Intern: _______________________ Grade Level: 2____________

Title: _Making Cents____________________ Date: 17 July 2009______

PROCEDURES
The lesson is substantive in length, breadth, and depth.
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Estimated times for each phase are provided in parentheses. The procedures are in a bulleted list,
approximately
Students will be able to: 1-2 pages in length. The procedures provide enough detail to allow another person to teach
the lesson. Any questions
- identify and describe the value or
of mathematics
coins (quarter, content
dime, the teacher
nickel, usesinduring
penny) a classthe lesson are included in the
discussion.
- count and compare coins in varying combinations by working in pairs to “buy” andPARENTHESIS.
procedures. MUST INCLUDE ANTICIPATED STUDENT RESPONSES IN “sell” food items.
(Common Strategies used by students or responses/solutions) .
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INTRODUCTION. Outline procedures for activating prior knowledge and student interest.
STANDARD(S)

Virginia Department of Education Standard of Learning

2.10a: The student will count and compare a collection of pennies, nickels, dimes and
quarters whose
total value is $2.00 or less.

MATERIALS:
A copy of the materials is included with the lesson. A variety of materials are used in each lesson (manipulatives,
technology, etc.). The lesson integrates the use of mathematics tools (manipulatives, calculators, computers) and/or
representations (concrete, pictorial, symbolic). The teacher creates materials for the lesson. Appropriate materials
are selected for the concepts being taught. The lessons do not overuse worksheets.

Making Cents by Elizabeth Keeler Robinson

• The teacher will begin the lesson by reading aloud from Making Cents by Elizabeth Keeler
Blackboard/whiteboard
Robinson.
Large size photos of The book
U.S. currency willnickel,
(penny, introduce thequarter)
dime, various coins, and associate the values of those coins
Overhead projectorwith items the characters would like to purchase.
Shopping shelf• worksheet and will
The teacher transparency
pause throughout the reading to ask students about the names and values of
Play money (pennies,
each coin (photos ofquarters)
nickels, dimes, each areinprovided
the amount of book).
in the $1.00 per
Shestudent
will assess the students’ prior
knowledge of coin names and values based on their responses to questions during the story:
What is the name of this coin? How much do you think it is worth?

INSTRUCTIONAL STRATEGIES. Outline what the teachers and students will do.
 • After reading the story, the teacher will show a large picture of each coin to the class, asking
students about the name and value of the coin: What is this called? How much is it worth? How
much would two of them be worth? How do you know?
• The teacher will hold up a penny and a nickel, asking, if a nickel is worth five cents, how many
pennies would you trade for a nickel? The teacher will repeat this line of questioning and create
a table on the blackboard showing the equivalent values for each coin in pennies (i.e. 1 nickel =
5 pennies, 1 dime = 10 pennies, etc.).
• The teacher will ask for a student volunteer to draw different combinations of coins on the board
as the other students explain some of the equivalencies for the other coins. The teacher will ask:
How many nickels would you trade for a dime? How many nickels would you trade for a
quarter? What coins could you combine to equal the value of a quarter?
(Possible student responses include: one dime = two nickels, five nickels = one quarter, etc.)
• Once the students have named the equivalencies for all of the coins, the teacher will pass out
$1.00 in play money to each student. Showing the store shelf worksheet (attached) on the
overhead projector, she will ask students to count out coins to represent the value of the first two
items on the store shelf. Students may work with a partner to check each other’s work. The
teacher will ask students around the room to share their different coin combinations with the
class.
• The teacher will divide the students into pairs, hand out worksheets and instruct students that
they will be purchasing some snacks to bring to the clubhouse for their friends in Making Cents.
In each pair, one partner will pretend to be a “shopkeeper” and the other partner will be a
“customer.” The “customer” will decide what he/she wants to buy and pay the “shopkeeper” the
correct price using play money. The “customer” will count out the money to give to the
“shopkeeper” and record what coins he has used on his worksheet. The students will take turns
buying and selling items until each student has completed his/her worksheet.

SUMMARY. Outline how you will close.

• When the pair work is finished, the teacher will ask students to share some of their coin
combinations for each item. Students may draw their responses on the board or share aloud with
the class.
• The teacher will also ask what combinations of foods the students were able to purchase using
only $1.00. Students may volunteer responses including how much money they spent compared
with how many items they purchased (i.e. one apple and one bag of pretzels for 98 ¢, or five
apples for $1.00). The teacher may ask the students to represent the addition process they used
to find their totals by drawing pictures or using mathematical symbols on the board.

ESTIMATED TIME

Introduction: 10 minutes
Instruction: 30 minutes
Summary: 10 minutes

EXTENSIONS/CONNECTIONS: What other lessons does this lesson connect to?

• This lesson is connected to counting and basic addition. It should follow lessons in basic
addition and skip counting so that students will be able to add coin values and easily count coins
of higher denominations (i.e. nickels: 5, 10, 15…).
• Lessons following this one might include additional work with money including the notation of
dollar ($) and cents (¢) symbols, and decimal points. Another possible extension is a lesson in
using subtraction with coins to make change.
ASSESSMENT: Outline the procedures and criteria that will be used to assess each of the stated objectives. Attach
copies of any written assessments. The assessment used during the lesson is described in approximately ½ -1
pages. The description of the assessment is clear enough that another person could conduct the assessment; What
was the assignment? The assessment describes what the teacher does to assess the students. The assessment
describes in detail what the students do to demonstrate their understanding of the concept. An example of the
assessment conducted during the lesson is attached to provide documentation of what students did during the
lesson (i.e., written work, drawings, worksheets, photographs, checklists, anecdotal records).
The objectives are tied to the assessment; this information is provided in the assessment section of the report

The teacher may collect anecdotal information during pair work by observing and talking with individual students.
The teacher should look for evidence that students are able to differentiate between the coins and their values.
Students who have understood the lesson will use multiple combinations of coins and add coins correctly during
pair work. Please see the attached checklist.

The teacher will also use the shopping shelf worksheet to assess students understanding of coin value and
comparison. The teacher will use the following rubric:

4 The student completed the handout fully and was accurate in both drawing coins and adding totals.

3 The student completed the handout fully and answered 75% of the questions correctly. The student
may have made errors in calculation OR in drawing coins.
2 The student did NOT complete the handout fully and/or made mistakes in both drawing and
calculation. 50% of the questions were completed correctly.
1 The student did NOT complete the handout fully and/or made mistakes in both drawing and
calculation. Less than 25% of the questions were completed correctly.

DIFFERENTIATION: List adaptations that will be made for individual learners. Based on assessment data.

• Exceptional students who already understand the values assigned to money may be asked to find as many
different combinations of coins as possible for each item. Gifted students who are far more advanced than
their classmates may also work together with paper money as well as coins. Rather than giving exact
change, these students would pay with dollar bills and make change in the “shopkeeper” role.
• Students with learning disabilities may benefit from working in pairs in this lesson. They should be
placed with students who may be able to help explain the values and combinations to them. Students with
learning disabilities may also complete this activity using only the smaller coin denominations (penny,
nickel). They may be asked to do additional problems in which they “purchase” only one item at a time,
rather than completing the addition problems at the end of the worksheet.
• Visual, auditory and haptic learners are considered in this lesson, which includes the use of visual aids, a
verbal question and answer session, and manipulatives (play money). Visual learners who need additional
assistance may benefit from drawing a table describing the relative values of each coin, which they can
refer back to in future activities. Auditory learners may be assisted through verbal reinforcement of
concepts in interactions with their peers and additional individual support from the teacher or a classroom
volunteer.
 Observation Checklist

Student Names: A B C D E F G
Strategy
Counted coins out loud using
skip counting or other method
Began counting with coins of
higher value first
Used multiple combinations
of coins to “purchase” items
Additional notes:

Result
Added coins correctly to
“pay” for items
Recorded “purchases” on
worksheet
Completed tasks as both
“shopkeeper” and “customer”
Attitude
Worked well with partner

Shared time and tasks equally

Remained engaged
 References

Harcourt Brace School Publishers. (2007). Printable money. Retrieved July 17, 2009, from
http://www.hbschool.com/teacher_resources/math/pdfs/gr3money.pdf

Robinson, E.K. (2008). Making Cents. Berkeley, CA: Tricycle Press.

University of Chicago School of Mathematics Project. (2004). Everyday Mathematics: Second

Grade, 2nd Ed. Chicago: Wright Group.

University of Chicago School of Mathematics Project. (2004). Everyday Mathematics Second

Grade Student Math Journal, 2nd Ed. Chicago: Wright Group.

Virginia Department of Education. (2008). Mathematics Standards of Learning for Virginia

Public Schools – January 2008. Retrieved July 15, 2009, from
http://www.doe.virginia.gov/go/Sols/math092.pdf.

Extension Resources

Toon University Money Counting Game: http://www.toonuniversity.com/flash.asp?

err=569&engine