• # Elementary Mathematics Grade 2 Unit 7

Subject: Mathematics
Timeline: 14 days
Unit 7 Title: Money

Unit Overview:

This unit will give the opportunity for students to explore the value of nickels, dimes, quarters, and dollars. The students will explore place value through the use of one and ten dollar bills. Students will be introduced to making change. Students will have the opportunity to discover equivalent values of money using different combinations of bills and coins.

Unit Objectives:

At the end of this unit, all students must identify nickels, dimes, and quarters and state the value of each coin. Students will be able to identify a dollar bill and be able to use several coin combinations to show one dollar. Students will be able to exchange pennies for dimes, dimes for dollars, and dollars for 10 dollars. Students will be able to calculate change. Students will be able to show at least two ways to make money amounts.

Focus Standards:

PA.CCSS.Math.Content.CC.2.1.2.B.2 Use place value concepts to read, write and skip count to 1000. (2.NBT.2, 2.NBT.3)
PA.CCSS.Math.Content.CC.2.4.2.A.3 Solve problems using coins and paper currency with appropriate symbols. (2.MD.8)
PA.CCSS.Math.Content.CC.2.2.2.A.2 Use mental strategies to add and subtract within 20. (2.OA.2)

Mathematical Practice Standards:

#1  Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. Proficient students check their answers to problems using a different method. They continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches

#4  Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation.

#5  Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, or a calculator. Proficient students are sufficiently familiar with tools appropriate for their grade to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations.

Concepts - Students will know:
• How to use coins to represent an amount
• How to use money to purchase items with exact amount
• How to use money to purchase items and receive change
Competencies -Students will be able to:
• Identify nickels, dimes, and quarters and state the value of each coin.
• Identify a dollar and be able to use several coin combinations to show one dollar.
• Exchange pennies for dimes, dimes for dollars, and dollars for 10 dollars.
• Calculate change.
• Show at least two ways to make money amounts.

Assessments:
• Unit 5 Assessment and Exit Slips (Quizzes)
• Daily RSA

Elements of Instruction:

First Grade Common Core State Standards for Operations and Algebraic Thinking, in add and subtract within 20 students demonstrate fluency for addition and subtraction within 10. Students are exposed to the use of pennies and dimes as manipulatives for adding and subtracting. Students will be fully exposed to all of the coins and bills in Second Grade..

Differentiation:

Each lesson has differentiation options for each portion of the lesson. Additional differentiation options are listed with directions and student masters in the Teacher’s Guide.

Interdisciplinary Connections:
• Program related literature books and daily math routines.