Megan King

Grade: 2
Curriculum Area: Measurement and Data

Stage 1: Desired Results

Common Core State Standard: Solve word problems involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and ¢ symbols appropriately.
Enduring Understandings:
● Students will understand that dealing with money creates a sense of responsibility.
● Students will understand that money is essential in everyday life.
● Students will understand that having units is important.
Essential Questions:
● How does money affect someones everyday life?
● What are some ways to responsible with money?
● How can not including units create problems when it comes to money?
Students will know…
● Addition
● Subtraction
● How to read math terms within word problems
● Write numbers
Students will be able to…
● Add and Subtract quickly
● Understand the math terms in a word problem to solve it.
● Rewrite word problems with number to solve.
● Understand the value of coins and dollars.

Stage 2: Assessment
Summative:
Mini Test
Other Evidence:
Word Problem worksheets/homework
Practice Test
Money Banks

Stage 3: Learning Plan

● Tic Tac Toe
● Guided Practice Worksheet as a class
● Making a piggy bank with reward for class

Lesson Plan 1: Counting Coins Worksheet

Enduring Understanding: Students will understand that money is essential to everyday life.
Essential Question: How does money affect someones everyday life?
Objective: Students will be able to count coins and understand the dollar amount with correct
symbol.
Materials:
● Coins for each student
● Worksheet for every student
Directions:
1. Give each student a bag of coins which will spark children’s interest.
2. Teacher explains to students what each coin means.
3. Write an amount up on the board
4. Students use coins to get to the correct amount. Teacher walks around to check to make
sure students are on the right track.
5. After a few examples, the teacher will hand out the worksheet to have the students do.
6. Teacher checks in to make sure students are on track
Accommodations:
● If student is having trouble, allow them to use their coins.
Assessment:
Once students complete worksheet, give them another one that is a bit shorter to assess them
and give the the teacher an understand on where the class is at with the topic.

Lesson 2: Making animal piggy banks with reward system

Enduring Understanding: Students will understand that dealing with money creates a sense of
responsibility.
Essential Question: What are some ways to responsible with money?
Objective: Students will know how to count coins and creates a sense of responsibility.
Materials:
● Empty coffee can
● Knife
● Scissors
● Markers
● Paint brush
● Googly eyes
● 4 egg carton cups
● Hot glue gun
● News papers
● Elmer's glue
For pig:
● Pink foam sheet
● Pink pipe cleaner
● Pink acrylic paint
For lion:
● Yellow foam sheet
● Yellow pink cleaner
● Yellow acrylic paint
● Yarn for mane
For sheep:
● White foam sheet
● Cotton balls
Directions:

1. Spread newspapers on the table. Take off the lid and paint the can the desired color for
your animal. Paint the 4 egg carton cups for the legs. Allow these to dry. For the sheep,
you do not need to paint your can. Just smear glue on the can and add cotton balls.
2. Using a pencil, trace the lid two times on the foam sheet. One circle is for the head, and
one is for the animal’s backside. Cut these two circles out. If you’re making the pig, trace
a smaller circle on the pink foam for the snout. Perhaps you can trace the bottom of the
acrylic paint bottle. Cut this out. Snip off two small triangles for the pig’s ears. For the
lion, cut two semicircles for the ears on the yellow foam sheet. For the sheep, cut long,
skinny triangles for the ears.
3. Have a parent hot glue the wiggly eyes and ears on one circle. For the pig, hot glue the
smaller circle or snout below the eyes.
4. Using markers, make two dots on the snout of the pig. For the lion and sheep, draw the
nose, mouth, freckles, and outline the ears. Then put Elmer’s glue around the edge of
the lion’s face. Cut small pieces of yarn for the mane and stick on.
5. Next, an adult can cut a slit in the foam face and lid for the mouth. This is where the
money will be inserted into the bank. Hot glue the face onto the lid by lining up the mouth
holes.
 6. To make the tail for the pig, cut the pink pipe cleaner in half. Wrap it around a pencil to
make a curl. Using scissors, cut a small slit in the middle of the foam circle. Insert part of
the curly pipe cleaner and twist it to secure. The curly part should stick out for the piggy
tail. For the lion’s tail, cut a slit in the middle of the foam circle. Insert a yellow pipe
cleaner and bend it to look like a tail. For the sheep, glue on a cotton ball. Have an adult
hot glue these circles to the bottom of the can.
7. A parent can hot glue the legs to the bottom of the can. Now your bank animal is
complete!
8. Lay your coins on the table. Point to a coin and say its name. If correct, you may feed
your animal bank. Try saying its value and feed your animal. Keep feeding your animal
to save your money for something special.

Hook: Now that they have their piggy banks, the students will want to fill them and be interested
in knowing how they can get coins to put in it.

Rules for Piggy Banks:

1. Create a set of rules in classroom for reward system to show students how they can
earn certain coins from certain behaviors.
2. Everytime a student does something good or has good behavior, reward them with the
appropriate amount of money. Have them store their money in their piggy banks.

Assessment: Every 2 weeks, set up a class store to allow them to uses their money they have
earned to buy items they want like pencils or erasers.

Accomodations:

Easier: Have coins with amount written on them so child can get a better understanding of how
much each coin is worth.

Harder: If whole class is earning money very quickly, update the rules of rewards so they have
to be extra good and it makes it harder for them to earn money.

Lesson 3: Tic Tac Toe

Enduring Understanding: Students will understand that having units is important.
Essential Question: How can not including units create problems when it comes to money?
Objective: Students will practice adding money while playing a game
Materials:

● Paper or poster board

● Marker
● Scratch paper
● Pencils
● White board
● A mixed assortment of coins, in: .01, .05, .10, .25, .50, or 1.00 denominations.

Directions:
1. Use a marker and a piece of paper to make a tic tac toe board and put into a clear page
protector.
2. Add any combinations of coins in each square and write the amount with correct unit on
the back of the page protector with dry erase marker.
3. Distribute game board out to students.
4. Students decide who will be x’s and who will be o’s
5. They will take turns selecting boxes, adding up the coins and writing the value with the
correct unit on a whiteboard.
6. If student gets the correct amount, they receive 100 points. If they get the correct units,
they recieve another 100 points.
7. Student keep score until all the squares are filled up and whoever has the most points
wins.
Hook: Tell the students that there is a competition with a prize at the end. This will get their
attention since children are very competitive and like to win things.
Accomodations:
Easier: Put the number value of coins
Harder: They have to win tic tac toe game to win along with get the most points.

Assessment: Have tournament with the the whole class to see who gets the concept and who
does not.
 Works Cited

“Build Animal Piggy Banks! | Activity.” Education.com, 22 Oct. 2012,

www.education.com/activity/article/animal-piggy-banks/.

“Money Tic Tac Toe | Activity.” Education.com, 31 July 2017,

www.education.com/activity/article/tic-tac-money/.
Neal, Nichelle. “Counting Coins | Lesson Plan.” Education.com, 17 Aug. 2015,

www.education.com/lesson-plan/counting-coins/.