Title: Introduction to Money

Subject/Grade Level/ Date(s):

Mathematics
2nd Grade
February 13,2019
Time Requirements: one hour and fifteen minutes
Materials List:
 Eureka Math workbook
 Anchor Chart
 Coin manipulatives
 BrainPOP jr video
 Pencil/ writing utensil
 Exit ticket
 Homework
 Popsicle sticks with the students’ names
 White boards and expo markers

Type of Lesson: Whole Group

Connection to Standards:
2.MD.C.8
Solve word problems involving collections of money, including dollar bills, quarters,
dimes, nickels, and pennies.

Objective: Students will be able to recognize the value of coins and count up to find their
total.
Active Instructional Plan:
 Anticipatory Set: *when students come in from lunch it is a routine to walk in and do the
exit ticket from the previous day as a review* Show students a quarter, dime, nickel, and
penny and ask if they know what each is. What are coins worth? Have they ever counted
coins? What do they know about money and do they know how to make change? Why are
coins important? *Turn and talk with a partner to discuss* The students will then watch a
BrainPOP jr of counting coins. Students will take the brain pop quiz after the video and
write their answer down on a white board and hold it up.
 Direct Instruction (I do): Introduce coin anchor chart to the students and teach students
how to count coins and find totals.
 Guided Practice (We do): Teacher will draw coins on the board and ask students to
come up and count how much the total of coins are worth. We will go over the totals
together and ways to count coins.
 Independent Practice (You do): Once students have a good understanding of the
concept, they will be instructed to work on their problem set alone. Students must have
their problem set checked and graded a 100% before receiving their homework.
  Closure: What did you learn about money today? How can you count coins? How much is
a quarter worth? How much is a dime worth? How much is nickel worth? How much is a
penny worth?

Informal Assessment: The students’ understanding will be assessed based on their ability to
complete their problem set independently. Once students have gotten their problem set checked
by the teacher, they will receive their homework for that night. Students must have their problem
set 100% correct before receiving their homework.

Modification/Differentiation: Elijah, Eveaeh, and Daniel will need to go over the

problem set at the back u-table with me after I have presented the lesson to the class.
We will use small white boards and coin manipulatives to go over problems in the lesson
set that they are struggling with.