Understanding By Design
Unit Design
for
Working with Money
2nd Grade
Developed by
Cheryl Sondey
Pontiac Academy for Excellence
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Understanding by Design
Unit Design Worksheet
|Unit Title: Working with Money | |Subject/Course: Mathematics |
|Topic: Counting and Using Money | Grade: 2 |Staff Name: Cheryl Sondey |
|Stage 1 - Desired Results |
|Established Goals: |
|1. M.UN.02.07 Read and write amounts of money using decimal notations, e.g., $1.15. |
|2. M.PS.02.08 Add and subtract money in mixed units, e.g., $2.50 + 60 cents, and $5.75 – $3.00, but not $2.50 + $3.10. |
|3. M.PS.02.10 Solve simple word problems involving length and money. |
|Understandings: |Essential Questions: |
|Students will understand that... |How do you write amounts of money using decimal notations? (#1) |
| |What would happen if we didn’t use decimals? (#1) |
|Students will be able to write amounts of money using decimal notations. |Would you ever subtract or add mixed money? (#1) |
| |What are the steps involved in adding and subtracting money when mixed units |
|Students will understand how to add and subtract money in mixed units. |are involved? (#2) |
| |What are the steps involved in solving a simple word problem involving money? |
|Students will be able to solve simple word problems involving money. |(#3) |
| |Why is it important to solve word problems using money? (#3) |
|Students will know... |Students will be able to... |
|that money can be used to buy things and has a value. |name each coin: penny, nickel, dime, quarter, half dollar, and bills including,|
|how to name and count coins up to $1.00 and bills up to $10.00. |one, five, and ten dollar bills. |
|how to write the amount with decimals if needed. |count coins and dollars; naming the value of a given amount of money. |
|how to add and subtract money using mixed units. |write amounts of money using decimal notations and symbols ($ & ¢) |
|how to solve simple word problems involving money. |add and subtract amounts of money using mixed units of money. |
| |solve simple word problems involving different amounts of money. |
| |find multiple ways to use coins to match the price of the item. They will be |
| |able to make fair trades for coins (nickel, dime, quarter) using other coins. |
|Unit Enduring Understanding: |Unit Question: |
|Students will understand how to use money in real world situations. |What is money? |
| | |
|Stage 2 - Assessment Evidence |
|Performance Tasks: |
|Goal: Student must count the coins given to them by the teacher. After deciding what they will purchase, student must calculate the change that they will be |
|given back. They must then purchase an item using their coins. They must select the proper coins to pay for an item of their choice from the classroom |
|store. The student will then count the money they have left. Finally they must be able to write a note to explain why the change they have left is the |
|correct amount and if they calculated their change correctly the first time. Students note can consist of a subtraction problem, with amounts of money properly|
|written. Students must be able to explain their note to teacher/parent. |
|Role: Student is a shopper. They must use the money given to buy an item from the class store. |
|Audience: Teacher |
|Situation: Student is given a specific amount of money from the teacher and asked to purchase an item from the class store using this money. Student must |
|count the money given, decide on an item that could be purchased, pay for the item, count the money left over, and be able to write a note explaining why the |
|change given back is correct. |
|Product: Student will create a note to teacher explaining why the change given back (the money left over) is correct. Student will be able to explain how much |
|money they had to begin with, how much they spent and how much they have left. |
|Standards and Criteria for Success: Students will be graded on being able to count how much money they started with, choosing an item to purchase within the |
|money limit, selecting the correct coins to pay with, and properly counting the coins left. Students will be graded on being able to write a math problem in |
|their note explaining how the change or money left over is correct, using correct decimal notation and money symbols. |
|Key Criteria: |
| |
|3 |
|2 |
|1 |
| |
|Criteria 1: The correct subtraction problem was calculated the first time for change that would be given back. |
| |
| |
| |
|Criteria 1: The correct subtraction problem was incorrectly calculated the first time for change that would be given back, but could be corrected after |
|purchase was made. |
|Criteria 1: The correct subtraction problem was incorrectly calculated the first time for change that would be given back, and could not be corrected after |
|purchase was made. |
| |
|Criteria 2: The correct value of money was given for the purchase the first time. |
|Criteria 2: Mistakes were made in the value of money given, but these mistakes were corrected with 1 or 2 simple cues (That is too much money, That is not |
|enough money). |
| |
|Criteria 2: The student required extensive help and prompts (3 or more) to create the correct value of coins. |
| |
| |
| |
|Criteria 3: Note was correctly written with many details, using decimals and money symbols, and explaining their answer with a math problem. |
| |
|Criteria 3: Note was written with some mistakes, few details explaining their answer. |
|Criteria 3: A note could not be produced. |
| |
|Other Evidence: |
|KWL Drawings Math Races |
|Weekly Quiz Using manipulatives Unit Tests |
|Observations Practice Pages Partner Work |
|Daily Oral Math Practice File Folder Game Practice |
| |
|Before |During |After |
|KWL Charts |Weekly Quizzes |Observations |
|Observations |Daily Oral Math |Daily Oral Math |
|Practice Pages |Observations |Practice Pages |
| |Practice Pages |Math Races |
| |Using manipulatives |Daily Oral Math |
| |Unit tests | |
| |File Folder Games | |
| |Math Races | |
|Describe the assessment/s and state the prompt if applicable. □ F □ S| | |
| | | |
|What type of scoring tools will be used for evaluation? | | |
|□ Analytic rubric □ Checklist | | |
|□ Holistic rubric □ Answer Key | | |
|□ Criterion rubric □ Other | | |
| | | |
|Student Self-Assessment and Reflection: |
| |
|Using a What I Knew Then and What I Know Now writing/drawing paper, students will draw a picture and write as much as possible about how much they knew about |
|how coins are used and how we use money before we started our money unit, and then draw a picture and write as much as possible about how much they know about |
|how coins are used and how we use money now that we have finished our money unit. |
Understanding by Design
Unit Design Worksheet
|Stage 3 - Learning Plan |
|Differentiated Instruction (Layers, Tiered, etc.): |
| |
|C Level: |
|Day 1: Teacher will lead a discussion about how we use money and what we use money for. Together, the class will complete a KWL chart about our knowledge of |
|money. |
|Day 2: Teacher will instruct the class on writing amounts of money using decimal notations and money symbols. Students will complete a math book page. |
|Day 3: Teacher will instruct the class on adding and subtracting coin values and reinforce use of money symbols. Students will complete a math book page. |
|Day 4: Students will complete a quiz on coin names, values, and ability to add and subtract amounts of money. |
| |
|B Level: |
|Day 5: Centers: |
|Practice counting sets of coins using real or plastic money. |
|Create 5 math problems from sets of coins on flash cards and solve on paper. |
|With a partner, pretend to buy items from a pre made catalog using play money. |
| |
|A Level: |
|Day 6: Students will complete their assignment task, “school store”. |
|Day 7: Students will complete an end of unit test on counting sets of coins and adding and subtracting amounts of money. |
|Learning Activities: |
| |
|C Level: 65 pts. (50 pt. activity required, choose 1 or 2 other activities that total 15 pts.) |
|1. Practice math book pages. (50 pts.) |
|2. Daily Oral Math Practice. (10 pts.) |
|3. Play math race games on board. (5 pts.) |
|4. Make flashcards using vocabulary words (penny, nickel, cent) and money stamps. (10 pts.) |
|5. Use play money to identify coins and values with a classmate. (10 pts) |
|6. File Folder Games with a partner. (5 pts.) |
|7. Play a computer game practicing money concepts. (10 pts.) |
|8. Make up your own catalog for classmates to purchase items from. (15 pts.) |
|9. Play money bingo game. (10 pts.) |
|10. Create 5 math problems from sets of coins on flashcards and solve on paper. (15 pts.) |
|11. With a partner, pretend to buy items from a pre-made catalog using play money. (10 pts.) |
| |
|B Level: 15 pts. (Choose 1) |
|1. What would be the best type of container to hold 500 pennies? (15 pts.) |
|2. What would weigh the same as 25 nickels? (15 pts.) |
|3. How many nickels are there in a foot? (15 pts.) |
| |
|A Level: 20 pts. (Choose 1) |
|l. Find out what kind of metals pennies, nickels, dimes, and quarters are made of and how those have changed over the years. (20 Points) |
|2. If you drop two coins of different denominations from the same height (3 ft.), which one will hit the floor first? |
|Why? (20 Points) |
Understanding by Design
Unit Design Worksheet
|Essential Vocabulary |
|(Identify and define) |
|Money Symbols: dollar signs and cent signs used to denote amounts of money. |
|Decimal: a symbol used to distinguish dollars from cents in a written amount of money. |
|Mixed Units: different amounts of money used together such as dollars and cents. |
|Money: dollars and cents used to purchase items with. |
|Value: the amount of a given amount of money. |
|Sequencing the Learning |
|Monday |Tuesday |Wednesday |Thursday |Friday |
| | | | | |
|Discussion of money. |Level C Activities |Lesson on writing amounts of |Level C Activities |Lesson on adding and |
|Completion of KWL Chart. |65 points by Friday |money using decimals. |65 points by Friday |subtracting coin values. |
| | |Completion of math book Pg. | |Completion of math book Pg. |
|Level C Activities | |200. | |202. |
|65 points by Friday | | | | |
| | |Level C Activities | |Level C Activities |
| | |65 points by Friday | |65 points by Friday |
|Monday |Tuesday |Wednesday |Thursday |Friday |
| | | | | |
|Level B Activities |Level B Activities |Level B Activities |Centers |Quiz |
|15 Points by Thurs. |15 Points by Thurs |15 Points by Thurs | | |
| | | |Level B Workday |Level B Workday |
|Monday |Tuesday |Wednesday |Thursday |Friday |
| | | | | |
|Level A Activities |Level A Activities |Level A Activities |“School Store” assignment. |Unit Test |
|20 Points by Thurs. |20 Points by Thurs. |20 Points by Thurs. | | |
| | | |Level A Workday |Level A Workday |
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