# 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

## 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.

## 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

## Activate knolwedge Get students thinking about what they have already learned about coin values. | ## Have students apply skills from previous lessons Help build confidence and mathematical fluency. | ## Introduce the goal for the lesson Explain what students will be doing in this lesson and how this skill will help them in the future. |

## H-Hook and Hold

## We need to help JiJi The teacher will explain JiJi (the ST Math mascot) needs us to practice making equivalent amounts with different coin combinations in order to get him across the screen. | ## Mathematical Reasoning Together the students will talk about what we need to do in this puzzle. | ## Hands On Student Participation For each question a different student will come up to the SMARTboard and choose the coin combination they would like to use and explain their reasoning. We will play on the puzzles for about 15 minutes. |

## We need to help JiJi

## E-Explore and experience, enable and equip

## Equivalent Amounts Worksheet For each money amount students will have to show the amount with 2 different money combinations. The teacher will model problem number 1 on the SMARTboard. | ## Students will Work in Pairs Students will sit with their partner and after completing each problem independently the pair will check in with each other to compare their coin combinations and help each other. | ## Continued practice Students will complete the worksheet and pay close attention to the H.O.T. (Higher Order Thinking) problem at the end. |

## Equivalent Amounts Worksheet

The teacher will model problem number 1 on the SMARTboard.

## Students will Work in Pairs

## R-Reflect, Rethink, Revise

## 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

## Materials & Resources

- 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)

- 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.