Grade 2 Math Lessonplan7

Lesson # _1___ of __3___ 7.
3-Go Math Grade Level: 2
Count Collections
Central Focus Essential Question: How can you order coins in a collection by value
and then find the total value?
2.MD.C.8 Solve word problems involving dollar bills, quarters,

Standard
dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
Learning Students will be able to represent money amounts less than a dollar
Objective using two different combinations of coins.
Materials Play coins (pennies, nickels, dimes, quarters), Pencil
Counting to find the total value of a group of coins may be difficult

for some children because the values of coins do not have an easy
pattern to follow, unlike the base-ten number system. Our base-ten
number system has the reliable, consistent pattern of place-value
positions being 10 times the size of the next smaller place-value
position. Also, the physical sizes of coins are not proportionally
Purpose
correct. There is no reasoning or patterning involved; children must
simply memorize the values of the coins. To help children remember
the values of the coins, you may want to make cards for a matching
game—cards with a picture of a coin (see eTeacher Resources) and
cards with a value, such as 10¢, on them. Children can test their
knowledge by matching each coin to its value.
First, we will open the lesson with an interactive video from GO

MATH Lesson 7.3 called “Count Collections”. This video will show
the students how to count coins by identifying the value and
ordering them from greatest to least. Students will volunteer to
answer the questions on the whiteboard while explaining their
Instruction thinking.
Next, we will go over two examples. The first example will be

modeled by the teacher, then the students will assist with the
second example. The two questions will be to order 1 nickel, 2
dimes and 1 penny then find the value. The second will be to order
2 quarters, 2 nickels, 1 dime and 3 pennies then add to find the
value. Finally, the students will work on a third example on their own
(teacher will decide if further practice is needed.)
What is the difference between a coin that is the greatest in
size and a coin that is the greatest in value?
What is the coin with the least value?
What is the coin with the least size?
Students will work independently on pages 480 and 481 in their Go

Math workbooks. They will be required to order coins from greatest
Learning Task
to least and count on to solve. Manipulatives and whiteboards will
be available for all students.
Math discussion: How were you able to count coins from greatest to
Closing
least? (allow each group to share)
During independent work, I will observe each students’ process and

answers and take notes. I will use questions 2 and 3 as the
assessment.
Assessments
During closing students will turn and talk, (How did you order coins
to help count the total value?) then each group will share out.
● Students who do not answer numbers 2 and 3 correctly will

engage in a small group reteach.
● Students will be provided with laminated mini-anchor charts
with coin names and worth.
Differentiation ● Students may use play money to help them illustrate and
discover ways to solve the problems.
● Students who finish first will be able to come up with their
own amounts to figure out with each other.
● Pair fluent English speakers with English Learners.
Academic
Quarter, Dime, Nickel, Penny, Cents, Coins,
Language
MAth Rubric 2.md.8
Categories 1 2 3 4
Math Content Limited partial Distinguishes Can calculate

identification recognition between total
of coins of coins coins and amounts in
their value. which there
Can solve is an
problems exchange of
involving money.
coins using $
and ￠
symbols
appropriately
.
Strategy Limited Partial coin can count can order

ordering of counting coins by coins from
coins from ordering greatest to
greatest to from greatest least and
least and to least. differentiate
counting on between
coins and add
on to find
total value.
Math Talk Limited Partial ability Can explain Exceeds

ability to to explain the strategy expectations
explain the strategy of of coin when
strategy of ordering and counting explaining
ordering and adding coins written and the strategy
adding coins orally. of coin
counting
written and
orally.

Grade 2 Math Lessonplan7

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Lesson # _1_ of 3___ 7.

3-Go Math Grade Level: 2

2.MD.C.8 Solve word problems involving dollar bills, quarters,

Materials Play coins (pennies, nickels, dimes, quarters), Pencil

Counting to find the total value of a group of coins may be difficult

First, we will open the lesson with an interactive video from GO

Next, we will go over two examples. The first example will be

Students will work independently on pages 480 and 481 in their Go

During independent work, I will observe each students’ process and

● Students who do not answer numbers 2 and 3 correctly will

Math Content Limited partial Distinguishes Can calculate

Strategy Limited Partial coin can count can order

Math Talk Limited Partial ability Can explain Exceeds

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