Mathematics: Money, Coin Exchanges

                                                  

Name:  Kara Tarkoff                                   School:    PS 20                                                             Grade:  2

Unit : Mathematics: Money Topic: Coin Exchanges

                                                                 

Teacher materials: Chart paper, coins, items to use as a bank such as a cup or piece of paper. 2 dice/group Student materials: Math Journal 1, p. 75-77.	Description of physical space (Where are the students? Where is the teacher? What is set up? Students will be seated at the rug in rows of 5 facing the teacher at the Easel during the mini-lesson.  Then the students will go back to their seats working independently for p.76-77 and in pairs on p. 75, while I walk around assisting students and monitor the students playing the “make change” game.
Teaching Point/Goal: To guide students as they solve multistep problems for amounts under $1.00 and as they practice making change using nickels, dimes, and quarters. Key Concepts and Skills: Count by 5s, 10s, and 25s (Number and Numeration Goal 1) Write amounts in dollars-and-cents notation (Number and Numeration Goal 2) Use strategies to make change (Operations and Computations Goal 2) Calculate coin amounts (Operations and Computation Goal 2) Key Vocabulary: exact change light NYS Standard(s):   Number Sense and Operations Strand: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Measurement Strand: Students will use units to give meaning to measurements. Performance Indicators:  2.N.1: Skip count to 100 by 5’s, and 10’s 2.M.6: Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20)  2.M.7: Recognize the whole dollar notation as $1, etc. 2.M.8: Identify equivalent combinations to make one dollar.
Connection/Motivation:  Before, Thanksgiving, we learned how to make change.  Today we will use the coins to make EXACT change.  Display the Milk and Juice Vending Machine. Let’s continue to use coins to buy items from the vending machine with and without exact change. Review: Mental Math and reflexes: students will show how they would pay for each item.  Drawing N, D, or Q in their notebook. A bottle of juice cost 75 cents An apple that costs 55 cents A package of gum that costs 35 cents Model ( I try): I will tells the students that this machine is called a vending machine. How does it work?  Well, The buyer pays with coins (nickels, dimes and quarters) or bills that adds up to more than the cost of the item.  Then vending machine gives back the money owed (the difference). When the exact change light is off, I can put in more money than the cost of an item and the machine will give change. This is similar to when we “make change” at the grocery store.  For example: I will model how to use the vending machine, if the milk cost 40 cents and I paid 50 cents, then the vending machine will give me back 10 cents.   Can you buy something if you don’t have the exact amount?  Yes, unless the exact change light is on.  What does the exact change light mean? When the exact change light is on, if I put in more money into the machine, than I will NOT get change back from the machine. I will model how to buying Items with Exact Change ONLY: (page 76) I will say, “Pretend that the exact change light is on and that they want to buy a coin of grape juice.” I will do one example. Sample answers: 1 quarter and 2 dimes, 4 dimes and 1 nickel, or 9 nickels.  Have the children share their coin combinations.  Repeat the question from other items from the vending machine. Active Involvement (We try): I will then show the vending machine that I had modeled: I will guide the students, through the different features, gradually: Students will identify the coins and bills that can be used to make a purchase under $1.00.  They will practice making change with nickels dimes, and quarters by pretending to buy items from a milk and juice vending machine with EXACT change. Independent/partner activity /group activity (You try): MATH WORKSHEET Students will identify the coins and bills that can be used to make a purchase under $1.00.  They will practice making coin combinations for a given amount making change with nickels dimes, and quarters by pretending to buy items from a milk and juice vending machine. Plan for Differentiated Instruction/Activity: Ability level: Students who finish the task early with create and solve problems about money. Students will work in pairs playing the game “making change”, which will be monitored by a classroom teacher. I will also be walking around to provide students with the necessary supports during independent work.  Visual: Chart paper Kinesthetic: hands-on

Share/Closure: I will pick a few students who have done an exceptional job and have different coin combinations to share their answer for #3 to demonstrate what they learned today.

                                                                 

Follow Up/Next Steps: Students will continue to practice making change for homework.  Home Link p. 85.	Assessment of Objectives: ·         Formal assessment: 1.   Math Journal: p.77, question #3. ·         Informal Assessment: 1.   Observations during instruction and cooperative learning activity 2.       Independently has fun playing the “making change”    game.