Lesson Topic: Counting Using Money
Grade / Subject: 2nd Grade Mathematics
Rationale: Florida Sunshine
State Standard:
Standard 3:
The student
uses objects to represent whole numbers or commonly used fractions and relates these numbers to real world situations.
(MA.A.1.1) The student understands the different way numbers are
represented and used in the real world.
Standard 2:
The student
understands number systems.
(MA.A.2.1) The student uses patterns and the relationships among
counting, grouping, and place value strategies to demonstrate an understanding of the whole number system.
Real Life Application: Students will need to know how to calculate
using money in their daily financial transactions, and to understand the concept of “value.”
Objective: For the second grade student to be able to count, using
grouping strategies previously taught, as well as counting manipulatives and plastic pennies, so that when given an individual
long addition problem as a class, 96% of the students will calculate the correct answer.
Content:
§
Review counting strategies previously taught, such as grouping.
§
Review how to use counters and cubes to represent the numbers.
§
Distribute worksheet and give directions.
Sources:
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http://www.mathinvestigations.com
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http://www.firn.edu/doe/menu/sss.htm
Vocabulary Words:
Pocket –
a “pouch” or place in one’s clothing to hold items, such as money.
Strategy- a method
used to find an answer or solve a problem.
Grouping- to
place things in “sets” that are easy to remember or work with.
Value- how much
something is worth.
Cost- how much
money you need to purchase something; how much money you would charge if you were selling something.
Material:
§
White dry erase board at the front of classroom
§
Penny-a-pocket worksheets (Student Sheet 25 on pg. 166 of Student
Workbook)
§
Plastic pennies
§
Small Dixie cups
§
Plastic counters
§
Plastic counting cubes from Math Investigations kit
§
Pencils for each student
§
Dry erase marker for board
§
Glass jar
§
One small candy treat for each student
Procedure:
Hook: Ask the students if we sold the pockets from everyone in the
class’s shirts, pants, jackets, and shorts that they are wearing today, for a penny each, who can guess how much money
we would have to buy candy with?
1.
Before the lesson, place sufficient amounts of plastic pennies ( 4-6) in each of 22 small Dixie cups.
Prior Knowledge: Review the standard with the children “using
money as a way of counting.”
Low-End Questions about Prior Knowledge:
2. Ask
the students to name the different strategies from the Math Standards flip chart, that they have learned in prior weeks. “
Who remembers how we count by 2’s, or 5’s or 10’s?” “Who remembers what it means to “group”
numbers?)”
3.
High End Questions: Ask the students what the different strategies are that they have learned for counting with money. (ie:
What is one way you could use to count this long list of numbers representing everyone’s
pockets in the class? That’s good.
Who can tell me another strategy you might use? Explain to me how that
is done. )
4.
Have pencils sharpened and ready for students.
5.
Have plastic counters ( already in Ziploc bags) out ( 1 bag for each 2 students )
6.
Have Math Investigations counting cubes, (already in boxes) from Math Center
7.
Pass out pencils and ask students to tear out Student Sheet 25 on page 166 from their Math Workbooks.
8.
Pass out bags of counters, boxes of Math Investigations counting cubes, and Dixie
cups with plastic pennies.
9.
Read hook.
10.
Tell students they are to pull out one penny for each pocket they have in the clothes they have
on today.
11.
When students have pulled out pennies, ask each student one at a time how many pennies they pulled
out.
12.
As the students give their answer, write the number on the board at the front of the classroom,
forming a vertical column of numbers.
13.
After all students have given their numbers, walk around the room with the jar and have each student
place the pennies they pulled out into the jar.
14.
Read the worksheet together and instruct the children to work INDIVIDUALLY, using the counting
strategies they have been using all month, to calculate the total number of pockets in the class.
15.
Remind the students that after they figure out how many pockets they are, they have to use the
place value strategy to decide how much the pockets are worth in pennies, reminding them to use the place value strategy to
determine the answer.
16.
Have the 4 students who are struggling with Math go to the work table and solve theirs as a group.
17.
Tell the class that anyone who finishes early may go back and use .10 or $1.00 to represent the
pockets, and find out how much they would be worth then!
18.
As students are working, circulate the room, paying close attention to which strategies the different
students are using to solve the problem.
19.
When everyone has finished, choose 3 or 4 students who you saw using different strategies to solve
the problem, to come forward and show their work on the board.
20.
Next, ask the class if anyone got a different answer, and then have them explain their answer.
21.
Finally, count the pennies in the jar to determine that the answer is indeed correct.
22.
Review the different strategies the various students used to solve the problem.
23.
Ask if there are any questions, or anything anyone doesn’t understand.
24.
Explain that some children would be able to buy more candy than others, depending on how many pockets
they were wearing, if each pocket was worth a penny.
25.
Ask the students who went on to do .10 or 1.00 how
much the class total of pockets would be worth at those values.
26.
Explain that at a penny a pocket, we probably wouldn’t be able to buy much candy at the candy
store, but at .10 or certainly 1.00 a pocket, we could buy much more.
27.
Pass out one candy treat to each student, saying that at .10 a pocket, the class could afford one
candy treat for each person!
28.
Have students clean up their work areas and put things away before eating their treat.
Closure/ Review: As students are enjoying their treat, discuss how
we saw how objects can represent numbers, and how to calculate value with money. Here’s what we did:
- First, we counted our own pockets, and placed a penny in the jar for each pocket we were wearing.
- Next, we wrote the number of everyone’s pockets on the board so we could add them together.
- Then we used our counting strategies: counting up, grouping by 10’s, grouping by 5’s, grouping
by 2’s to calculate the total number of pockets.
- Then we used our place value strategy to decide if the total of pockets were pennies, what the value in
dollars and cents would be.
- Some of us also figured out the value if the pockets were each worth a dime, or a dollar.
- We then counted the pennies in the jar and matched them against our answer to be sure we were correct.
- We learned that dimes and dollars have a much higher value than pennies!
Modifications:
Remediation: Four students have been struggling with these counting
strategies, and grouping numbers in longer problems. These students were able to work as a group to solve the problem, and had assistance from the teacher to
get them through it.
Enrichment: Five or six of the students are very fast thinkers in
math. Those students always finish a little bit ahead of the rest of the class. For them, we added the challenge of having them try to go back and find the value
of the pockets in dimes and dollars, as well as pennies.
Accommodations: Two of the four children in the “remediation”
group have much more difficulty with math concepts, so I gave one-on-one assistance to them in helping them see grouping patterns,
and reviewing how to use counting cubes to solve problems. They weren’t
able to solve the money part, because they don’t quite understand place value yet, so we did it together.
Assessment: Mastery will be determined by 96% of the class answering
the problem, and the monetary value correctly.
Grade Level Expectations
