Equivalent Amounts

The third lesson in the Money Matters Math Unit

2nd Grade Money Matters Math Unit

This unit is based on the New York City 2nd Grade Go Math Curriculum. The Money Matters unit integrates mathematics and technology and reinforces and extends the ideas discussed in a previous ELA unit focused on needs, wants, and budgeting. As students engage in the interactive lessons and activities they will examine the uses of money, the value of money, and the mathematics involved in calculating different combinations of money.

Lesson Objective

Students will represent money amounts, less than a dollar, using two different combinations of coins.

Standards addressed in this lesson

Work with time and money. CCLS.2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and ¢ symbols appropriately


USA- ISTE: National Educational Technology Standards for Students: The Next Generation. Standard: 4. Critical Thinking, Problem-Solving & Decision-Making- Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Indicator: Students: b. plan and manage activities to develop a solution or complete a project.

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Key Concepts of the Lesson

Understandings: The Value of our money is important to us and it is in our best interest to be able to accurately count our money

Essential Questions: Why is it helpful to know how to find the total value of a group of coins?


Knowledge and Skills:

Concepts: The students will understand equivalent amounts can be found using different coin combinations.


Skills: The Students will be able to represent money amounts with various coin combinations.

W-Where and Why

H-Hook and Hold

E-Explore and experience, enable and equip

R-Reflect, Rethink, Revise

Students will gather back at the meeting area to reflect on their learning. The teacher will pose this question. Students will think, pair up, and share. The teacher will then ask for volunteers to share out to the whole group. The class will also go over the H.O.T. problem together.

E-Evaluate Work and Progress

The teachers will check students' worksheets to monitor student progress and identify any misunderstandings or common errors.


Students will be assigned pages 163 and 164 from their Standards Practice homework workbook for continued practice that evening. The teacher will check this work the next day and address misunderstandings.


Students will independently complete the Mid-Chapter Checkpoint on page 356 of their Student Workbook. The teacher will check each students work and use the data to drive small group sessions during zero period to correct errors and misconceptions.

T-Tailor and Personalize the Work

Every student has a regular assigned seat with preferential seating in the front row for special education students and students who need constant teacher proximity to stay focused.



We have flexible math groups established, and the students who are struggling most are part of the cheetah group. The 6 students in the cheetah group will sit at their assigned math table with their small group teacher to help keep them focused and on task. After the class has finished working on ST Math the cheetahs and the small group teacher will move to the back of the room to the guided group table.

The teacher will hand out the bag of coins and a differentiated worksheet. The worksheet starts with smaller money amounts and increases the given value with each problem. As a small group, students will look at number 1 together. The teacher will ask what coins would be used to show 15 cents. Students will use their play money to find one coin combination. Each student will have a chance to share their combination and the teacher will draw each combination on a dry erase board to keep track of the different combinations. After everyone shares students will use one of their group members ideas for the second coin combination. The whole group will look at problem 2 together and be challenged to create two coin combinations for 22 cents. Students will work independently and the teacher will give support to students who are struggling. Students will share out. The group will continue this process for each problem.

The teacher working with the whole group will walk around and monitor and assist the pairs as they work.

Pairs from the Elephant and Giraffe group will be challenged to complete an enrichment sheet (page E69 from the Enrichment book) if they finish the worksheet early. They can work together to complete this enrichment worksheet and will be encouraged to use the play money to help them.


When students are completing the Mid Chapter Checkpoint the cheetahs will be sitting at the small group table. The teacher will focus on one question at a time and then students will work independently to solve that problem.

O-Organize for Optimal Effectiveness

While I used the 2nd Grade Go Math curriculum as my starting point I enhanced my lessons by infusing the use of technology and I grouped activities in a different way. Since the first day of school we have been using coins to count the number of days we have been in school and we practice counting the coin amounts everyday. For this reason I shortened some activities and added additional games and activities to build upon the work we have been doing prior to this unit.

Materials & Resources

Materials
  • 33 bags of play money (pennies, nickels, dimes, quarters)
  • 24 worksheets & 6 worksheets for Cheetahs
  • 32 pencils
  • 12 copies of the Enrichment worksheet (Page E69)
  • Dry erase board & markers
  • 32 Student Workbooks for
  • 32 Student workbooks (Mid Chapter Checkpoint page 356)
  • 32 Standard Practice homework work books (pages 163-164)


Resources
  • Go Math Teacher Edition Chapter 7

Technology resources

  • SMARTboard
  • Laptop with SMART Notebook software & internet attached to the SMARTboard
  • SMART Notebook Lesson
  • ST Math program on Test Drive mode: Money-Toll Bridge

Support Synopsis

I decided to use ST Math as a whole group teaching tool. ST Math is a magnificent online math program available to 2nd-5th students in my school. JiJi is the ST Math mascot and the goal in each game is to get JiJi across the screen. ST Math is amazing because there are no words, reading, or directions involved. Students play games (officially called puzzles) that have them practice grade level mathematical skills that are directly aligned to the Common Core State Standards. Students use this self-paced program twice a week and ST Math time is my students’ favorite time of the week. Because students love this program and there are puzzles aligned to every grade level mathematical concept using ST Math as a whole group is a great way to introduce a topic, review a topic, or provide addition practice. With the teachers test drive option we can access any objective and puzzle regardless of the location in the course of the year. I chose to use the Toll Bridge Game because these puzzles require students to help JiJi get across the screen by using different coin combinations to make equal amounts. After you use a coin it disappears from the menu so you are forced to use a different coin combination. ST Math is very easy to use but you will want to give yourself a little time to play through some of the games to make sure you find the game that directly aligns to the objective of your lesson.