Second Grade Mathematics Unit: 02 Lesson: 04 Suggested Duration: 5 days

Attributes and Values of Coins Lesson Synopsis: Students will sort a collection of coins by “like coins,” identify the coins in each set, and determine the value of each set of “like coins” by using skip counting.

TEKS: 2.3 2.3D

Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems. Determine the value of a collection of coins up to one dollar.

Process TEKS: 2.12

Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

2.12A

Identify the mathematics in everyday situations.

2.12D

Use tools such as real objects, manipulatives, and technology to solve problems.

2.14

Underlying processes and mathematical tools. The student uses logical reasoning.

2.14

The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.

GETTING READY FOR INSTRUCTION Performance Indicator(s):

• Sort a collection of coins by value. Identify the coins represented within each sorted set and use skip counting to determine the value of the set. (2.3D) ELPS: 1E, 2E, 2I, 3D, 3H, 4E, 5B, 5G

Key Understandings and Guiding Questions:

• Each coin representing a certain value has a specific size. — What did you do to make sure you have all of the same coins together? — Are all of the coins the same size? • A collection of coins can be counted using skip counting. — How would you count these coins? — What skip count would you use to count a collection of nickels? Dimes? Quarters?

Vocabulary of Instruction: • • •

cent “¢” dime quarter

Materials: • •

a variety of coins overhead coins

• • •

nickel penny half-dollar

• •

dollar value

• •

baggies chart paper

•

decahedra die or regular die (1 per student)

Resources: •

SPIRALING REVIEW

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2nd Grade Mathematics Unit: 02 Lesson: 04

Advance Preparation: 1. Handout: Coins: (optional) If commercial manipulative coins or actual coins are not available, run handout coin pictures on card stock, cut out individually, and place in storage baggie. (A variety is needed. Do not make coin counts the same within the baggies). 2. Card Set: Coin Connection Cards – Run on cardstock and cut apart. (1 set per pair) 3. Transparency: Coins (optional) If overhead coins are not available. (1 per teacher) 4. Handout: Coin Value Recording Sheet (1 per student) 5. Transparency: Coin Value Recording Sheet (1 per teacher) 6. Handout: Quarter/Half-Dollar Recording Sheet (1 per student) 7. Transparency: Quarter/Half-Dollar Recording Sheet ( 1 per teacher) 8. Handout: Coin Problem-Solving Sheet (1 per student) 9. Transparency: Coin Problem Solving Sheet (1 per teacher) 10. Coin Baggies: Run several copies of Coins handout and cut apart. Place 6 penny pictures, 4 nickel pictures, 7 dime pictures, 2 quarter pictures, and 2 half-dollar pictures in each baggie (1 baggie per student) 11. Handout: Identifying and Counting Like Coins (1 per student)

Background Information: In Grade 1, students identified individual coins by name and value and described relationships among the coins (1.1 C). Students will be introduced sorting a collection of coins by “like coins” and finding the value of the “like set of coins.” Grade 2 Unit 05 will introduce the dollar sign, decimal point and finding the value of a mixed collection of coins. Also, students should be exposed to new coins in production with different faces and states.

GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement, and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site for future reference.

INSTRUCTIONAL PROCEDURES Instructional Procedures

Notes for Teacher

ENGAGE 1

NOTE: 1 Day = 50 minutes Suggested Day 1

1. Assign students a partner. Challenge pairs to be the first to finish when they work together to sort a variety of coins into groups of like coins. Distribute a handful of coins to each pair. Instruct students that they are to wait to begin sorting until you give them a signal to begin. When every pair has their coins, you may signal them to begin sorting. • How were you able to sort your coins quickly? I put the coins that were the same color and size together. • What did you do to make sure you had all of the same coins together? Answers may vary. I looked at both the heads and the tails to make sure they were alike; I checked the color, and the size, etc. • Which pair of students has the greatest number of coins? Answers will vary. • Does that mean they also have the greatest amount of money? Explain your thinking. No, because it depends on the value of the coins.

SPIRALING REVIEW

MATERIALS • Handout: Coins or commercial coin manipulatives

EXPLORE/EXPLAIN 1 1. Take up coins and distribute Coin Connection Cards to student pairs. 2. Remind students how to play the game of concentration. One player will turn over two cards. He or she must determine if the two cards represent the same coin and value. For example, the face of a dime could be matched with its value, the backside or “tail” of a dime, or the name of the ©2008, TESCCC

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MATERIALS • Card Sets: Coin Connection Cards (1 set per pair)

TEACHER NOTE page 2 of 24

2nd Grade Mathematics Unit: 02 Lesson: 04

Instructional Procedures

Notes for Teacher

coin: dime. If they do not find a match, they must return the two cards face down and player two will then turn over two new cards. If he or she successfully matches a pair of cards, the player keeps the two cards and takes another turn. The game is over when all of the cards have been matched. 3. As students play the game, use this time to assess students who are not able to identify both sides of a coin and its value.

The identification of individual coins by name and value was a focal point of Grade 1. If students struggle with this task, it is important to provide Tier 1 reinforcement and Tier 2 intervention by using 10 cards at a time or placing the cards face up and have students take turns finding matches.

4. Review the coins and their values by distributing a set of Coin Connection Cards to students and inviting one of the students to come to the front of the room with his or her card. As the student holds up his or her card for the class to see, ask if anyone is holding a card that is related to the card being held up. Invite them to the front of the class and ask them to hold up their cards as well. • What do the cards have in common? They have the same value. • How many pennies does it take to represent the value of this coin? Explain your process. Answers may vary. 5. Take up the cards that were presented and repeat the process with a new card.

ENGAGE 2

Suggested Day 2

1. Give each student a set of Coin Connection Cards.

SPIRALING REVIEW

2. Explain to students that they will divide their deck of cards in half and shuffle them. 3. Prior to the start of the game, determine whether the card with the greater or lowest value wins. 4. Players will turn over the top card of their deck. The player with the greater (or lesser) value showing gets both cards. If players turn over two cards of equal value, they will shuffle them back into their deck and resume play.

MATERIALS • Card Set: Coin Connection Cards (1 set per pair)

TEACHER NOTE • State coins added

5. Allow players to switch partners and play again. This continues until one player is out of cards. 6. Reflect on the activity by asking the following guiding questions: • Which coin was the best to have? Why? The half-dollar, because it has the greatest value, or the penny, because it has the least value. • Was there a card you did not want to have? Why? Answers may vary.

EXPLORE/EXPLAIN 2 1. Assign each student a partner. Distribute 20 pennies, 40 nickels, 20 dimes, and 8 quarters to each pair. Instruct students to place 4 pennies in front of them. 2. Display one penny from the transparency: Coins on the overhead. • What is the name of this coin? (a penny) • What is the value of this coin? (one cent) • What is the symbol used to represent cents? (¢) Explain that the symbol can be used instead of writing the word cents. • How would you represent one penny using numbers and symbols? (1¢) ©2008, TESCCC

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MATERIALS • Transparency: Coins or overhead coins • Handout: Coins or commercial coin manipulatives • chart or bulletin board paper to create a Money Chart • Handout: Coin Value Recording Sheet (1 per student) • decahedra die or one die (1 per student) page 3 of 24

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Instructional Procedures

Notes for Teacher

3. Trace a penny on the chart tablet paper, write the name of the coin (penny), record the value of the coin in words (one cent), and inside the coin write the value of the coin using 1 and the cent symbol ¢ (1¢).

•

4. Place three additional transparent pennies on the overhead. • How would you count these coins? (by ones) Instruct students to count the coins in front of them. Teacher should model counting aloud “1, 2, 3, 4” using the overhead coins. Explain that they are counting by ones, because a penny has a value of one cent. • What is the value of your four coins? (four cents) • How would you represent this collection using numbers and symbols? (4¢)

TEACHER NOTE On a chart tablet trace a penny and write:

Transparency: Coin Value Recording Sheet (1 per teacher)

1¢ 1¢ Penny One cent

5. Instruct students to take a total of 7 pennies and place then in front of them. Teacher should model counting aloud “1, 2, 3, 4, 5, 6, 7” using the transparency coins. Remind students that they are counting by ones because that is the value of the coin they are counting is one cent. • What is the value of this collection of coins? (seven cents) • How would you represent this collection using numbers and symbols? (7¢) 6. Instruct students to return the pennies to the pile of coins and place 4 nickels in front of them. Place one transparent nickel on the overhead. • What is the name of this coin? (a nickel) • What is the value of this coin? (five cents) Trace a nickel on the chart tablet paper, write the name of the coin (nickel), record the value of the coin in words (five cents), and, inside the coin, write the value of the coin using 5 and the cent symbol ¢ (5¢). 7. Place three additional transparent nickels on the overhead. • How do you count these coins? (by fives) Instruct students to count the coins in front of them. Teacher should model counting aloud “5, 10, 15, 20” on the overhead. Explain that they are counting by fives because the value of the coin is five cents. • What is the value of the four coins? (twenty cents) • How would you represent this collection using numbers and symbols? (20¢)

TEACHER NOTE On the chart tablet trace a nickel and write:

5¢ 5¢ nickel five cents

8. Instruct students to take a total of 8 nickels and place then in front of them. Teacher should model counting aloud “5, 10, 15, 20, 25, 30, 35, 40.” Explain when counting “like” coins, the value of the coin determines what number to use for skip counting. • What is the value of this collection of coins? (forty cents) • How would you represent this collection using numbers and symbols? (40¢) 9. Instruct students to return the nickels to the pile of coins and to take 5 dimes to place in front of them. Place a transparent dime on the overhead. • What is the name of this coin? (a dime) • What is the value of this coin? (ten cents) • How would you represent one dime using numbers and symbols? (10¢)

TEACHER NOTE On the chart tablet, trace a dime and write:

10. Trace a dime on the chart tablet paper, write the name of the coin (dime), record the value of the coin in words (ten cents), and, inside the coin, write the value of the coin using 10 and the cent symbol ¢ (10¢). 11. Place four more transparent dimes on the overhead.

10¢ Dime Ten cents

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10¢

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2nd Grade Mathematics Unit: 02 Lesson: 04

Instructional Procedures

Notes for Teacher

• How do we count these coins? (by tens) Instruct students to count the coins in front of them. Teacher should model counting aloud “10, 20, 30, 40, 50.” Explain that they are counting by 10 because the value of a dime is ten cents. • What is the value of your five coins? (fifty cents) • How would you represent this collection using numbers and symbols? (50¢) 12. Instruct students to add an additional two dimes to the collection of coins. • What is the value of this collection of coins? Explain your thinking. (Seventy cents because I skip counted by tens seven times; seventy cents because I skip counted by ten two more times from fifty.) • How would you represent one dime using numbers and symbols? (70¢) 13. Give each student pair of decahedra die and two handouts: Coin Value Recording Sheet. 14. Display transparency: Coin Value Recording Sheet and model how to record their work using a nickel. Explain that they will roll their die to determine how many nickels they will be recording and counting. For example, if the roll landed on 3, student pairs will count out three nickels and trace them on their paper. They will then count the coins to determine their value and record their counting sequence 5, 10, 15. So the total value of coins is 15¢.

15. Walk around and visit with each student pair. Ask students the following guiding questions? • What coin is pictured on the second row? (A penny) • How did you count the coins to determine their value? (By ones) • Which coin was easier to count? Why? Answers will vary. • What coins did you skip count by 5s to determine the total? (A nickel)

EXPLORE/EXPLAIN 3

Suggested Day 3

1. Review the coins that have been posted on chart paper and redistribute coins. 2. Display a transparent quarter on the overhead. • What is the name of this coin? (a quarter) Ask students to select a quarter from their sample of coins and place it in front of them. 3. Trace a quarter on the chart tablet paper. (See INSTRUCTIONAL NOTE) Say, write the value of the coin inside the drawn coin. (25¢) • What is the value of this coin using words? (twenty-five cents) • How would you count this coin? (count orally 25) Instruct students to count the coin in front of them. • How do you record the total value of the coin using numbers and symbols? (25¢)

SPIRALING REVIEW MATERIALS • Overhead coins • Handout: Coins or commercial coin manipulatives • chart or bulletin board paper to create Money Chart • Handout: Quarter/Half-Dollar Recording Sheet (1 per student) • Transparency: Quarter/Half-Dollar Recording Sheet (1 per teacher)

INSTRUCTIONAL NOTE ©2008, TESCCC

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2nd Grade Mathematics Unit: 02 Lesson: 04

Instructional Procedures

Notes for Teacher On the chart tablet trace a quarter (any regular quarter or state quarter) and write:

4. Ask students to place two quarters in front of them. Display two transparent quarters on the overhead. • What is the name of each coin? (a quarter) 5. Trace two quarters on the chart tablet paper. (See INSTRUCTIONAL NOTE) Say, write the value of each coin inside the drawn coins. (25¢,25¢) • How many quarters do you have? (two quarters) • How would you count the total coins in this collection? (by 25s) 6. Instruct students to count the coin in front of them. Model counting aloud “25, 50.” Remind students that they are counting by 25 because the value of each quarter is twenty-five cents. • What is the value of the collection of coins using words? (fifty cents) • How do you record the total value of the coin using numbers and symbols? (50¢)

25¢ A quarter Twenty-five cents 25¢ On the chart tablet, trace two quarters and write: 25¢

25¢

25 , 50 Two quarters Fifty cents 50¢

7. Instruct students to take a total of 3 quarters and place them in front of them. Display three transparent quarters on the overhead. • What is the name of each coin? (a quarter) 8. Trace three quarters on the chart tablet paper. (See INSTRUCTIONAL NOTE). Say, “write the value of each coin inside the drawn coins.” (25¢,25¢,25¢) • How many quarters do you have? (three quarters) • How would you count the total coins in this collection? (by 25s) 9. Instruct students to count the coin in front of them. Model counting aloud “25, 50, 75.” Remind students that they are counting by 25 because the value of each quarter is twenty-five cents. • What is the value of the collection of coins using words? (seventyfive cents) • How do you record the total value of the coin using numbers and symbols? (75¢) 10. Instruct students to place 4 quarters in front of them. Display four transparent quarters on the overhead. • What is the name of each coin? (a quarter) 11. Trace four quarters on the chart tablet paper. (See INSTRUCTIONAL NOTE). Say, “write the value of each coin inside the drawn coins.” (25¢,25¢,25¢,25¢) • How many quarters do you have? (four quarters) • How would you count the total coins in this collection? (by 25s) 12. Instruct students to count the coin in front of them. Model counting aloud “25, 50, 75, 100.” Remind students that they are counting by 25 because the value of each quarter is twenty-five cents. • When we counted by 25, we ended up on 100. What does the 100 represent using words? (one hundred cents or one dollar)

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On the chart tablet, trace three quarters and write:

25¢

25¢

25¢

25 , 50 , 75 Three quarters Seventy-five cents 75¢

On the chart tablet, trace four quarters and write: 25¢

25¢

25¢

25¢

25 , 50 , 75 , 100 Four quarters 100¢ One dollar TEACHER NOTE Grade 2 is the first grade level to use the cent symbol, dollar sign and decimal point. page 6 of 24

2nd Grade Mathematics Unit: 02 Lesson: 04

Instructional Procedures

Notes for Teacher

13. Write both representations. • How do you record the total value of the coin using numbers and symbols? (100¢ or one dollar) • How many quarters are in one dollar? (4 quarters) Say, “it takes four quarters to make a whole dollar or whole.” • How many pennies are in one dollar? (100 pennies) 14. Place a transparent half-dollar on the overhead. • What is the name of this coin? (a half-dollar)

INSTRUCTIONAL NOTE On the chart tablet, trace one half-dollar and write:

50¢

15. Trace one half-dollar on the chart tablet paper. (See INSTRUCTIONAL NOTE). Say, “write the value of the coin inside the drawn coin.” (50¢) • How many half-dollars are drawn? (one half-dollar) • What is the value in words of one-half dollar? (fifty cents) • How many half-dollars are needed to equal one dollar?(2 halfdollars) 16. Instruct students to place two half-dollars in front of them. • How would you count this collection of coins? (by fifty) Say, “count the coins ‘50, one dollar.’” • What is the value of this collection of coins? Answers may vary. one dollar; one hundred cents or one dollar. 17. Explain that coins represent fractions of a whole dollar. It takes two halfdollars or two halves to make a whole dollar or whole. 18. Place students in partners and distribute handout: Quarter/Half-Dollar Recording Sheet to each student. Ask each student to complete the handout. Remind students to work with their partner and to reference the charts made above for assistance.

One half-dollar 50¢ Fifty cents

On chart tablet, trace two one halfdollars.

50¢

50¢

50 , 100 Two half-dollars 100¢ One dollar

19. Ask for volunteers to display their answers on the transparency: Quarter/Half-Dollar Recording Sheet Take time to discuss how four quarters has the same value as two half-dollars.

ELABORATE

Suggested Day 4

1. Students should work independently for this activity or may work with a partner. 2. Give each student a collection of coins. Ask students to place three nickels, five dimes, and 2 pennies in front of them. • What should we do in order to count this collection of coins? Answers may vary but should include sorting the coins by like coins. • How do we find the value of the collection? Answers may vary but should include skipping counting to find the value of each set of like coins. Let’s count this set together orally as a class. First count the dimes: “10, 20, 30, 40, 50” or 50¢ Next, count the nickels: 5, 10, 15 or 15¢ Finally, count the pennies: 1, 2 or 2¢

SPIRALING REVIEW MATERIALS • Handout: Coins or commercial coin manipulatives • Handout: Coin Problem-Solving Sheet (1 per student) • Transparency: Coin ProblemSolving Sheet (1 per teacher)

3. Continue to count collections of coins by sorting the collection and skip counting. 4. Distribute handout: Coin Problem-Solving Sheet. Display transparency: Coin Problem-Solving Sheet.

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2nd Grade Mathematics Unit: 02 Lesson: 04

Instructional Procedures

Notes for Teacher

5. Instruct students to read problem 1. Tell students they can use their collection of coins to act out the problem. Ask students to record their thinking by drawing circles for their coins, recording the value of each coin below each circle, finding the solution to the problem, and labeling their answer.

EVALUATE

Suggested Day 5

1. Distribute Coin Baggies and handout: Identifying and Counting Like Coins to each student. 2. Explain to students that on page 1 that they will sort the coin pictures in their baggie and then paste them in the row beside its proper heading. They will then count the row of like coins and record the count and sum under the pictures.

SPIRALING REVIEW MATERIALS • Coin Baggies (1 per student) • Handout: Identifying and Counting Like Coins (1 per student)

3. Explain to students on page 2 that they are to record their problem-solving strategy in the box provided and determine value of “like coins.”

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2nd Grade Mathematics Unit: 02 Lesson: 04

Coins (pp. 1 of 5)

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2nd Grade Mathematics Unit: 02 Lesson: 04

Coins (pp. 2 of 5)

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2nd Grade Mathematics Unit: 02 Lesson: 04

Coins (pp. 3 of 5)

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2nd Grade Mathematics Unit: 02 Lesson: 04

Coins (pp. 4 of 5)

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2nd Grade Mathematics Unit: 02 Lesson: 04

Coins (pp. 5 of 5)

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2nd Grade Mathematics Unit: 02 Lesson: 04

Coin Connection Cards (pp. 1 of 2)

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2nd Grade Mathematics Unit: 02 Lesson: 04

Coin Connection Cards (pp. 2 of 2)

Penny

Nickel

Dime

Quarter

HalfDollar

1¢

5¢

10¢

25¢

50¢

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2nd Grade Mathematics Unit: 02 Lesson: 04

Coin Value Recording Sheet

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2nd Grade Mathematics Unit: 02 Lesson: 04

Quarter/Half-Dollar Recording Sheet KEY

Name of coin: quarter

Name of each coin:

half-dollar

Value of coin:

Value of each coin:

50¢

25¢

quarter 25¢

quarter 25¢

Total value of each coin set :

50¢ Name of each coin:

quarter

Name of each coin:

quarter

quarter

quarter

half-dollar

Value of each coin:

25¢

25¢

Value of each coin:

25¢

Total value of collection: 100¢

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half-dollar

25¢

50¢

or one dollar

Total value of collection:

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50¢ 100¢ or one dollar page 17 of 24

2nd Grade Mathematics Unit: 02 Lesson: 04

Quarter/Half-Dollar Recording Sheet Name of coin:

__________________ Value of coin:

Name of each coin:

Value of each coin:

_________

________

________

Total value of each coin set (name: value of each coin set): __________ : _______ ____________: _______ Name of each coin:

___________

Name of each coin:

___________ ___________ ___________ ___________

Value of each coin:

Value of each coin: ______

Total value of collection: _______________

©2008, TESCCC

___________

_______

Total value of collection: ___________ 07/25/08

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2nd Grade Mathematics Unit: 02 Lesson: 04

Coin Problem-Solving Sheet KEY 1. Chris found 4 dimes in his jean pocket and 2 nickels on the sidewalk.

2. Sharon has 7 nickels in her piggy bank. What is the total value in her piggy bank?

How much money in dimes did he find?

5¢

5¢

5¢

5¢

5¢

5¢

10¢ 10¢ 10¢ 10¢ 40¢ in dimes How much money in nickels did he find?

5¢ 5¢ 10¢ in nickels

5¢ 5, 10, 15, 20, 25, 30, 35 35¢ in nickels

3. Alicia has two coins in her pocket. 4. Christine’s grandpa gave her the following The total value of her coins is a coins. dollar. What two coins does she have?

How much money of each type of coin did he give her?

50

50

100¢ or a dollar ©2008, TESCCC

5, 10, 15 15¢ in nickels 10, 20 20¢ in dimes 25, 50 50¢ in quarters 07/25/08

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2nd Grade Mathematics Unit: 02 Lesson: 04

Coin Problem-Solving Sheet 1. Chris found 4 dimes in his jean pocket and 2 nickels on the sidewalk.

2. Sharon has 7 nickels in her piggy bank. What is the total value in her piggy bank?

How much money in dimes did he find?

How much money in nickels did he find?

3. Alicia has two coins in her pocket. 4. Christine’s grandpa gave her the following coins. The total value of her coins is a dollar. What two coins does she have?

How much money of each type of coin did he give her?

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2nd Grade Mathematics Unit: 02 Lesson: 04

Identifying and Counting Like Coins (pp. 1 of 2) KEY Coins Paste Coins Pictures Here Total Value of Coins

6¢ Pennies

Nickels

20¢

Dimes

70¢

Quarters

75¢

Half-Dollar

100¢ or a dollar

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2nd Grade Mathematics Unit: 02 Lesson: 04

Identifying and Counting Like Coins (pp. 2 of 2) KEY 1. Alicia has two dimes, 2 nickels, and 2 quarters in her wallet. What is the value of each set of coins that Alicia has?

2. Alan found several coins as he played on the beach. Sort the coins into like coins. What is the value of each set of coins?

Draw a picture and explain your answer.

Explain your answer.

Answer:

10 20

5

10

20¢

10¢

Answer:

Dimes: 10, 20, 30 30¢ Quarters: 25, 50 50¢ Half-dollars: 50, 100 100¢ or a dollar 25

50

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50¢

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2nd Grade Mathematics Unit: 02 Lesson: 04

Identifying and Counting Like Coins (pp. 1 of 2) Coins Paste Coin Picture Here Total Value of Coins

Pennies

Nickels

Dimes

Quarters

Half-Dollar

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nd

2 Grade Mathematics Unit: 02 Lesson: 04

Identifying and Counting Like Coins (pp. 2 of 2) 1. Alicia has two dimes, 2 nickels, and 2 quarters in her wallet. What is the value of each set of coins that Alicia has? Draw a picture and explain your answer.

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2. Alan found several coins as he played on the beach. Sort the coins into like coins. What is the value of each set of coins? Explain your answer.

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