Grade 2: Unit 2.MD.C.7-8 Work with Time and Money



Lesson Seeds: The lesson seeds have been written particularly for the unit, with specific standards in mind. The suggested activities are not intended to be prescriptive, exhaustive, or sequential; they simply demonstrate how specific content can be used to help students learn the skills described in the standards. They are designed to generate evidence of student understanding and give teachers ideas for developing their own activities. Domain: Measurement and Data Cluster: Work with Time and Money Standard: 2.MD.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?Purpose/Big Idea: Students will use combinations of skip counting by ones, fives, tens and twenty-fives in order to prepare for counting mixed currency. This seed will address a common difficulty that students encounter as they count mixed currency. Students tend to count by the value of the first coin not recognizing that different coins have different values. Since this is the first time money is introduced formally as a standard, students will need many experiences with coin recognition and determining the value of coins before using coins to solve problems. These skills can be reinforced during morning meeting and throughout the school day. Since students have not been introduced to decimals, problems focus on whole dollar amounts or cents.Once students have a solid understanding of coin recognition and values, they can then begin using the values of coins to count sets of coins, compare two sets of coins, make and recognize equivalent collections of coins (same amount but different arrangements), select coins for a given amount, and make change.Materials:Resource Sheet 12: Hundred ChartLarge Hundred Chart to be displayed in classroomLarge Coin Pictures Virtual manipulatives (optional)Activity:Students will skip count by one number (1, 5, 10, or 25) and then shift to skip counting by a different number (1, 5, 10, 25). Tell the students that when we count by tens we will stomp and when we count by ones we will clap. Practice. Point to a number on the hundreds chart and have students start counting by tens and on your signal, students continue the count where they left off but now count by ones. Try tens and ones, twenty-fives and ones, tens and fives, etc. Later try counting with 3 values. Always start with the larger value.To transition students to counting with coins, place a visual representation of coins in each corner of your classroom. When counting by tens, the class moves to the dime corner and counts and on your signal students move to the penny corner and continue counting. Variations: Use a calculator.Mark the large Hundred Chart displayed in your classroom as you are counting for visual learners.To understand the value of coins, students tape a penny to one connecting cube, a nickel to five connected cubes, a dime onto two -five connected cubes placed side by side, and a quarter onto five- five connected cubes. Then students can use manipulatives to count. Guiding Questions:How did the skip-counting pattern change?Can you tell me any patterns that you notice as we counted? (Always starting with larger value)Resource Sheet 12 Hundred Chart123456789101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960616263646566676869707172737475767778798081828384858687888990919293949596979899100 ................
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