Name of Unit of Study: 2nd Grade Money
STANDARDS:
2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using the dollar sign and cent symbols
appropriately. For example, if you have two dimes and 3 pennies, how many cents to do you have?
Vocabulary ENGLISH: money, $, ₵, dollar(s), cent(s) dime, nickel, penny, quarter, symbol, decimal point, value of, coin
Vocabulary SPANISH: dinero, dólar (s), centavo (s) dime, níquel, penique, barrio, símbolo, el punto decimal, valor de, moneda
Other language considerations:
Students will need to understand “how much” and “how many” (cuánto; ¿Cuántos) and “what is the value of. . .” (¿cuál es el valor de . . . )
Students will need to know the language associated with the PRACTICES of money use: Asking questions (“How much does X cost?”);
asking for clarification (“Excuse me, how much?”); stating a price (“This item costs. . .”); negotiating (“Do you have anything cheaper?” “Do
I have enough?” “Do I have any money left over?” “I think I should get some change back.”) THESE PHRASES AND SENTENCES SHOULD
BE ADDED TO THE WORD WALL and referred to frequently throughout the unit.
Students will need to be able to READ price lists, check-out receipts, etc.
Students will need to be able to WRITE prices for items
Learning Target(s)
Language Target(s)
Activities
Formative
Assessment
Materials and
Resources
Considerations (e.g.,
grouping)
I can identify and tell the
value of dollar bills,
quarters, dimes, nickels,
and pennies.
Levels one and two:
can use gestures and
words to identify
and tell value; levels
3-5 complete
worksheet
Money pre-assessment
(students identify
dollars & coins and tell
their value).
NA
Pre-assessment
(attached)
I can count coins and
I can use math
United Streaming Video
Teacher
Word wall words in Pair or group more
NA – this is an independent
activity to determine
students’ background
knowledge
Learning Target(s)
Language Target(s)
Activities
Formative
Assessment
Materials and
Resources
dollar bills.
I can identify and tell the
value of dollar bills,
quarters, dimes, nickels,
and pennies.
vocabulary words to
name coins and
dollar bills and tell
their value.
– Learning About Money
observation and
discussion while
circulating during
coin activity; note
language students
use as well as their
understanding of
concepts
English and
Spanish, with
accompanying
picture cards (e.g.
picture of penny,
dime, etc.) NOTE:
Pictures should
represent the size
and color of the
coin. For instance,
the dime should be
the smallest coin.
proficient students with
less proficient
Pictures of coins
and bills from
students’ native
countries.
Students should refer to
word wall in writing
responses on worksheets.
I can determine the total
amount of a series of
coins of the same value
(e.g., three quarters).
( 1 Day)
NOTE: All levels
should be able to
complete this
activity orally.
Provide a sentence
frame if needed:
“There are ___
pennies.”
Review vocabulary and
put on word wall in
English and Spanish.
Give students handfuls
of money and have them
sort like coins into cups.
How many quarters?
How many dimes? How
many nickels? How
many pennies?
Demonstrate: Using
coins in cups, show how
you determine the value.
Demonstrate using coins
and a dollar bill. NOTE:
It will be important to
show actual coins and
bills, as sizes vary and
can be confusing to
children, especially ELs.
(Why is a nickel one of
the larger coins, but it’s
only worth 5 cents?)
Compare to coins in
children’s native
Independent
worksheet
Plastic coins, cups
(Make sure these
are the actual size
of the coins. It
would also be
helpful if they were
the same colors.)
Considerations (e.g.,
grouping)
Allow students to speak in
their native language
Independent practice:
teacher works with
students who are not able
to grasp concepts while
others work independently
Learning Target(s)
Language Target(s)
Activities
Formative
Assessment
Materials and
Resources
Considerations (e.g.,
grouping)
countries.
Working in pairs: What
is the value of your total
quarters? Dimes?
Nickels? Pennies?
Independent
activity/group work
with teacher: Students
who understand
concepts complete
independent worksheet;
others work with
teacher at back table
I can identify and tell the
value of dollars bills,
quarters, dimes, nickels,
and pennies.
I can determine the total
amount of a series of
coins of the same value
(e.g., three quarters).
I can combine coins to
make $1.00.
(2 days)
I can use math
vocabulary words to
tell which
combination of coins
make $1.00.
NOTE: All levels
should be able to
complete this
activity. Provide a
sentence frame if
necessary:
“_____ _____ and _____
Math in Focus , 2nd grade
Chapter 11, lesson 1:
Coins and Bills. Use
student work pages p.
46-49 on document
camera.
Demonstration: show
various combinations of
coins to make $1.00.
Provide coins to
students. Working in
pairs, students combine
Teacher
observations as
students complete
work pages
Teacher
observations as
students work in
pairs; note
language used by
students as well as
understanding of
concepts
Math in Focus work Review vocabulary for
pages
ELLs. Emphasize language
as you demonstrate. Use
Document camera
Spanish as well as English
phrases (e.g. “How many
Plastic coins and
dimes make a dollar?”
dollar bills
“¿Cuántos dimes. . .”)
Coin graph
Pair level one and level
reproducible
two students with more
proficient language users.
Roll to $1.00
Directions and dice
Pictures of coins
Learning Target(s)
Language Target(s)
_____ make one
dollar.” (e.g. Five
dimes and two
quarters make one
dollar.)
Activities
Formative
Assessment
coins to make $1.00.
$1.00 Coin graph –
Display a $1.00 bill for
students. Challenge
them to make several
coin combinations that
equal $1.00. Have them
display the coin
combinations and
record them on a coin
graph reproducible.
Teacher
observations as
students play game
Materials and
Resources
Considerations (e.g.,
grouping)
and bills from
other countries:
include in wall
display
Roll to $1.00 Game
(INSERT DIRECTIONS)
Share pictures of coins
and bills from students’
countries and compare
to US coins and bills.
I can identify what the $
and ₵ signs are.
I can write money
amounts using the dollar
and cent signs.
I can follow oral
instructions and
write money
amounts using dollar
and cent signs.
I can state the
amount of money on
my whiteboard using
Demonstrate: This is the
dollar sign. This is the
cent sign. Show ways
we use them to write
money amounts: $2.36
or 236 ₵. $0.75 = 75 ₵.
As you demonstrate,
refer to words on word
wall (e.g. decimal point
Teacher
observation of
student
understanding and
language as they
work in pairs and
record on
whiteboards
Word wall
White boards &
markers
Math in Focus Math
Manipulative CD
Plastic coins and
Students work with
partners first, with more
proficient math students
working with less
proficient. Each student
has his/her own
whiteboard; students
produce responses
independently first and
Learning Target(s)
Language Target(s)
appropriate
vocabulary (e.g. “two
dollars and thirty-six
cents”).
NOTE: Students at
levels one and two
may need assistance
in stating amounts.
Activities
Formative
Assessment
etc.).
Materials and
Resources
Considerations (e.g.,
grouping)
dollar bill
then compare answers and
work together to resolve
discrepancies.
Word wall with
words and
As you demonstrate, refer
to word wall words and
White board practice.
Say money amounts
and students write
them correctly.
Complete with partners
first, then
independently.
Randomly call on
students to state the
amount on their
whiteboards.
Use Math in Focus Math
Manipulative CD to
practice counting and
writing amounts of
money.
Student book p. 52 in
Math in Focus. (place
under document
camera)
Review: Give students
coins and practice
counting and writing
value.
I can write money
amounts using the dollar
I can read word
problem cards with
Practice writing coins
and bills in different
Teacher
observation of
Learning Target(s)
Language Target(s)
and cent signs.
the assistance of a
word wall.
I can determine the
amounts of a
combination of coins and
dollars.
Activities
ways. Math in Focus
student book p. 53-58.
Use word problem cards
and have students write
amounts on
whiteboards. For
example, “If you have 1
quarter and 2 nickels,
how much money do
you have?” Demonstrate
first using a document
camera, underlining
word wall words and
phrases (so that
students can see them in
print). Then pair
students as in previous
activities.
Add phrases to Math
Word Wall as you use
them: e.g., “How much
does this cost?” etc.
Refer to these phrases as
you instruct.
Have students complete
the same task working
Formative
Assessment
Materials and
Resources
Considerations (e.g.,
grouping)
student workbook
phrases/sentences
Teacher
observation as
students work in
pairs using
whiteboards
Student workbook
phrases for addition: “how
much,” “how many”.
Repeat in Spanish.
Assessment of
students’ math
journals.
Math journals
Word problem
cards and white
boards
Students work with
partners first, with more
proficient math students
working with less
proficient. Each student
has his/her own
whiteboard; students
produce responses
independently first and
then compare answers and
work together to resolve
discrepancies.
Learning Target(s)
Language Target(s)
Activities
Formative
Assessment
Materials and
Resources
Considerations (e.g.,
grouping)
Observe children
and take anecdotal
notes on the
language they use
as they work with
realia.
Various realia that
include money:
menus, store
check-out receipts,
restaurant receipts,
fast food receipts,
advertisements,
etc.
Group more proficient
language users with less
proficient.
Teacher
observation as
students write
Items for
classroom store
(e.g., students can
Pair more proficient
language users with less
independently in math
journals.
Using word wall
vocabulary and
phrases, I can state
the total amount and
the number of coins
and dollars: “Two
dollars and twentyfive cents; two
dollars and two
quarters.” I can also
use essential phrases
related to money (e.g
How much does this
cost? This costs. . .)
Practice money
transactions in various
settings. MODEL
SEVERAL TIMES before
expecting students to do
it on their own. Use the
language of math. For
instance, provide
children with
advertisements and ask
questions such as, “HOW
MUCH DOES THIS COST?
DOYOU HAVE ENOUGH
MONEY?” Refer to
phrases/sentences on
word wall.
Have students gather
realia from their homes
and family businesses. For
example, students could
bring in menus and
receipts from businesses
where their families work.
Have students to
practice the language of
money transactions with
a partner.
I can add coins and
dollars to make a specific
amount.
Using word wall
vocabulary and
phrases/sentences, I
Classroom store:
Students work in small
groups to create a store.
Learning Target(s)
I can write the costs of
objects using
appropriate symbols—
both cent symbol and
dollar symbol.
I can count coins and
dollar bills.
I can write money
amounts using the dollar
and cent signs.
I can show what I know
about money.
Language Target(s)
Activities
can state the total
amount and the
number of coins and
dollars.
(Each small group will
create its own “store.”
They should put a price
on each object using
both the cent symbol
and the dollar symbol.)
Students will “buy”
items from the store
using the coins and bills
given to them.
amounts and
purchase items;
note student
language use as
well as
understanding of
concepts
Teacher led: complete
workbook pages Math In
Focus 2B pages 23-34
Workbook pages,
teacher
observation and
discussions.
I can use essential
vocabulary, phrases
and sentences in
discussing money
transactions.
Students will solve realworld problems
involving addition and
subtraction with money.
Workbook pages 2B.
Review coins and dollar
bills and their values.
Summative Assessment.
Math in Focus
Assessment Book p. 90-
Formative
Assessment
Summative
Assessment
Materials and
Resources
bring in realia such
as cereal boxes,
milk cartons, etc.)
and use labels to
mark prices on
each item
Coins and dollar
bills
Math in Focus
Assessment Book
Considerations (e.g.,
grouping)
proficient
Learning Target(s)
Language Target(s)
Activities
Formative
Assessment
Materials and
Resources
93.
Notecards
Alternative Summative
Assessment: Students
write three task cards
and show that they can
solve the problem using
pictures and vocabulary.
(Example: If I have one
dollar, two dimes and
two pennies, how much
money do I have?) They
must use all of the coins
and they must display
their answer using both
symbols ($ and ₵).
Math Journals
Pictures of coins
and dollars
Considerations (e.g.,
grouping)
Coin Graph
Quarters
Name: ____________________________________
Dimes
Nickels
Pennies
Amount
Preassessment
Language levels 1 and 2: Work with teacher in small group. Teacher shows and names coins; students point to coin and give the value
(e.g. points to dime and says “ten cents”).
Language levels 3 – 5: Write the name of the coin in English or Spanish and give amount for each.
Name of coin:
Name of coin:
Name of coin:
Name of coin:
Amount:
Amount:
Amount:
Amount: