Strand/Topic: Finance Literacy Grade: 2 Date: Wednesday, November 25, 2020

Expectations
Overall Expectation: demonstrate an understanding of the value of Canadian To connect student’s lives to this topic is to explain what money is and how it is
Currency (OME, 2020) used in our everyday lives. Students will gain insight on their personal
experiences with their parents purchase items. This topic connects to other
Specific Expectation: curricular areas such as literacy; learning the language and terms of each
F1.1: identify different ways of representing the same amount of money up to currency and the history of money. Science: how money is made. Math: adding,
Canadian 200 cents using various combinations of coins (OME, 2020) subtracting, division. Social Studies: where money is used, how to spend
money, and exchanging money to purchase goods and services for needs

Equity/ Diversity and Social Justice (Teacher Actions)

Some disadvantages that students may have are students who have visual impairments, intellectual disability, etc. The suggestions and actions on how
to address these disadvantages are:
 models, hands-on experiences: consist of real-life examples of pictures or actual objects; (eg. Real coins provided with a picture book of coins)
 more easily readable visual aids: Students will receive their own copy of information ahead of time that will be displayed on a whiteboard or
chalk board
 clear directions: explicit language will be used
 extra time for responses: student may require extra time to ponder or to look over what is written on the board
 oral description or narration: video would be narrated if there is no dialog
 verbalization of writing: information being presented on a whiteboard or overhead is spoken aloud as it is being written
Instructional Materials:
 Braille: instructions in braille
 Tactile graphics: illustrations in tactile format
 Audiotapes: print materials in audio format
 Electronic access: electronic format to be accessed by a computer
 Highlighting: sticky notes, markers
 Large-print: enlarged print for books or instructions
 Manipulatives: physical items are used to demonstrate mathematical concept
Educational Environment:
 Preferential seating: allowed to sit in the classroom wherever it is more beneficial
 Flexibility to move within a room: a student with low vision is given flexibility to move closer to visual activities in the classroom
 Additional work space/storage: require extra space to complete tasks or to place materials

OISE/UT Math 3-Part Lesson plan template

 Questions to Ask Accommodations/ Materials
Modifications
(content/process/product)

Part 1: Minds On Hi friends, today we are going to be learning about coins and how to  providing -Tech (Computer/
count them. I will share my screen so you can follow along and we What kind of things do reinforcement to Laptop/Projector)
your parents buy for you? stop the class when
will be doing an interactive activity near the end. You remember in - White Board/Chalk
our previous lesson or the other day, we learned about skip counting. needed to reinforce Board/Smart Board
Where do we use money? an idea that may be
Now, we will be using that to count coins. There are different ways to -Chart paper
lacking.
represent the same amount of money. To begin, how does your mom How many coins of - Markers, chalk
 Ensure that
or dad buy you things that you want or like? Canada do we have? numerical resources - Sticky notes
Where do we use money? and visuals are clear - laminate pictures of
Now let’s watch a video called “The Canadian Money Song” by Jack What animal is on the to students Canadian coins
Hartmann. This is a song by a man named Jack Hartmann. He will nickel and how much is it  Go back to the -Canadian coins
show us some Canadian coins that we use everyday. If you want to worth? video and review (physical one)
sing along or listen you may do so. the coins
What do you see on the  Scaffold students to
dime and how much is it identify the coins
During video viewing, pause video and check for understanding worth? themselves, then
correct them by
After video viewing, ask students what types of coins they seen? What animal do you see using the video
If mentioned about a penny on the quarter and how visuals
Explain history context (kid-friendly language) much is it worth?

What animal is on the

loonie and how much is it
Prior Knowledge Needed by Students:
worth?
 Cents Symbol
 Visual of Canadian Coins (6) What animal is on the
 Value of each coin (1cent, 5 cents, 10 cents, 25 cents, toonie and how much is it
$1.00/100 cents, $2.00/200 cents) worth?
 History of penny

Strategies to activate students’ prior knowledge:

 Brainstorming: explore mathematical and currency
terminology (eg. Cents, penny, half dollar, nickel, dime,
quarter, loonie, toonie)
 Discussion: Students will share their experiences about
parents purchasing items
 Watching a YouTube Video “The Canadian Money Song” By
Jack Hartmann
https://www.youtube.com/watch?v=fdmtmr8G7A8
 Asking questions throughout video

OISE/UT Math 3-Part Lesson plan template

 Part 2: Action
We have here 0.25 cents. We need to use these coins to What coins adds up  Repeat each - Coins (5,
represent the same amount in 2 different ways. We have to to 25? value of the coin 10, 25, 1, 2)
skip count. with them a - Laminate
0.25 cents How do you know couple of times worksheet
Two dimes, and a nickel that these coins add  If students are of Canadian
up to 25 cents? struggling to Coins
0.25 cents skip count, refer - Paper
Quarter=25 cents to the hundred - Hundred
chart to help Chart
What coins adds up with skip
Now, I need to count my money and I need to give my friends to 45? counting
the same amount of money but in 2 different ways … but I
don’t know how. Could my friends help me out? How do you know
Show the amount 0.45 cents. Ask students how much do I that these coins add
have here? up to 45 cents?

Investigation:
 Students to work together in small groups or with a
partner by using coins to represent different amounts of
money

Check for understanding:

 Asking questions “How do you know?”
 Record their answers or responses on paper/worksheet

Challenge:
 Have the students add in the $1 or $2 with the amount.
The amount will now be $1.25 or $2.25.
 instruct the students to use the coins to represent
these amounts.
 Record their answers or responses on paper

OISE/UT Math 3-Part Lesson plan template

 Questions to Ask Accommodations / Materials
Differentiation
(content/process/product)
Part 3: Consolidate Debrief - What did you - Scaffold - Chart paper
 Gather the students a whole group to discuss the task learn about students by - Whiteboard
and the investigation that they did counting asking probing - markers
 Encourage students to share their solutions to money? questions or
problems, explain strategies used to get to the solution, - What pattern hints without
and to justify their answer did you see giving the
 Address any misunderstandings and confusions with as you added solutions
the task up the coins - Probing
 Have a gallery walk: walk around with the students from together? questions such
table to table and observe student solutions to the - Why is as: where do
group task, students read what each group did and give counting you use money?
oral and written feedback money - How do we use
 Observe how students solved the problem by focusing important? skip counting
on their mathematical thinking - How do you with money?
know that
these coins
add up to 25?
$1.00?
$2.00?
- Did you
count the
coins in a
particular
order?

Assessment Tools (diagnostic/formative/summative)

Take observation notes while watching students investigate and complete the task based on the scenario, discussions with the students, questions that are asked, learning conversations that
students have among each other, demonstration on their mathematical thinking to the class

Diagnostic assessment: during the investigation, students are trying to use the coins to represent the same amount of money

Formative assessment: working in small groups or alone to solve the scenario

Summative Assessment: seek observation on how students complete the challenge task

Achievement Level:
4+= A+, 4=A, 4-=A-,3+=B+,3=B, 3-=B-, 2+=C+, 2=C, 2-=C-, 1+=D+, 1=D, 1-=D-, “R”, “I” (when students’ achievement is insufficient
Evaluation of Learning Skills/Work Habits
E- Excellent, G-Good, S- Satisfaction, & N- Needs improvement

(Growing Success, 2010)

OISE/UT Math 3-Part Lesson plan template
Next Steps

 Next lesson: counting coins word problems using only coins and counting coins with bigger amounts (eg. $10.35)
 (eg. If you have 2 dimes, and 4 nickels, how many cents do you have?)
 Instructional strategies: partner share- all students engage with the materials when they are required to discuss their thinking with a
partner
 Modeling: providing students with the visual model will help them to correctly count the value of coins
 Home Connections: With your parents, when they go to buy food/grocery shopping, ask them to let you count the coins when
paying at the cash register
 Role-playing scenarios to exchange/give money

Self Reflection
What went well? What didn’t go so well? What do I need to change?

OISE/UT Math 3-Part Lesson plan template

OISE/UT Math 3-Part Lesson plan template
 References

Ontario Ministry of Education (2020). Math curriculum for grades 1-8 (Grade 2) [Program of Studies].
https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g2-math/strands#strand-f

Ontario Ministry of Education (2010). Growing success-assessment, evaluation, and reporting in ontario schools. (Grade 1-12). [Program Studies].
http://www.edu.gov.on.ca/eng/policyfunding/GrowSuccess.pdf

OISE/UT Math 3-Part Lesson plan template