salzmath


 * Monetary Value**
 * Grade**: 2
 * Time:** 45 minutes


 * Learning Goal**: Students will demonstrate and understanding of monetary value.


 * Objective 1**: Students will be able to orally name each coin and state its value.
 * Objective 2**: Students will be able to add coins together to a value no greater than $1.99.
 * Objective 3**: Students will demonstrate an ability to trade coins to create an equal value.
 * Objective 4:** Students will gain a feeling of confidence in their knowledge of working with coins.


 * Materials**:
 * Each student will need a bag of coin manipulatives consisting of pennies, nickels, dimes, quarters, and a paper dollar bill.
 * The teacher will also need a bag a of coin manipulatives.
 * Overhead projector
 * Overhead bingo sheet
 * Each student will need a bingo card and crayon
 * Each student will need a value test
 * Easel and marker


 * Introduction**:
 * I will begin the lesson by having a discussion on the different types of coins and their values. I will first ask students to name the coins they know and if they know their value.
 * I will then hold up each coin and ask what the name of the coin is and what is its value.
 * Next, I will begin to ask questions about making exchanges with the coins. For example, I would hold up a penny and a nickel and I would ask “how many pennies do you need to equal a nickel.” I would do the same for pennies to dimes, pennies to quarters, pennies to a dollar, nickels to dimes, nickels to quarters, dimes to a dollar.
 * This will help to activate students’ background knowledge on the coins, their values, and how to trade them for an equal amount. Students will be able to use the manipulatives in their bags to help them in answering the questions.
 * I will let the students know that we will be playing a bingo game using money. I will explain the rules of bingo to them.

Objective 1- Students' ability to name each coin and its value will be individually assessed by orally asking each student the name of each coin and its value. Students will be pulled aside independently, and the teacher will hold up a coin and ask the student to state the coins name and value. A checklist will be used to help record and assess the students' responses.
 * Lesson Development**:
 * As a class, we will play //Money Bingo//. Each student will be given an answer card with a letter in each box that corresponds to the letters in the boxes on the overhead projector.
 * The teacher will call out an amount, for example, $0.35, the students will then have to find the box on the overhead sheet that has $0.35, notice the letter in the box, and check off the letter on their answer card. The first student to get 4 squares, down, across, or diagonal wins.
 * Students will be able to use the money manipulatives on their desk to guide them in finding their answers.
 * We will play //Money Bingo//, two times through.
 * As students are trying to decide which square has the amount that was called out, I will encourage them to look at the coins on the overhead sheet, remember what their values were, and also be thinking of different possible ways the amount could be made.
 * Once we have completed //Money Bingo// as a class, students will then be given a test, which will ask them to create specific amounts using change. Students will work on this sheet independently and will be able to use manipulatives to guide them in their coming to their answer. Once they have come to an answer, they must use drawings on the sheet to represent it.
 * Closure**:
 * Once students have completed the worksheet I will then gather them at the rug to share their answers. They will be able to state what coins they used to figure out the answers.
 * After we have finished going through each question on the test, I will then begin to discuss the bingo game. I will ask students what are some strategies they used when figuring out the answers. I will write the strategies on the easel.
 * I will use some of the values called out in the bingo game, and ask students what coins equal that value. They will be able to come to the easel and draw their answer. I will give other students an opportunity to think if they have another way of making that value and they will also be able to come to the easel and write their answer.
 * Assessment**:

Objective 2 and Objective 3- Students' ability to add coins together and trade them for equal amounts will be assessed by using a short answer test. Students will be given a worksheet with specific values. They will be asked to come up with 2 different ways to make that value using coins. Students will represent their answers in mathematical drawings or words.

Objective 4- Students' feelings towards their abilities to work with coins will be assessed by using an affective assessment. Students will be able to answer the questions and state how they feel about their abilities in this topic area.

The teacher will use an observational checklist to record how students work with the coin manipulatives. The checklist will report whether students have a clear understanding of what the coins represent and how they should be used.
 * Learner Factors**:

Students who may not be able to see the overhead will be given a copy of the sheet to have at their desk. Also students who have visual impairments will be seated at the front of the classroom, closest to the overhead projector.


 * Environmental:**

Desks will have to be moved so that all students are facing forward and are able to see the overhead. This will be done before students arrive in the classroom to prevent any safety issues.