Norman – UbD Weakness Unit 1

Unit: Making Change

Level: 2nd Grade

Stage 1—Desired Results

GPS Content Standards:

M2N1. Students will use multiple representations of numbers to connect symbols

to quantities.
c. Use money as a medium of exchange. Make change and use decimal
notation and the dollar and cent symbols to represent the collection of coins
and currency.

21st Century Standards:

Standard: 1 – Inquire, think critically, and gain knowledge.

Skills Indicator(s):
1.1.1: Follow an inquiry-based process in seeking knowledge in curricular subjects, and make
real-world connection for using this process in own life.
1.1.9: Collaborate with others to broaden and deepen understanding.

Dispositions Indicator(s):
1.2.1: Display initiative and engagement by posing questions and investigating the answers
beyond the collection of superficial facts.

Responsibilities Indicator(s):
1.3.4: Contribute to the exchange of ideas within the learning community.

Self-Assessment Strategies Indicator(s):

1.4.4: Seek appropriate help when needed.
Enduring Understandings Essential Questions
• How does knowing how to count
Students will understand that…
money help us make change?
• They can make change from a given
• Why is it important to be able to
amount of money.
count amounts of money?
• They need to use the dollar sign and
• What are the different ways we can
cent symbol, and decimal notation
represent an amount of money?
appropriately, when writing money
• How do we make sure we are given
amounts.
the correct change after we buy
something?
Norman – UbD Weakness Unit 2

Students will know that… Students will be able to…

• Dollar and cent symbols are used to • Count change when purchasing an
represent a collection of coins item from a store
and/or currency. • Determine how much more money you
need to reach a determined amount.

Stage 2 – Evidence
Performance Task(s)
Performance Task #1:

Goal: As a cashier at Little Lamb’s Grocery Store, you will make change for amounts of
money up to $20.00.

Role: You are head cashier at Little Lamb’s Grocery Store.

Audience: The audience is a group of 17 students who will buy different items at Little
Lamb’s Grocery Store.

Situation: You have a two-part challenge:

(1) add up each customer’s purchase, and
(2) determine the amount of change each customer should receive.

Product Performance and Purpose: In your math journal, you will record each transaction.

Standards and Criteria for Success: Students should consistently be able to correctly
add and subtract each transaction 8 out of 10 times.

Performance Task #2:

Part I
Begin by reading the poem “Smart” by Shel Silverstein.
Discuss what happens to the amount of money as it is exchanged.

Part II
Give each student a copy of the chart “What I Have and What I Need”. Have students
complete the chart individually. Coins and coin mats should be available to assist students
in making these decisions. After they have found a coin combination for each problem,
have students compare their combination with a partner. After the partners have shared,
allow the class to discuss the different combinations of coins that were used, whether
they are correct, and how many different combinations there were.
Norman – UbD Weakness Unit 3

Stage 3: Plan Learning Experiences

1. Pre-Test will be administered to determine prior knowledge over M2N1 (c) (E-2)

2. Introduce the following Essential Questions and discuss the culminating unit
performance task (Little Lamb’s Grocery Store) (W)
• How does knowing how to count money help us make change?
• Why is it important to be able to count amounts of money?
• What are the different ways we can represent an amount of money?
• How do we make sure we are given the correct change after we buy
something?

3. Introduce key vocabulary words (dollar, cents, change, addition, subtraction) and
post them on the word wall for students to view as needed. Students can also view
some of the vocabulary words on the digital word wall found online at
BrainPopJr.com. (E) (U1) (OQ2)

4. Students will watch a video titled “Counting Coins” and “Dollars and Cents” from
BrainPOP Jr. over classroom LCD projector. (H) (Technology) (Visual-Spatial)

5. Students will take the two quizzes (Easy Quiz and Hard Quiz) over money located
on the BrainPOP Jr. website in order to Rethink, Reflect, and Revise. (U7) (E2) (R)

6. Students will begin learning about finding change by viewing the flipchart “Finding
Change.” (H) (Technology) (Visual-Spatial)

7. Find My Change: Place two or more items with price tags in a bad. In the same
bag place bills and coins that will be needed to purchase the items. Have one
student put their hand in the bag and pull out the bills and coins. Have another
student pull out the items with price tags. Working in pairs, have each student
complete each transaction in their math journal. Have each student check the math
using the inverse operation.
(E) (O) (U1) (U3) (TQ1) (Bodily-Kinesthetic) (Logical-Mathematical)

Post-Test will be administered over “counting on” to make change to determine each
student’s level of learning. (E2) (R)
Norman – UbD Weakness Unit 4

Questions for Teacher Reflection

• Can students explain why it is important to be able to count amounts of money?
• Were students confident about their combinations?
• Do students relate this task to when they go to the store and don’t have the exact
change for items they are buying?
• Do students need more practice with “counting on” to make change?
• Do students make the connection between tens and ones, and place value?

DIFFERENTIATION

Extension
• Have students write some story problems involving buying something and having to
make or receive the right change.

Intervention
• Have students make change in pennies and then exchange them for nickels and/or
dimes.
Norman – UbD Weakness Unit 5

“Smart” by Shel Silverstein.

My dad gave me one dollar bill

'Cause I'm his smartest son,
And I swapped it for two shiny quarters
'Cause two is more than one!

And then I took the quarters

And traded them to Lou
For three dimes, I guess he don't know
that three is more than two!

Just them, along came old blind Bates

And just 'cause he can't see
He gave me four nickels for my three dimes,
And four is more than three!

And I took the nickels to Hiram Coombs

Down at the seed-feed store,
and the fool gave me five pennies for them,
And five is more than four!

And then I went and showed my dad,

and he go red in the cheeks
And closed his eyes and shook his head-
Too proud of me to speak!
Norman – UbD Weakness Unit 6

What I Have and What I Need

To Make
What I
What I need a Total
have
of…

Penny Nickel Dime Quarter

23 cents 45 cents

58 cents 93 cents

15 cents 87 cents

6 cents 60 cents

50 cents 75 cents