Unit Design
for
Working with Money
2nd Grade
Developed by
Cheryl Sondey
Pontiac Academy for Excellence
UBD Unit Design Worksheet / Saginaw Valley State University
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Understanding by Design
Unit Design Worksheet
Unit Title: Working with Money
Topic: Counting and Using Money
Subject/Course: Mathematics
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:
Students will understand that...
1. Students will be able to write amounts of money
using decimal notations.
2. Students will understand how to add and subtract
money in mixed units.
3. Students will be able to solve simple word problems
involving money.
Students will know...

that money can be used to buy things and has a value.

how to name and count coins up to $1.00 and bills up
to $10.00.

how to write the amount with decimals if needed.

how to add and subtract money using mixed units.

how to solve simple word problems involving money.
Essential Questions:
1. How do you write amounts of money using decimal
notations? (#1)
2. What would happen if we didn’t use decimals? (#1)
3. Would you ever subtract or add mixed money? (#1)
4. What are the steps involved in adding and subtracting
money when mixed units are involved? (#2)
5. What are the steps involved in solving a simple word
problem involving money? (#3)
6. Why is it important to solve word problems using
money? (#3)
Students will be able to...
1. name each coin: penny, nickel, dime, quarter, half
dollar, and bills including, one, five, and ten dollar
bills.
2. count coins and dollars; naming the value of a given
amount of money.
3. write amounts of money using decimal notations and
symbols ($ & ¢)
4. add and subtract amounts of money using mixed units
of money.
5. solve simple word problems involving different
amounts of money.
6. 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?
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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
Weekly Quiz
Observations
Daily Oral Math Practice
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Drawings
Using manipulatives
Practice Pages
File Folder Game Practice
Math Races
Unit Tests
Partner Work
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Stage 2 - Assessment Evidence
Before
During
After
KWL Charts
Observations
Practice Pages
Weekly Quizzes
Daily Oral Math
Observations
Practice Pages
Using manipulatives
Unit tests
File Folder Games
Math Races
Observations
Daily Oral Math
Practice Pages
Math Races
Daily Oral Math
Describe the assessment/s and state the prompt if
applicable.
□F □S
What type of scoring tools will be used for evaluation?
□ Analytic rubric
□ Holistic rubric
□ Criterion rubric
□ Checklist
□ Answer Key
□ 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.
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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:
I. Practice counting sets of coins using real or plastic money.
II. Create 5 math problems from sets of coins on flash cards and solve on paper.
III. 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)
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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
Discussion of money.
Completion of KWL
Chart.
Tuesday
Level C Activities
65 points by Friday
Level C Activities
65 points by Friday
Wednesday
Lesson on writing
amounts of money
using decimals.
Completion of math
book Pg. 200.
Thursday
Level C Activities
65 points by Friday
Level C Activities
65 points by Friday
Monday
Level B Activities
15 Points by Thurs.
Monday
Level A Activities
20 Points by Thurs.
Tuesday
Level B Activities
15 Points by Thurs
Tuesday
Level A Activities
20 Points by Thurs.
Wednesday
Level B Activities
15 Points by Thurs
Wednesday
Level A Activities
20 Points by Thurs.
Friday
Lesson on adding
and subtracting coin
values. Completion
of math book Pg.
202.
Level C Activities
65 points by Friday
Thursday
Friday
Centers
Quiz
Level B Workday
Level B Workday
Thursday
“School Store”
assignment.
Friday
Unit Test
Level A Workday
Level A Workday
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