Haidee Garcia

2nd Grade
Subject: Math (MONEY)
Time Period: One period (60 minutes)
Third Formal Observation
Purpose: Students have been working on learning and identifying the values of coins. As well as,
counting and drawing coins to represent money amounts no greater than $1.00 in different ways. The
purpose of this lesson builds on those skills learned from previous lesson to have students focused on
finding and drawing the total value of money amounts that are now greater than $1.00. Eventually
preparing the students to successfully solve problems involving money.
Objective/Aim: Students will be able to find and write the total value for money amounts greater than
$1.
Essential Question: How do you show money amounts greater than one dollar?
Vocabulary
Dollar
Dollar Sign $
Decimal Point
SKILLS:
-Students will understand how money amounts are read.
-Students will be able to understand how prices are read/spoken in real-life situations.
NEW YORK STATE LEARNING STANDARDS:
Work with time and money
CC.2.MD.8 Solve world problems involving dollar bills, quarters, dimes, nickels, and pennies using $
and symbols appropriately.

LESSON PRESENTATION: The teacher will tell students to take out their big math book and turn to
page 357. (Number will be displayed on the board). Afterwards, students will be called to sit in their
spots at the rug. (Blue Table, Green Table, Red Table, Purple Table, Orange Table)
The teacher will introduce the aim: Students will be able to find and write the total value for money
amounts greater than $1.
PRE-ASSESSMENT: (2 Minutes) to access prior knowledge the teacher will ask students to
remember what they learned on their previous lesson:

The teacher will say: Yesterday you learned how to show one dollar in many different ways
The Teacher will ask: What are some ways that we can draw and write the total value of different
coins to show $1.00.
The teacher will call upon students to respond how to write/draw one dollar in different ways.
MINI LESSON: (TEACHER DO) (10 minutes) the teacher will read the following problem aloud:
Dominic has 4 quarters, 1 dime, and 1 nickel
in his coin bank. How much money is in Dominic's bank?
The teacher will ask several questions: (to remind students on the process of how to read and solve
word problems)
Question: What is the problem asking you to find? (How much money Dominic has in his
coin bank)
The teacher will underline this with a color marker.
Question: What important details does the problem tell us (He has 4 quarters, 1 dime, and 1
nickel)
The teacher will circle this information with a color marker.
The teacher will draw each of the coins on the easel pad. To check for students knowledge of coin
value the teacher will ask:
What is the value of a quarter? (25 cents)
What is the value of a dime? (10 cents)
What is the value of a nickel? (5 cents)

25

25

25

$ 1.00

25

10

Total Value: $1.15

MODEL: The teacher will model how to count by 25s for the quarters, pointing to each coin. The
teacher will draw a circle around the quarters to show $1.00.
The next step the teacher will inform the student that there is a certain way to write amounts that are
greater than one dollar we use a dollar sign ( $) and a decimal point (.)

Teach Aloud: So I drew the coins from greatest to least value and will count on to find how many cents
in all. I first drew each of my coins and then I added the quarters first
Question: Why did I add the quarters first? (Because they have the greatest value)
And I realized that when I count the four quarters I get a $1.00 so I am going to draw a circle around
these four quarters. The teacher will explain to the students that $1.00 is the same as 100cents and
will also show a dollar bill play money to the students.
The teacher will demonstrate how to count on for the additional coins to find the total value, pointing to
each coin on the board. To describe what was done the teacher will perform a math talk aloud by
stating:
Teach Aloud: Now that I have a dollar I am going to add my remaining coins. I have 1 dime which has
the value of 10 cents, so now I have one dollar and ten cents ($1.10) and then I have 1 nickel which
has a value of five cents so now I have one dollar and fifteen cents ($1.15).
The teacher will ask the students.
How much money does Dominic have in his coin bank? ($1.15)
The teacher will write the total value on the board and discuss how the amount is written and spoken.
The teacher will make sure to emphasize the importance of writing the dollar sign ($) when writing the
value of the coins. In addition, the teacher will ask all the students to say the amount together: One
dollar and fifteen cents.
The teacher will then explain that in order to read this total value we will read it as One dollar and
fifteen cents. Making sure that the student understand that we say the word AND when they read the
decimal point
Guided Practice (WE DO) (5 minutes)
The teacher will ask students to return to their seats and work on page 357
The teacher will inform students that they will draw the total value of $1.32 where they will have 2
minutes to draw the number on their book. The teacher will remind students to remember to draw the
coins from greatest to least value and to properly place their symbols.

Afterwards the teacher will review with the student by using the ELMO projector so that they will be
able to see how it is done and whether or not they responded correctly.
TEACH ALOUD: By using 5 quarters. 1 nickel and 2 pennies. The teacher will model how to first
find the value of a dollar among the coins by circling it and writing it down. The second step is to add
the remaining coins. The teacher will explain that these four quarters add up to a dollar and will show a
dollar bill. And the remaining coins are added to find the value.

25

25

25

$ 1.00

25

25

Total Value: $1.32

The teacher will then explain that in order to read this total value we will read it as One dollar and
thirty two cents. Finally the teacher will explain that $1.32 is the same as 132 cents. The teacher will
ask a student to share how they solved their problem if they had a completely different response.
INDEPENDENT PRACTICE (THEY DO) (25 Minutes)
The teacher will inform them that they will be working on their big math textbook pages 358.
They will be doing the two check questions. In which they will be circling the money that equal $1.00
and then writing the total value of the money shown. The teacher will remind students to use a dollar
sign and decimal point in each answer when writing the total value of the coin.
Students that indicated they do not need reteach will be working independently on pages 359.
As well as on page 360 and or enrich book page (E71) that will serve as an extension.
In addition, students that indicated they need reteach will join the teacher at the rug area for
small group instruction and they will all work on page R71 from the GO math reteach book.
Teacher Instruction: If you answered both check question 1 and 2 correctly you will be
working independently on pages 359. If you finish that page you can continue working on page 360.
Students that answered one or both check questions wrong please take a re-teach book, pencil and
your white board and sit at the rug.

CLOSURE (Wrap up Response) (5 Minutes) Students working on the rug will be called to sit back
at their seats. The teacher will call upon students to review page 359 by using the ELMO projector.
The teacher will summarize the lesson by stating the essential questions. How do you show money
amounts greater than one?
MATERIALS AND RESOURCES:
GO Math pages (357-360)
GO Math reteach (R71)
Enrich (E 71)
Easel board
Pencils
Math manipulatives (coins, dollar bill)
EVALUATION/ASSESSMENT: Students will be graded based on how well they show they
understand the concept form their classroom work and in their homework assignment (page number
167-168)
DIFFERENTIATION/ SCAFFOLD SUPPORT
Above Grade Level: Students will be working independently at their seats and will be informed to
continue working on page 359-360. If the students finish early they should be able to complete page
E71 on their enrich books.
On Grade Level: The teacher will assist students as needed. Students will be working independently
at their seats and will be informed to continue working on page 359-360. If the students finish early
they should be able to complete page E71 on their enrich books.
Below Grade Level (Struggling learners): (RETEACH) the teacher will have small group
instruction and assist the students in learning how to find and draw the total value for money that is
more than $1.10.
The teacher will have the students at the rug area where they will each have their own white board.
The teacher will begin by asking students:
Question: How many centers are in one dollar? (100 cents)

The teacher will write $1.10 on the board and will draw the coins on the board.
The teacher will then count by 25s pointing to each quarter. Followed by drawing a circle around the
quarters. The teacher will tell the students to do the same on their board.
The teacher will explain that when I have a dollar bill we first draw a circle and then count on for the
dime writing the total value on the board of $1.10.

25

25

25

25

$ 1.00

10

Total Value: $1.10

The teacher will discuss how the amount is written and spoken:
The teacher will count the coins inside the loop and will say (one dollar). Then the teacher will point to
the dime and say 10 cents. The teacher will ask the students to say the total value aloud: One dollar
and ten cents
The teacher will then have the students work on page R71 from their reteach book.
The teacher will have the students work independently on problems 1 and 2 and then call the students
to come up to the teacher to review the answer. Students that answer the problem correctly will be sent
to their desk to work on pages 359-360.
The students that show that are still struggling with the material will continue to work with the teacher
at the rug.