Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
(This lesson should be adapted, including instructional time, to meet the needs of your students.)
Background Information
Content/Grade Level
Mathematics/Grade 2
Domain-2.MD-Measurement and Data
Cluster-Work with time and money.
Unit
Essential Questions/Enduring
Understandings Addressed in
the Lesson
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Working With Time and Money
This lesson deals only with 2.MD.C.8, Solving word problems involving money. A separate
lesson is included in the unit which deals with time.
 What is the purpose of standard units of measurement?
 Why is it important to learn about money?
 What are tools of measurement for money and how are they used?
 When should we estimate amounts of money?
 What are the units of money and how are they used in our daily lives?
 How do the units within a system relate to each other?
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Standards Addressed in This
Lesson
The choice of measurement tools depends on the measurable attribute and the degree of precision
desired.
Being able to count money is a critical life skill.
Time and money have distinct attributes that can be measured.
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?
Teacher Notes: The information in this component provides additional insights which will help
the educator in the planning process for the unit.
 Review the Progressions for K–3, Categorical Data; Grades 2–5, Measurement Data at:
http://commoncoretools.files.wordpress.com/2011/06/ccss_progression_md_k5_2011_06_20.p
df to see the development of the understanding of measurement as stated by the Common
Core Standards Writing Team, which is also the guiding information for the PARCC
Assessment development.
 This will be the first time that students will have worked explicitly with money according to the
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 1 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
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Common Core State Standards. Students will need many experiences with coin recognition
and determining the value of coins before using coins to solve problems. Since students have
not been introduced to decimals, problems should focus on whole dollar amounts or cents.
Counting and using money is a skill that should be mastered by the end of Grade 2 to support
future learning. It is critical to be aware of the many misconceptions that students have about
money, such as over-generalizing the value of coins when counting them. For example,
students sometimes count coins as individual objects or equate a coin’s size to its value.
Students need to understand that time and money have measurable attributes similar to that
used when measuring length. In time, the attributes used are seconds, minutes, and hours. In
Money, the attributes used are pennies, nickels, dimes, quarters, and dollar bills. The student
needs to make sense of the attributes in order to accurately use them. Unlike money, time
cannot be seen and can be difficult for students to comprehend.
Students need to make comparisons based on the attribute, use models of measuring units,
and then use measuring instruments themselves.
Estimation involving standard units helps develop a familiarity with the units involved.
In first grade students tell and write time in-hours and half hours using analog and digital
clocks. In second grade the expectation is that students will tell and write time from analog and
digital clocks to the nearest five minutes, using a.m. and p.m.
Introducing the terms ‘quarter after’ and ‘quarter of’ can be confusing for students since the
coin ‘quarter’ is taught during the time and money unit to represent 25 cents. Therefore, it
requires careful and clear explanation to students. It is important to show that the clock can be
divided into four equal 15-minute sections, or quarters just as a dollar equals four quarters.
Students need to understand that thinking that the phrase ‘quarter of’ is 25 minutes of the hour
is incorrect. It vital to help students see that ‘quarter of’ is the same as ‘fifteen minutes of’ and
‘quarter after’ is the same as ‘fifteen minutes after’.
In addition to reading time to nearest five minutes, students need to understand how many
seconds are in a minute and how many minutes are in an hour.
Students need to develop an understanding of the function of the hour and minute hands on an
analog clock. They should also understand that the duration of time is directly related to the
numbers and hands on a clock.
Time-related vocabulary such as: season, century, past, present, future, second, minute, hour,
day, week, month, year, half past, evening, morning, etc. can be an obstacle for young children
when learning about time.
On an analog clock, the minute hand indicates the number of minutes before or after an hour;
the hour hand indicates broad, approximate times to the nearest hour.
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 2 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
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On an analog clock, when we look at the minute hand, the focus is on the distance that is has
gone around the clock or the distance yet to go for the hand to get back to the top. When we
look at the hour hand, we focus on where it is pointing.
An analog clock is like a number line because, until the next hour is reached, the minutes up to
that point refer to the previous hour.
Lesson Topic
Problem Solving with Money
Relevance/Connections
This will be the first time that students will have worked explicitly with money according to the
Common Core State Standards. Counting and using money is a skill that should be mastered by
the end of Grade 2 to support future learning. It is critical to be aware of the many misconceptions
that students have about money, such as over-generalizing the value of coins when counting
them. For example, students count coins as individual objects or equate a coin’s size to its value.
It is critical that the Standards for Mathematical Practice are incorporated in ALL lesson activities
throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practices
will be evident in every lesson. The Standards for Mathematical Practice make an excellent
framework on which to plan your instruction. Look for the infusion of the Mathematical Practices
throughout this unit.
Student Outcomes
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Students will be able to count a set of coins and solve a variety of real world problems
using money including representing money amounts and counting a mixed set of bills and
coins.
Prior Knowledge Needed to
Support This Learning
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K.CC.A.1 Count to 100 by ones and by tens.
K.CC.A.2 Count forward beginning from a given number within the known sequence
(instead of having to begin at 1).
2.NBT.A.2 Count within 1000; skip count by 5s, 10s, and 100s.
Optional: 2.NBT.B .8 Mentally add 10 or 100 to a given number 100- 900, and mentally
subtract 10 or 100 from a given number 100- 900.
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Method for determining
student readiness for the
Pre-assess students’ ability to do the following:
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 3 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
lesson
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Skip count by 5s and 10s
Identify coins and bills by name and value
Add a two-digit plus one-digit number
Add a two-digit plus two-digit number
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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
combinations if coins), select coins for a given amount, and make change.
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Materials
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Chart paper for recording ideas
Small jar filled with pennies
Resource Sheet 12: Hundred Chart (one copy per student)
Resource Sheet 13: Counting by 5’s (two copies per group of 4 students)
Resource Sheet 14: Counting by 10’s (two copies per group of 4 students)
Red and yellow crayons (2 of each per group of 4 students)
Money manipulatives or real coins (If virtual coins are available students should be allowed
to use these as well.)
Dry erase boards and dry erase markers (one per student)
Math Journals
Resource Sheet 15: Billy’s Coins (one copy per student)
Resource Sheet 16: Piggy Bank Recording Sheet (one copy per student)
A book about money to read aloud to the class, such as Judith Viorst’s Alexander Who
Used to Be Rich Last Sunday, or Julie Glass’ A Dollar for Penny.
Resource Sheet 17: Dollar Chart
Resource Sheet 18: Get to a Dollar
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
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Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
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Bags that zip, filled with 30 pennies, 20 dimes, and 2 play dollars (one for each pair of
students for the game ‘Get to a Dollar’)
Bags that zip, filled with a combination of coins and bills that total between $5.00 and
$10.00 (one for each student, for Activity 3)
Number cubes (dice), two per group
Document camera, overhead projector, or interactive white board
Resource Sheet 19: Money Riddles (one copy for teacher use)
Resource Sheet 20: Toy Store Recording Sheet (one copy per student)
Learning Experience
Component
Warm Up
Details
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Several days prior to beginning the unit,
distribute red and yellow crayons (2 of each
per group of 4 students), Resource Sheet 13:
Counting by 5’s (2 copies per group of 4
students), and Resource Sheet 14: Counting
by 10’s (2 copies per group of 4 students).
Ask students to work in teams of four and have
the team members number off 1, 2, 3, and 4.
Have the 1’s and 3’s work together to take
turns completing Resource Sheet 13, and the
2’s and 4’s work together taking turns to
complete Resource Sheet 14.
DRAFT Maryland Common Core State Curriculum for Grade 2
How will this experience help students
to develop proficiency with one or
more of the Standards for
Mathematical Practice? Which
practice(s) does this address?
SMP 2: Reason abstractly and
quantitatively.
“Mathematically proficient students make
sense of quantities and their relationships
in problem situations. [Students will use]
the ability to contextualize, to pause as
needed during the manipulation process
in order to probe into the referents for the
symbols involved. Quantitative reasoning
entails habits of creating a coherent
representation of the problem at hand;
considering the units involved; attending
April 16, 2013
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Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
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When each pair is finished, they should trade
papers and review what the other pair did.
Students must work towards agreement about
one other’s work.
As a class, read the number patterns aloud.
Discuss students’ observations.
to the meaning of quantities, not just how
to compute them; and knowing and
flexibly using different properties of
operations and objects.”
SMP 7: Look for and make use of
structure.
“Mathematically proficient students look
closely to discern a pattern or structure.”
Motivation
Guess How Much?
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Distribute dry erase boards.
Show the class a jar filled with pennies (or
buttons).
Ask students to estimate how many pennies
are in the jar. Students should record their
estimates on dry erase boards.
Call on students to share their estimates.
Record the estimates on chart paper.
Have a few students share why they made a
particular estimate.
Ask students if they think their estimate is
reasonable.
Ask a student volunteer to pull out a handful of
pennies from the jar and count them out loud
for the class.
DRAFT Maryland Common Core State Curriculum for Grade 2
SMP 2: Reason abstractly and
quantitatively.
“Mathematically proficient students make
sense of quantities and their relationships
in problem situations. [Students will use]
the ability to contextualize, to pause as
needed during the manipulation process
in order to probe into the referents for the
symbols involved. Quantitative reasoning
entails habits of creating a coherent
representation of the problem at hand;
considering the units involved; attending
to the meaning of quantities, not just how
to compute them; and knowing and
flexibly using different properties of
operations and objects.”
April 16, 2013
Page 6 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
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Ask, “If a handful is ____ pennies, does
anyone want to change their estimate? Why or
why not?” Allow time for a few students to
share.
Now remove handfuls of pennies from the jar
and place one handful at each table until no
pennies are left in the jar. Have students at the
tables place their pennies into groups of ten
and then count them.
If a table has “leftovers” (e.g. a group that does
not make ten), have students trade coins so
that all tables have groups of ten pennies. One
table will keep the leftovers.
Ask each table to begin counting their groups
of ten. When half the class has counted out
their totals, once again ask if anyone wishes to
change their estimate, and why.
Allow the students to continue counting until
you have the total number of pennies in the jar.
Write the total on the chart paper.
Facilitate a discussion about how close
students’ estimates are. Discuss why some
estimates were more reasonable than others.
Keep the chart paper for future use. Repeat
this activity throughout the unit, using the same
jar but using different manipulatives, such as
nickels, dimes, or quarters.
Another option is to switch the size of the
container rather than the size of the
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 7 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
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Activity 1
UDL Components
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Multiple Means of
Representation
 Multiple Means for
Action and
Expression
 Multiple Means for
Engagement
Key Questions
Formative Assessment
Summary
manipulative.
Continue to provide many experiences with
estimation, allowing students to share their
thinking about what might be a reasonable
estimate.
In your discussion, ask students when it might
be important to estimate and when it might be
important to get an exact count.
UDL Components
 Representation is present in the activity
through the presentation of key concepts in
both concrete and symbolic representations.
 Expression is present in the activity through
the use of concrete and, when possible, virtual
manipulatives.
 Engagement is present in the activity through
the use of a task that allows for active
participation and exploration.
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Students will work in pairs for this activity.
Distribute pennies and dimes, Math Journals,
and Resource Sheet 12: Hundred Chart.
Pose the following word problem to students
on chart paper or on the board:
Billy has a total of 78¢ in his piggy bank. All of the
coins in his piggy bank are either pennies or dimes.
How many of each coin might Billy have in his piggy
bank? Is only one answer possible? How do you
DRAFT Maryland Common Core State Curriculum for Grade 2
SMP 2: Reason abstractly and
quantitatively.
“Mathematically proficient students make
sense of quantities and their relationships
in problem situations. [Students will use]
the ability to contextualize, to pause as
needed during the manipulation process
in order to probe into the referents for the
symbols involved. Quantitative reasoning
entails habits of creating a coherent
representation of the problem at hand;
considering the units involved; attending
to the meaning of quantities, not just how
to compute them; and knowing and
flexibly using different properties of
operations and objects.”
SMP 5: Use appropriate tools
April 16, 2013
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Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
know?
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strategically.
Allow students about five minutes to get
started on their own without any prompts.
Students can record each representation in
their Math Journals.
As you circulate around the room, encourage
students to draw visual representations, use
their Hundred Chart, and use the coins. Ask
questions such as, “How could you use the
coins to get to 78 cents?”
Look for how students organize their coins. Do
they make coin sets before determining the
value? Do they count the dimes first, or the
pennies?
Allow several more minutes for students to
continue to work with their partner or with other
students at their table to solve the problem.
Encourage students to ask questions of one
another.
Bring the class together and ask students to
share how they got started on the task. Ask
questions, such as:
o Can someone tell us what she meant?
o So you used all the dimes first. How did
you know you had enough? Why did you
use the dimes first instead of the
pennies?
o Did anyone use their Hundred Chart to
DRAFT Maryland Common Core State Curriculum for Grade 2
“Mathematically proficient students
consider the available tools when solving
a mathematical problem. These tools
might include pencil and paper, concrete
models, a ruler, a protractor, a calculator,
a spreadsheet, a computer algebra
system, a statistical package, or dynamic
geometry software. Proficient students
are sufficiently familiar with tools
appropriate for their grade or course to
make sound decisions about when each
of these tools might be helpful,
recognizing both the insight to be gained
and their limitations.”
SMP 7: Look for and make use of
structure.
“Mathematically proficient students look
closely to discern a pattern or structure.”
April 16, 2013
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Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
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help them? How did it help?
Formative Assessment: Distribute Resource
Sheet 15: Billy’s Coins.
Extension Activity:
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Activity 2
UDL Components
 Multiple Means of
Representation
 Multiple Means for
Action and
Expression
 Multiple Means for
Engagement
Key Questions
Distribute Resource Sheet 16: Piggy Bank
Recording Sheet.
Allow students time to explore using pennies,
dimes, and nickels to find multiple ways to
make 92¢. Students can record each
representation on Resource Sheet 16. Adjust
the amount of money students use as needed.
Allow time for sharing and discussion. Be sure
to include in your discussion the two different
ways you can write cents (using symbols or
words).
Include any new words from the unit on your
math word wall.
UDL Components
 Representation is present in the activity
through the presentation of information using
charts or technology.
 Expression is present in the activity through
the use of concrete and, when possible, virtual
manipulatives.
 Engagement is present in the activity through
the provision of scaffolds that can be gradually
released with increasing independence and
skills.
DRAFT Maryland Common Core State Curriculum for Grade 2
SMP 2: Reason abstractly and
quantitatively.
“Mathematically proficient students make
sense of quantities and their relationships
in problem situations. [Students will use]
the ability to contextualize, to pause as
needed during the manipulation process
in order to probe into the referents for the
symbols involved. Quantitative reasoning
April 16, 2013
Page 10 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
Formative Assessment
Motivation:
Summary
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Read aloud a book about money to the class,
such as Judith Viorst’s Alexander Who Used to
Be Rich Last Sunday, or Julie Glass’ A Dollar
for Penny.
Allow time for students to respond to the story.
Distribute bags of pennies, nickels, and dimes
to each pair of students.
Ask students how to make 25¢.
Allow students the opportunity to respond with
ways to make 25¢. List their responses on
chart paper. Ask students to remind you of a
few different ways to write cents (using a
symbol or using words).
Keep the chart visible for students to use as a
reference when playing the game Get to a
Dollar.
If no student responds by saying “a quarter,”
introduce the quarter to students as a coin
whose value is 25¢.
Show students that two quarters=50¢, three
quarters=75¢, and four quarters=one dollar.
Distribute Resource Sheet 17: Dollar Chart.
Discuss the chart with students. Ask them what
patterns they see and how the chart could help
them to count money.
DRAFT Maryland Common Core State Curriculum for Grade 2
entails habits of creating a coherent
representation of the problem at hand;
considering the units involved; attending
to the meaning of quantities, not just how
to compute them; and knowing and
flexibly using different properties of
operations and objects.”
SMP 5: Use appropriate tools
strategically.
“Mathematically proficient students
consider the available tools when solving
a mathematical problem. These tools
might include pencil and paper, concrete
models, a ruler, a protractor, a calculator,
a spreadsheet, a computer algebra
system, a statistical package, or dynamic
geometry software. Proficient students
are sufficiently familiar with tools
appropriate for their grade or course to
make sound decisions about when each
of these tools might be helpful,
recognizing both the insight to be gained
and their limitations.”
SMP 7: Look for and make use of
April 16, 2013
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Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
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Introduce the game Get to a Dollar (Resource
Sheet 18). Model how to play the game with
student volunteers. Ask questions as students
play, such as, “How much more do we need to
get to a quarter? To a dollar?”
If possible, use an interactive white board,
document camera, or overhead to model the
game.
Although students can get ten dimes to make a
dollar, you may want to suggest they attempt
to earn four quarters as a variation of the
game.
Distribute Resource Sheet 18: Get to a Dollar
and number cubes to be used with their bags
of coins.
Circulate around the room taking anecdotal
notes as students play the game. Look for the
various ways students are trading coins. Do
they attempt to acquire 4 quarters? How do
they trade coins? If a student rolls a seven, do
they count out seven pennies or automatically
take a nickel and two pennies? Encourage
students to make trades for higher value coins
when possible. The first player to get 4
quarters ($1.00) wins the game.
Ask questions such as:
o How much money would you have if you
combined all the coins you have right now?
o How many more quarters do you need to
DRAFT Maryland Common Core State Curriculum for Grade 2
structure.
“Mathematically proficient students look
closely to discern a pattern or structure.”
April 16, 2013
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Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
get to a dollar?
How much more money do you have than
your partner?
After students have played the game, discuss
students’ responses, asking whether or not it is
more efficient to count money beginning with
the coins with the greatest value, and why.
Continue to give students experience with
exploring coin values. Also give them many
experiences making different combinations
using dollars once they have become familiar
with coins (e.g., How many different ways can
you make $16 dollars using $1, $5, and $10
bills?).
o
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Formative Assessment:
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Have students complete a Math Journal entry,
answering the following: Explain the strategies
you used to get to a dollar during the game. An
alternative question might be, How would you
tell a friend how to trade for a quarter?
The different versions of the game can be placed in a
math center so that students can practice the skill of
getting to a quarter or getting to a dollar as needed.
See the “Interventions and Enrichments” section of
this unit.
Activity 3
UDL Components
 Representation is present in the activity
DRAFT Maryland Common Core State Curriculum for Grade 2
SMP 2: Reason abstractly and
April 16, 2013
Page 13 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
UDL Components

Multiple Means of
Representation
 Multiple Means for
Action and
Expression
 Multiple Means for
Engagement
Key Questions
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through the presentation through the use of
explicit opportunities for spaced review and
practice.
Expression is present in the activity through
the use of concrete and, when possible, virtual
manipulatives to play “store” and act out real
world scenarios involving money.
Engagement is present in the activity through
the provision of varied degrees of freedom for
acceptable performance as well as through the
differentiation in the degree of difficulty or
complexity within which core activities can be
completed.
Formative Assessment
Motivation:
Summary
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Prepare a separate paper bag or envelope for
each of the following amounts: $.45 (9 nickels),
$.27 (5 nickels, 2 pennies), and $.75 (2
quarters, 2 dimes, 1 nickel). Do not reveal what
is inside each bag or envelope. (Amounts
should be modified based on the needs of your
students).
Distribute pennies, nickels, dimes, and
quarters to each pair of students to use while
solving the Money Riddles (Resource Sheet
19).
Show the students the bags or envelopes and
tell them that there are coins inside. Explain
that students are going to have to guess the
total value of the coins inside the bags or
DRAFT Maryland Common Core State Curriculum for Grade 2
quantitatively.
“Mathematically proficient students make
sense of quantities and their relationships
in problem situations. [Students will use]
the ability to contextualize, to pause as
needed during the manipulation process
in order to probe into the referents for the
symbols involved. Quantitative reasoning
entails habits of creating a coherent
representation of the problem at hand;
considering the units involved; attending
to the meaning of quantities, not just how
to compute them; and knowing and
flexibly using different properties of
operations and objects.”
SMP 5: Use appropriate tools
strategically.
“Mathematically proficient students
consider the available tools when solving
a mathematical problem. These tools
might include pencil and paper, concrete
models, a ruler, a protractor, a calculator,
a spreadsheet, a computer algebra
system, a statistical package, or dynamic
geometry software. Proficient students
are sufficiently familiar with tools
April 16, 2013
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Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
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envelopes based on clues to a riddle. (See
Resource Sheet 19: Money Riddles).
Reveal one line in a riddle at a time.
Once a student makes a guess, they must
explain their reasoning. Some students may
disagree with a response. Do not tell students
if they are correct or not at this time. It is
important that all clues are revealed and that
students have time to construct arguments and
critique the reasoning of their classmates.
Continue to share money riddles with the class
throughout the unit and extending into the
school year, if desired. Some students may be
able to create their own money riddles after
they have experience solving them.
Let’s Go Shopping!
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appropriate for their grade or course to
make sound decisions about when each
of these tools might be helpful,
recognizing both the insight to be gained
and their limitations.”
SMP 6: Attend to precision.
“Mathematically proficient students try to
communicate precisely to others. They try
to use clear definitions in discussion with
others and in their own reasoning. They
state the meaning of the symbols they
choose, including using the equal sign
consistently and appropriately.”
Some students may tell you that our money
system consists of more than coins. Ask
students if they know of any other currency
that is used in our money system.
Guide students in naming bills and their
values. If possible, use play money, pictures,
or virtual manipulatives as a visual.
Allow students to create and decorate a
change purse/wallet out of construction paper,
or give each student a plastic bag with a zipper
filled with a variety of bills and coins that total
between $5.00 and $10.00). Vary the amount
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
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Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
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of money students are given based on your
assessment of Activity 1 and Activity 2.
Allow students time to count the money in their
change purse/wallet.
Display a toy store price list for all students to
see.
Ask students to choose one item from the list
that they would purchase. Have students
Think-Pair-Share with a partner about which
bills and/or coins they would need to use in
order to purchase the item.
Have students take out the correct amount of
money from their bags and place their bills
and/ or coins on their desks.
Allow time for students to share which coins
and/or/bills they used for a particular dollar
amount. Now encourage students to show
another way to purchase this same item using
different coins and/or bills.
Have students share with a partner their two
different ways of purchasing the item. Partners
can check each other for accuracy.
Some questions you can ask students as you
circulate around the room:
o Suppose I gave you 50 cents for a stamp
worth 45 cents? What change should I
receive? (5 cents; 1 nickel or 5 pennies)
What is missing when I say 45 +
"something" = 50? Can you write an
equation”?
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 16 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
o
o




How is making change like counting on?
How can you be sure you have the right
change when you buy something? (You
can count on, for example.)
Distribute Resource Sheet 20: Toy Store
Recording Sheet.
Continue to ask students questions as you
walk around the room.
Allow time for students to share and discuss
their work after they have completed Resource
Sheet 20.
You may wish to model how to correctly record
a dollar sign ($) next to a number.
Extension Option I:

Have students determine the change they
would receive if they paid with $20. Allow
students to use a variety of strategies,
including counting the money left in their
change purse/wallet.
Extension Option II:

This activity can be extended by using a
different price list (student or teacher made)
and allowing students to purchase more than
one item. Money amounts in student change
purse/ wallet can be increased.
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 17 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
Extension Option III:
Closure

For a challenge, have students sort 15 dimes
into four different groups so that each group
has a different number of dimes. Students
need to determine if zero is a group, and
explain why. They will also need to decide if
there is more than one answer, and how they
know they found all possible groupings.

Ask the students to tell you everything they
know about our money system. Record student
responses on chart paper.
Ask students where they see money used
outside of school.
Possible Exit Questions:
○ How many different ways can I use coins to
make 87¢?
○ How many nickels does it take to make the
same value as two quarters?
○ Make a list of all the coins and their values.
○ If you dropped a nickel a day into your
piggy bank, how much money would you
save in one week? In two?


DRAFT Maryland Common Core State Curriculum for Grade 2
SMP 3: Construct viable arguments and
critique the reasoning of others.
“Mathematically proficient students
understand and use stated assumptions,
definitions, and previously established
results in constructing arguments.”
“Elementary students can construct
arguments using concrete referents such
as objects, drawings, diagrams, and
actions. Such arguments can make sense
and be correct, even though they are not
generalized or made formal until later
grades. Later, students learn to determine
domains to which an argument applies.
Students at all grades can listen or read
the arguments of others, decide whether
they make sense, and ask useful
questions to clarify or improve the
April 16, 2013
Page 18 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Learning Experience
arguments.”
Supporting Information
Interventions/Enrichments



Students with
Disabilities/Struggling
Learners
ELL
Gifted and Talented
Students with Disabilities/Struggling Learners






Students can benefit from technology incorporation listed
below.
Scaffold the amounts of money provided in the lesson
activities. Some students should be given sets of coins to count
that are only a nickel and some pennies, or a dime and some
pennies. Add a quarter and some pennies at a later date. When
students display readiness, combine more than two coin types.
Modify the game ‘Get to a Dollar’ to ‘Get to a Dime’ or ‘Get to a
Quarter’.
Provide small group instruction with ample use of
manipulatives.
Allow students to have access to the Dollar Chart during all
activities.
Modify a tens and ones place value mat into a dimes and
pennies place value mat. Add a ten frame, if appropriate.
ELL


Be sure to label coins with their values, emphasizing
vocabulary.
Students may benefit from small group instruction around
identifying coins using pictures.
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 19 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money


Tape a penny onto a connecting cube, a nickel onto five
connected cubes, a dime onto two trains of connected cubes
placed side by side, and a quarter onto 5 trains of connected
cubes placed side by side.
Provide a magnifying glass for students to examine real coins.
Use coins from other countries for comparison.
Gifted and Talented




Technology







Students can benefit from technology incorporation listed
below.
Vary the amounts of money provided in the lesson activities.
During Activity 2, allow students to play variations of ‘Get to a
Dollar’, such as ‘Get to $5.00’, or ‘Get to Zero’ (students start
with a dollar and roll a number cube; they work to trade coins in
order to be the first one to get to zero).
Students can role play and serve as a cashier during Activity 3.
Other students can pay the “cashier” for items and the cashier
can determine the change.
http://smartygames.com/igre/money/CarolineShopping.html
Caroline Shopping
http://smartygames.com/igre/money/treasureHunt.html
Treasure Hunt
http://smartygames.com/igre/math/learnMoney.html The One
Dollar Store
http://illuminations.nctm.org/LessonDetail.aspx?ID=U67 Money
lesson plans from NCTM’s website
http://www.mrsgoldsclass.com/MathGames.htm Family Math
Games
http://illuminations.nctm.org/ActivityDetail.aspx?ID=217 Coin
Box Game on NCTM’s Illuminations website
http://www.ixl.com/math/grade-2/identify-names-and-values-of-
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 20 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
common-coins-bills Identify coins game
http://mathwire.com/whohas/whcoins.pdf Game “I have, Who
Has” from Mathwire
See Unit resource link

Resources
(must be available to all
stakeholders)
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 21 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Hundred Chart
Resource Sheet 12
1
2
3
4
5
6
7
8
9
10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
DRAFT Maryland Common Core State Curriculum for Grade 2
16, 2013
April
Page 22 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Resource Sheet 13
Counting by 5s!
Names: ____________________
________________________
1
You need a yellow crayon!
 Find the number 5.
 Color it yellow.
 Now count by 5s starting
with 5 and ending with 25.
 Color each number as you
say it.
 Now use your 100 chart to
help you count the money
below!
 Use a pencil to fill in the
amount as you count!
2
3
4
5
6
7
8
9
10
11 12 13 14 15 16 17 18 19
20
21 22 23 24 25 26 27 28 29
30
31 32 33 34 35 36 37 38 39
40
41 42 43 44 45 46 47 48 49
50
51 52 53 54 55 56 57 58 59
60
61 62 63 64 65 66 67 68 69
70
71 72 73 74 75 76 77 78 79
80
81 82 83 84 85 86 87 88 89
90
91 92 93 94 95 96 97 98 99 100
DRAFT Maryland Common Core State Curriculum for Grade 2
16, 2013
April
Page 23 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
_____
______
______
Resource Sheet 14
Names:
____________________
_______________________
_
You need a red crayon!
_______
_______
Counting by 10s!
1
2
3
4
5
6
7
8
9
10
11 12 13 14 15 16 17 18 19
20
21 22 23 24 25 26 27 28 29
30
31 32 33 34 35 36 37 38 39
40
41 42 43 44 45 46 47 48 49
50
51 52 53 54 55 56 57 58 59
60
 Find the number 10.
61 62 63 64 65 66 67 68 69 70
 Color it red.
 Now count by 10s
71 72 73 74 75 76 77 78 79 80
starting with 10 and
ending with 50.
81 82 83 84 85 86 87 88 89 90
Color each number
as you say it.
91 92 93 94 95 96 97 98 99 100
 Now use your 100
chart to help you count the money below! Use a pencil to fill in
the amount as you count!
DRAFT Maryland Common Core State Curriculum for Grade 2
16, 2013
April
Page 24 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
_____
_____
_____
_____
DRAFT Maryland Common Core State Curriculum for Grade 2
16, 2013
_____
April
Page 25 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Resource Sheet 15
Billy’s Coins
Name: _______________________________________________
Billy traded some of his dimes for nickels with his sister.
Billy still has 78¢ but now he has pennies, dimes, and nickels. How many of each coin might Billy have
in his piggy bank now? Is only one answer possible? How do you know?
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 26 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Piggy Bank Recording Sheet
Resource Sheet 16, (1 of 2 )
Name____________________________
Explore different ways to make 92¢.
_______
nickels
dimes
pennies
DRAFT Maryland Common Core State Curriculum for Grade 2
_______
nickels
dimes
pennies
April 16, 2013
Page 27 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Piggy Bank Recording Sheet
Resource Sheet 16, (2 of 2)
_______
nickels
dimes
pennies
DRAFT Maryland Common Core State Curriculum for Grade 2
_______
nickels
dimes
pennies
April 16, 2013
Page 28 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 29 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Dollar Chart
Resource Sheet 17
1¢
2¢
3¢
4¢
5¢
6¢
7¢
8¢
9¢ 10¢
11¢ 12¢ 13¢ 14¢ 15¢ 16¢ 17¢ 18¢ 19¢ 20¢
21¢ 22¢ 23¢ 24¢ 25¢ 26¢ 27¢ 28¢ 29¢ 30¢
31¢ 32¢ 33¢ 34¢ 35¢ 36¢ 37¢ 38¢ 39¢ 40¢
41¢ 42¢ 43¢ 44¢ 45¢ 46¢ 47¢ 48¢ 49¢ 50¢
51¢ 52¢ 53¢ 54¢ 55¢ 56¢ 57¢ 58¢ 59¢ 60¢
61¢ 62¢ 63¢ 64¢ 65¢ 66¢ 67¢ 68¢ 69¢ 70¢
71¢ 72¢ 73¢ 74¢ 75¢ 76¢ 77¢ 78¢ 79¢ 80¢
81¢ 82¢ 83¢ 84¢ 85¢ 86¢ 87¢ 88¢ 89¢ 90¢
91¢ 92¢ 93¢ 94¢ 95¢ 96¢ 97¢ 98¢ 99¢ 100¢
DRAFT Maryland Common Core State Curriculum for Grade 2
16, 2013
April
Page 30 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Resource Sheet 18
Get to a Dollar
Materials:
 Bags filled with 30 pennies, 20 dimes, and 2 play dollars for every two players
 1 number cube per player
Directions:
1.
2.
3.
4.
5.
6.
Take turns rolling the number cubes.
The sum tells you how many pennies to take.
When you have five pennies, trade for a nickel.
When you have two nickels, trade for a dime.
When you have two dimes and one nickel, trade for a quarter.
The first player to reach $1 is the winner.
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 31 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Resource Sheet 19
Money Riddles
Money Riddle 1
There are 9 coins in the bag.
They are all the same coin.
The total amount of all 9 coins is less than 50¢.
The sum of two of the coins equals ten cents.
What is the value of the coins in the bag?
Answer: nine nickels totaling 45¢.
Money Riddle 2
There are 7 coins in the bag.
Five of the coins are the same.
The value of all seven coins is 27¢.
Two of the coins are not silver.
What coins are in the envelope?
Answer: five nickels and two pennies, totaling 27¢.
Money Riddle 3
There are 5 coins in the bag.
One of the coins is a nickel.
The sum of two of the coins is twenty cents.
The total value of the coins is less than 80¢ and more than 70¢.
What is the amount in the bag?
Answer: two quarters, two dimes, and one nickel, totaling 75¢.
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 32 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
DRAFT Maryland Common Core State Curriculum for Grade 2
April 16, 2013
Page 33 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Resource Sheet 20, (1 of 2)
Toy Store Recording Sheet
Name: ________________________________________
1. A toy car costs 85¢. What coins could you use from your bag to show 3 different ways to buy
this toy car?
2. A doll from the same store costs one dollar and 30 cents. What money from your bag could
you use to show 3 different ways to pay for this doll? You may use a dollar bill to show only
one way.
DRAFT Maryland Common Core State Curriculum for Grade 2
16, 2013
April
Page 34 of 35
Grade 2 Lesson Plan: 2.MD.C.8, Measurement & Data - Money
Resource Sheet 20, (2 of 2)
Toy Store Recording Sheet
3. If you could buy both the toy car and the doll, how much money will you have spent? Show
what you did to find your answer. You may use numbers, pictures, or words to share your
answer.
DRAFT Maryland Common Core State Curriculum for Grade 2
16, 2013
April
Page 35 of 35