Lesson+2+stardio


 * Title:** Dollar Notation


 * Grade Level:** 2


 * Time to Teach:** 1 hour


 * Learning goal 1:** Students will understand monetary value.


 * Objective 1:** Students will demonstrate their understanding of monetary value by adding coins together to value no greater than $1.99.


 * Objective 2:** Students will demonstrate their understanding of monetary value by representing the results of their sums in the correct coin and dollar notation.


 * Objective 3:** Students will demonstrate their ability to use problem-solving strategies and understand mathematical concepts and will demonstrate and exhibit confidence in their ability to solve these problems inependently and in groups.


 * Objective 4:** Students will display increasing perserverance, and persistence in problem solving.

-**Play money -Large visuals of coins -Visuals of the objects to buy (part of the worksheet activity) -Worksheet Activity -Multiple Choice Test
 * Materials and Resources:

-A multiple choice and fill-in the blank test (with manipulatives for use at the students' desks).
 * Pre-Assessment:**

- Before this lesson, students will be have learned the value of each coin. To activate prior knowledge I will place large visuals of coins on the board and the students as a class will have to tell me the value of each of the coins. I will also ask them to tell me how they would write the different value of the coins. This is where there previous knowledge of coin value and notation will be reviewed. -To set a purpose, I will tell the students that when going to a store to buy something it is necessary to know how to be able to count out their money so that they will give the correct change to the storekeeper. I will let them know that in this lesson they will have learn and have practice with adding coins and learning how to write down the value of coins and dollars.
 * Introduction:**

-To begin this lesson, I will put on the board a combination of quarters, dimes, nickels and pennies. I will tell the students that this combination is the amount of change I have saved so far. I will demonstarte to them how I would add the coins. I will write the coin notation on the board and explain the tens and ones column as well as the decimal. I will tell the students that from now on I would like them to use this notation to express any monetary value. -After demonstrating to the students how to add the coins, I will put up another combination of coins. I will tell the class to try and add the values up. After giving the students some time, we will come back together as class and add them togehter. We will do several more of these examples as a class and then the students will be given several examples to practice on their own. -Using the visuals of the coins in the front of the room, 3 quarters, 1 dime, 2 nickels and 4 pennies will be shown. The students will be told to add these coins up on a piece of paper at their desks. After the students are done, I will ask them what answer they got. It will be 99 cents. -I will then add one penny to that sum and ask the students how much money there is now. -Explain that after the amount of money adds to 99 cents and 1 more cent is added, the value becomes 1 dollar. I will show the students how to write $1.00. -I will then explain that the dollar amount is before the decimal and the cent amount is after the decimal and can only be in the ones or tens column. -Students will each be given a pretend dollar bill. -Demonstrate several examples of adding coins to total over a dollar using the coin visuals on the board. When the students think the amount is a dollar or over a dollar they will be told to raise their dollar. -After several examples, students will be given play money. They will work in partners and will have practice adding money. They will be given time to show different combinations of coins adding to over a dollar. -They will record these combinations onto a worksheet. -The students will be given a list of objects with different prices labeled for each object. I will announce to the class the first product group and they will have to add the sum of those products up. -This will be repeated several times with 5 different product groups. -The students will record their answers onto the worksheet and will write the sum they got as well as whether or not their answer summed to a dollar or over.
 * Lesson Development:**
 * Activity:**

-The students will come together as a class again and will be given an opportunity to discuss the different combinations they came up with with coins adding to over a dollar. -As a class the students will sum up what was done in class and will discuss how the things they have learned can help them outside of school.
 * Closure:**

-The worksheets that were done during the activity will be collected. -A checklist will determine whether or not the objectives (1 and 2) were met after completing the worksheet. -The students will be observed and an anecdotal record will be kept, while they were making the combinations of their coins as well as when they discuss them with the class and will focus on the perserverance and persistence of the student. (objective 4) -I will pose several affective assessment questions (questions will focus on the confidence of the student and their views of independent/group work) on the board and students will be given an opportunity to discuss these as a group. The questions will be read out-loud to the class and the questions will be explained. (objective 3)
 * Assessment:**

-To accommodate individual differences in learning, students will be given visual aids as well as physical manipulatives to be used throughout this lesson. -Using play money will allow students to connect their experiences in the classroom to those outside the classroom.
 * Learner Factors:**

-Throughout this lesson, the students will be sitting at their desks. Their desks are arranged in groups of four. -During the closure part of the lesson, students will be gathered on the carpet to discuss their combinations.
 * Enviornment:**