Money and Time Unit

nd
2 Grade, Lincoln Elementary
Camille McClellan and Melissa Reaves

Big Idea: The ability to calculate and use money and time are important life skills.
Standards: 2.MD.7. Tell and write time from analog and digital clocks to the nearest five
minutes, using a.m. and p.m.
2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using
$ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do
you have?

Reasoning: Counting, being familiar with money, and telling time are necessary
life skills. The children that we work with have received lower test scores in
math and other areas, but most have admitted math to be their favorite subject in
school. Our goal in teaching the skills of calculating time and money is to
empower our students and deepen their love for learning, especially in math.
A pre-assessment was created to test their knowledge, so we can meet
them where they are. The unit plan will go according to the Idaho Content Standards
requirements as well as what we know from the results of the pre-assessment.

Unit Calendar:
Date Lesson
12-3-18 Pre-Assessment: Time and Money
12-5-18 Intro to Money, Intro to Time (2 separate lessons)
12-7-18 Counting, solving word problems
12-10-18 Telling time to the nearest 5 minutes
12-12-18 Post-Assessment: Time and Money

The first lesson will be a basic introduction to the basic foundational skills of the unit such as
recognizing and labeling coins and their value, counting coins to find a sum, identifying the
minute and hour hands, a.m. and p.m., and calculating time on the hour and half hour.
Subsequent lessons will build on those skills and students will be able to, with assistance, solve
word problems with money and find time to the nearest five minutes.
The post assessment given will be a review of the topics covered, and ideally an improvement
from when the same test was given as a pre-assessment.

Money and Time Pre-Test

Name: ____________________

1. What is the name of this coin?

A. Penny
B. Nickel

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 C. Dime
D. Quarter

2. How much is this coin worth?

Answer: _________

3. Add up the coins:

= _______

4. How much money is shown

in this picture?

A. 23 cents C. 28 cents
B. 27 cents D. 33 cents
5. In the candy shop, a sucker is 10
cents, a candy bar is 65 cents, and a bag of gummy worms is
45 cents.
How much money do you need to get the candy bar and the
gummy worms?

Work the problem out here:

Write your answer here: __________

6. Sandy has three coins that add up to 36 cents. What coins

does she have?
Work the problem here:

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Write your answer here: ____________, _____________, ____________

7. Circle the hour hand on the clock below.

8. Circle the minute hand on the clock

below.

9. Write the time in the spaces below.

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 10. Jonny wakes up at 8:15. He has 30 minutes before he
has to leave for school. What time will it be when Jonny
leaves for school?

Write your answer here: _____:_____

11. At 7:00 PM, are you getting ready to go to school or

getting ready to go to bed?

Write your answer here: __________

12. Josh has been washing his car for 2 and a half hours, it
is 3:20 when he is finished. When did Josh start to wash his
car?

Write your answer here: _____:_____

SPED 424 Lesson Plan: Clocks and Time

Topic: Clocks and Time Grade Level: 2nd Grade Name: Camille McClellan

Lesson Type: #1 in a series Performance Level: Below Groupings: Small group

Standards: 2.MD.7 Tell and write time from analog and digital clocks to the nearest five
minutes, using a.m. and p.m.
Objective(s): SWBAT tell time on the hour using an analog clock.
SWBAT identify the minute and hour hands on an analog clock.
Key Terms: Clock, Analog, Digital, Hour hand, Minute hand, Clockwise
Materials: White boards, pencils, worksheets, clock for each child
Differentiation: Provide one on one assistance for Weston during guided and individual
practice.

Lesson Sequence
Attention If I want to know the time, what can I use to see what time it is?
Getter Clocks come in all shapes and sizes. There are digital and analog clocks. Today
we are going to use an analog clock, or a clock that has rotating hands.
Presentatio This is my clock.
n We are going to count from 1-12 as I point to each number. *draw a clock on
the whiteboard*
5 minutes This is called the hour hand. The hour hand is shorter than the minute hand. It
tells us what hour it is. For example, when it is pointing to the 1, that means it is
1. It moves slowly around the clock. An hour is 60 minutes long.
This is the minute hand. The minute hand is longer than the hour hand. It moves

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 more quickly around the clock, because minutes are shorter than an hour. Can
someone tell me how many minutes are in an hour?
Yes. There are also 60 seconds in one minute.

Now, because the clock only has 12 hours and there are 24 hours in a day, we
have to say whether it is AM or PM. AM means the morning, from 12:00
midnight until 12:00 noon. Right now it is 9:10 AM, which means 9 in the
morning. When you go home from school, it will be after 12:00 noon so it will
be PM. We also usually go to bed in the PM.

Show 12:00. 1:00, 2:00. The hands move to the right, called clockwise.
We know this is 12:00, etc because the hour hand is pointing to the 12, and so is
the minute hand. Once the minute hand goes all the way around from 12 back to
12, that means a whole hour has passed.

Guided Now, each of you has a clock. We are going to spend about 1 minute to
Practice experiment with the clock. Move the hands around, and we are going to just
think of an observation you could share.
5 minutes Have each child share their observation with a partner. Now invite sharing as a
whole group.
What did you notice about your clock?

What happens to the hour hand if we move the minute hand to the 6? (which
means we are at the half hour or 30 minutes)

What happens if we move the minute hand to the 12? (This means it’s on the
full hour)

What happens to the minute hand if we move our hour hand to the 3 or 9?
(These are the quarter and ¾ hour marks)

Now that we have become more familiar with the clocks, I am going to ask each
of you to show me some times on the clocks.
Show me 12:00. Show me 3:30. Show me 4:00. Show me 7:30.
Individual Now, each of you will have a sheet to work on. You will decide what time each
Practice clock says. If you need help, raise your hand and we will help you.

8-10 Distribute student worksheets

minutes
Summary Alright, we are going to take one minute to tell your neighbor something you
learned in our lesson today.
2 minutes The analog clock has two hands, the minute hand and the hour hand. The hour
hand tells us the first number(s) before the colon and the minute hand tells us
the number(s) after. We can know if it is a.m. or p.m. if a time is before noon or
after noon.

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 Clocks Practice Sheet
Name____________________

Write the time shown on each clock below.

Which time matches? Mark an X in the box that matches the picture on the
left.

6. Sam eats breakfast at 7:00 in the morning. Is it AM or PM?

Write your answer here _______
7. Sam goes home from school at 3:00 in the afternoon. Is it AM or
PM?
Write your answer here _______

SPED 424 Lesson Plan: Money and Values

Topic: Money and Values Grade Level: 2nd Grade Name: Melissa Reaves

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Lesson Type: #3 in a series Performance Level: Below Groupings: Small group

Standards: 2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and
pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies,
how many cents do you have?
Objective(s): SWBAT identify coin names and their values.
SWBAT combine two-coin values to get one total value.
Key Terms: Coin, Value, Penny, Nickel, Dime, Quarter, Cents
Materials: White boards, pencils, worksheets, coins for each child
Differentiation: Provide one on one assistance for Weston during guided and individual
practice.

Lesson Sequence
Attention If I want to buy something from the store, what do I need?
Getter Money can be used in a lot of different ways and comes in many different
forms. Today we are going to be using the most basic form of money. Coins.
Presentatio These are my coins.
n We are going to count these 4 coins together as I point to each one. *have each
coin shown on the whiteboard*
5 minutes We have 4 coins, does that mean we have 4 cents? No, it doesn’t because each
of these coins has a different value. That means that each one is worth
something different.
This coin is called a Penny. A Penny is worth 1 cent. That tells us that a penny is
only able to be used as a 1. For example, if I want a candy bar that cost 3 cents,
I would need 3 Pennies.

This coin is called a Nickel. A Nickel is worth 5 cents. That means that it can be
used as a 5. For example, if I wanted a toy car that was 6 cents, I would need
one Nickel and one Penny because a Nickel is worth 5 and a Penny is worth 1.

This coin is called a Dime. A Dime is worth 10 cents. That means is can be used
as a 10. For example, if I wanted a pair of shoes that was 15 cents, I would need
one Dime and one Nickel because a Dime is worth 10 and a Nickel is worth 5.

The last coin is called a Quarter. A Quarter is worth 25 cents. That means that is
can be used as a 25. For example, if I want a skateboard that was 26 cents, I
would need one Quarter and one Penny because a Quarter is worth 25 and a
Penny is worth 1.

Now sometimes when you do not have a certain coin, you can use the other
coins you have to buy what you want. For example, I have 2 Dimes and 1
Nickel. The soda I want is 25 cents, but I don’t have a Quarter. I can use my 2
Dimes and one Nickel to get my soda because a Dime is worth 10 and I have
two of them which means I have 20 cents in Dimes. I also have one Nickel
which is worth 5. If I put that together with my 20 cents in Dimes, I will have

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 25 cents altogether.
Guided Now, each of you have some coins. We are going to spend about 1 minute to
Practice experiment with the coins. Put different coins together to make different values
and then we are going to share with a partner what different values you made.
5 minutes Have each child share with a partner. Now invite sharing as a whole group.
What different values were you able to make?

What happens if I don’t have a certain coin? (You can use other coins to make
the value you need)

What are the names of our coins? (Penny, Nickel, Dime, and Quarter)

What are each of our coins worth? (1, 5, 10, 25)

Now that we have become more familiar with the coins, I am going to ask each
of you to show me some values using your coins.
Show me 15 cents. Show me 8 cents. Show me 30 cents. Show me 23 cents.
Individual Now, each of you will have a sheet to work on. You will decide what value each
Practice set of coins add up to. If you need help, raise your hand and we will help you.

8-10 Distribute student worksheets

minutes
Summary Alright, we are going to take one minute to tell your neighbor something you
learned in our lesson today.
2 minutes There are 4 coins we use. Their names are Penny, Nickel, Dime and Quarter.
They all have a different value. Penny is 1, Nickel is 5, Dime is 10 and Quarter
is 25. We can add them together to make greater values. If we don’t have a coin,
we can use the other coins to make our value.

Coins Practice Sheet

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Name:

Name each coin:

1. 2. 3. 4.

5. How much is this coin worth?

A. 1
B. 5
C. 10
D. 25

6. What is the value of the coins shown?

A. 28 cents
B. 37 cents
C. 30 cents
D. 4 cents

7. Add the coins below:

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 SPED 424 Lesson Plan: Solving Money Word Problems
Topic: Solving Money Word Grade Level: 2nd Grade Name: Melissa Reaves
Problems

Lesson Type: #4 in a series Performance Level: Below Groupings: Small group

Standard: 2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and
pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies,
how many cents do you have?
Objective(s): With assistance, SWBAT solve word problems involving money correctly.
Key Terms: Coin, Value, Penny, Nickel, Dime, Quarter, Cents, Word Problem
Materials: White boards, pencils, worksheets, coins for each child
Differentiation: Provide one on one assistance for Weston during guided and individual
practice.
During independent practice, allow for those who need help to either work with a partner or
come to one of us for help.
Cover the very basics such as reviewing the coin names and their values.
Repeat key words and directions more than once if necessary.
Provide extra oral problems for Emillio, who will likely finish his work early.
Rose seems to be a little ahead than her peers- provide her with more challenging problems.

Lesson Sequence
Warm-up Review questions:
What are the coins we have?
5 minutes What does are the values of these coins?
What do we do if we are missing some coins?
If I have a Dime and a Penny, how much do I have?
If I have a Quarter, how much do I have?
If I have a Penny, Nickel, and Dime, how much do I have?
Presentatio Today we are going to talk more about coins and their values. The questions I
n just asked you helped us to review on what we learned the other day about coin
names, their values, and adding them together. Now we are going to practice
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5 minutes adding more coin values together.

Read this word problem:

Billy wants to get some ice cream at the store. A tub of ice cream is 85 cents.
Billy has 2 quarters, 3 Dimes, and 4 Pennies. Does he have enough to buy a tub
of ice cream?

This is question is what we call a word problem. When we see word problems,
we should first read them aloud quietly to ourselves. Second, circle all the what
coins it says there are. Lastly, write it out. Write the coin values out so it’s easier
to add them together.
Guided We are going to practice word problems together now.
Practice (Read and Solve each problem one at a time with the students)

10 minutes Sandy has three coins that add up to 36 cents. What coins does she have?

Jonny has 68 cents. A hot dog is 46 cents and a soda is 20 cents. Does Jonny
have enough money to get a hotdog and soda?

(Follow these steps for each word problem)

Read the word problems aloud with the students.
Ask the students what coins need to be circled (help as needed).
Write out the values with the students.
Review the word problem with the students.
Solve for the answer. (Ask the students to do this and help as needed).

Individual Rotating Word Problem Activities:

Practice Word Problem 1
Word Problem 2
20 minutes Word Problem 3
(Students will rotate to each word problem solving each one before rotating to
the next word problem)

Summary Today we learned more about how to add coin values. We learned what word
problems are and what to do when we solve them. Turn to a neighbor and tell
2 minutes them one thing you learned about today.

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