to prove they
understand which coin is which
g. Talk about the monetary value of each coin as you end talking about
characteristics**********
h. If students are struggling, break it down even further and do not move on with the
lesson. Spend extra time on the parts that a majority do not understand
i. As a group, they will be given a worksheet that they will fill out with the teacher
together. This is an example of what this could be like

j.

Individual:
a. On their own, they will be completing the teacher created worksheet
b. Students will draw coins to showcase a certain number that is given on the worksheet
c. Each student will get a different worksheet