Teacher: Cristen Simone

Day: 1 of 1

Grade: 2
Subject: Mathematics

Date: May 1, 2015

Cognitive Level(s) of Lesson: Application

Objective:
Students will be able to:
Learning: identify the value and appearance of money and can work with coins and bills
Behavior: by participating in a number of problems together and then completing a game as a
class
Condition: after a review of the material such as coins and bills

NJCCS Addressed:
CCSS.Math.Content.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you
have?

Instructional Strategies:
Opening:
1. The teacher explains to her students that in todays lesson they will learn the value and
appearance of money and will be able to work with different coins and bills. (Purpose
Setting)
2. The teacher starts by displaying coins and bills and asks her students to identify each of
them. (Review)
3. The teacher holds up each coin and bill and will ask the students, How can I tell each
coin and bill apart from each other? Anticipated Responses: the pictures on the front
and back the color of the penny is different from the rest the man on the front of the
coin or bill
4. The teacher asks the students to remember a time when they have seen their parents or
someone they know count or use money. Anticipated Responses: they use money to buy
toys or at the grocery store (Assessment of Background Knowledge)
5. The teacher will explain to the students that they will be reviewing different elements of
the lesson today by going over problems and answering questions together. After they

finish the lesson and the teacher knows every student is ready to move on, the class will
participate in a fun money game that is found on a website.
Presentation:
6. The teacher will start by reviewing the value and appearance of each coin. The teacher
will go over with the students how much each coin and bill are worth and will pass around
the coins and bills for the students to see for themselves. (Input)
7. After the teacher ensures that all students understand the value and know what each coin
and bill looks like, they will review other elements when working with money. The
teacher will review counting money with the students. The teacher explains that when
counting money, you will need to start with the bills first because they have a larger value.
After you add up all the bills, you can move on to count cents. (Input)
8. The teacher will explain that when writing a value of money with dollars and cents that a
decimal is needed in between the value to separate the cents from dollars and a money sign
is needed in front of the amount. (Input)
9. The teacher will write an amount of money on the board and will ask the students to say
the value out loud to make sure they recognize the problem as dollars and cents.
(Modeling) (Input)
10. The teacher will remind students that you can make the same total out of different bills and
coins. The teacher will provide an example of making the same amount with a different
set of coins and will ask the students to count both values to make sure they are the same
amount. (Input) (Checking for Understanding)
11. The teacher will ask the students, How can we know which number represents dollars
and which number are cents? Can we only have one way to make one amount of can we
make amounts in different ways? Anticipated Responses: the decimal separates the
dollars from cents you can make the same amount of money in different coins and
bills (Review)(Checking for Understanding)
12. The teacher will review the last element of the lesson, comparing amounts of money.
13. The teacher will go over what a dollars and cents table is because it will help them visually
see the dollars and cents. (Input)
14. The teacher will put an example problem on the board such as by writing the amounts
$29.50 and $32.20, and will provide a table that reads dollars and cents with the 29 and 32
in one box and the 50 and 32 under the correct box. The teacher will provide a few more
examples like this to make sure students understand. (Input) (Modeling)
15. The teacher will ask student questions about the table such as, How do we compare the
dollars to cents or which table is greater table A or table B. Anticipated Responses:
the dollars are greater than the cents Table B
16. Once the teacher and her students finish the review and lesson, the teacher will tell the
students that they are ready to test their knowledge by playing a fun money game.

Guided Practice:
17. The teacher will pull up the game from the website but will ask the students to take out a
blank piece of paper and a pencil in the meantime.
18. The game displays different option for playing. The options include, counting the money,
paying the exact amount of money, and making a dollar. Any option that is chosen will
require the student to figure out how much money is displayed, it will require the student
to look at how much money is on screen and come up with a way to make the total that it
is asking for.
19. The teacher will have the students work as a group since they are seated in four groups
originally.
20. Every group will take a turn answering a problem; they will have paper in front of them in
case they want to do an addition problem to help them figure out the answer. Every
person in the group will have a turn to answer by going around the room until every
student has gone. They can either solve the problem alone or have their group help them
solve the answer.
21. This game allows the teacher to check for understanding from every student by seeing if
they understand how to count money and use different coins to equal a dollar.
22. The teacher will provide hints and help to those who need it. If a student is struggling a
lot, a worksheet will be provided to them to take home and practice. (Alternative
Strategy)
Closure:
23. The teacher will ask the students to put away their paper and pencils since the game is
finished.
24. The teacher reviews the value and appearance of money and will go into how they learned
how to work with money. (Summary of Major Points)
25. The teacher tells the students that it is important to know how to work with money
because we use money in everyday life to buy items we need or may want. (Tying
Coherent Parts to a Whole)
26. The teacher will ask the class to share what they learned today.
27. Once the teacher hears some ideas, she will go on to tell the students that in next weeks
lesson they will be moving on to another math lesson with money. Once they have
mastered both lessons, they will be taken a test. (Preview of Future Lesson)
Assessment:
Formative: Formative assessment takes place in steps 10 and 11. The teacher will explain that the
same amount of money can be created by mixing different coins. She will ask the students to
count two different sets of money to see if they create the same amount. The teacher also asks
the students why the decimal is needed in an amount. She checks the students understanding for

separating dollars and cents. Step 20 is also a formative assessment. The students will have paper
to do the math problems found on the game they will be playing. This will show the teacher how
they did the problem.
Individual Measurability: In step 9 the teacher will be asking the students to say the answer out
loud so she knows all the students say the right answers. In step 20, the teacher will ensure that
all students have a chance to answer a money problem in the game. There will be a piece of paper
in front of them in case they need to do the problem by writing it down. They will also be sitting
in groups if they need to ask a group member to help them out. In step 26, the teacher asks what
every student learned today.
Summative: Step 27: Once the students understand how to work with money and know the value
of money, they will be given a test. The test will review all types of problems that they have
reviewed and worked on as a class and individually.

Differentiation:
Varying Content: The teacher is appealing to kinesthetic learners by passing around coins and bills
for them to feel in step 6. The auditory learners are being thought of because every new task that
the students will be learned is being explained by the teacher, in steps 6,8,13, and 17. Visual
learners will benefit from the game that starts in step 17. Visual learners will also like the
manipulative that is used in step 6.
All students will benefit by learning the material together. In step 5, the teacher reminds
them that they will be playing a game later on after they review math. The game starts in step 17
and will be fun for every student to play and will give them a reason to pay attention during the
lesson or else they will be unable to play the game. (Interests)
Varying Process:

Step 19 and 20. (Instructional Grouping) Students will be working in a group

Step 23 (Classroom Organization)

Step 22 (Varying Input)

Varying Product:
Step 27: Test
Technology: Technology was used for the game at the end of the classes review. (Steps 17-22)