Jessica Ledbetter, Brenna Levy

25 February 2016
Ms. Murphy; Grade 2
Adding Coins Up to a Dollar- Math Centers
1. Lesson Essential Question(s): How do we pay for things? How do we count money? Why is
money important?
2. Standards:
CCSS.MATH.CONTENT.2.MD.C.8: Solve word problems involving dollar bills, quarters,
dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes
and 3 pennies, how many cents do you have?
CCSS.MATH.CONTENT.2.OA.A.1: Use addition and subtraction within 100 to solve one- and
two-step word problems involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with
a symbol for the unknown number to represent the problem. CCSS.ELALITERACY.RL.2.1:Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
3. A. Learning Objectives and Assessments:
Learning Objectives

Assessments

SWBAT demonstrate knowledge of how to count

and trade up quarters, dimes, nickels, and
pennies up to $1.00.

1.The teacher will review coin values and how to

count a total number of coins.
2. In the dice center, students will roll money dice and
add up the coins to determine the value.
3. In the math poem center, students will draw and
count the total number of coins mentioned in each
verse.
4. In the Smart Board center, students will take turns
playing a money game (monitored by teacher).
5. In the Money board game or the Trading Up game
center, students will have their choice of which game
to play based on their comfort level of counting
money.

2.SWBAT represent counting the coins in each

center, by drawing them out (ie. the touch money
method). Students will be able to represent a sum
of money with different coin values.

1.Poem Center
2. Dice Center
3. Smart Board Center

3. SWBAT answer questions based off the math

poem assessing knowledge of coin values. Students
will comprehend that the number of coins is not
equivalent to the money value.

1.
2.
3.
4.

Teacher will check and review questions on the

math poem worksheet, and place emphasis on the
relationship between the number of coins and
money value.

4. Materials:
Dice
Fake Money/Coins
Smartboard Game (http://www.abcya.com/counting_money.htm)
Pencils
Poem (http://www.busyteacherscafe.com/worksheets/smart.pdf)
Prizes (pencils and erasers)
5 . Pre-lesson assignments and/or prior knowledge: Students will have prior knowledge in the
values of the penny, nickel, dime, quarter, half dollar, and dollar bill value. Students will be
familiar with methods of determining the value of these coins (from memory or touch
method), as well as strategies to use when adding up and trading money.
6. Lesson Beginning: Tell students that they will start by reviewing money. Go over each coins
value and name, as well as how to determine value through touch method. Put a combination of
coins on the board, and ask students to add the coins aloud as a class to figure out the total value.
Tell students that today they will be playing four different math game challenges. When they
complete each game challenge, they will get a fake quarter. The money they earn from each
center can be traded in for a prize at the end of the center rotation. Go to each station and go over
the center, demonstrating how to play.
7. Instructional Plan: Students will rotate to four different math centers.
Center 1: Students will read a poem about counting coins and count and draw out the coins
mentioned in each verse (See Appendix 1).
Center 2: Students will roll 4-5 dice with coins on each side and then count up the total number
of the coins on a white board.
Center 3: Students will play a game on the smart board that asks the students to represent a sum
of money based on a certain amount of coins.
Center 4: Students will have their choice of playing either the Touch Money game or the Trading
Up game (dependent on their comfort level with counting money).
o Differentiation:
Students will be allowed to work collaboratively in groups to complete math game challenges.
The touch-math method of counting coins will be available to those students who use it to
complete challenges.
For higher level students playing the dice count-up money game, more dice can be given for an
extra challenge.
o Questions:
Can you identify the name and value of this coin?
Can you explain how you were able to trade up your coins?
Can determine why the boy in the poem was unwise with his money?

o Classroom Management: A timer will be kept to keep students on track with

completing their centers. A microphone will be used to manage noise in the classroom.
Students will go to each center as we explain it, and a student will be asked to repeat the
instruction back to us.
o Transitions: A timer will be kept for center transitions.
8. Closure: Students will use their earnings from the center game challenges to buy 25 cent
erasers and 50 cent pencils. Here, the student will have to determine the correct amount of
money needed to buy what they want, and what combination of prizes they want. The options
they will have to figure out are: 2 pencils, 4 erasers, or 1 pencil and 2 erasers.