PSU Student: Brittany Mareth

Grade Level: 2

Content Area: Math

Lesson Title: Addition Number Stories with Dollars and Cents

ALIGNMENT TO STATE/LOCAL STANDARDS

STRAND: MATH
BOX SUB HEADING: Measurement and Data
STANDARD: Solve word problems involving dollar bills, quarters,
dimes, nickels, and pennies, using $ and cent symbols
appropriately.

LESSON PERFORMANCE OBJECTIVE/EVALUTATION

Students will write money amounts in dollars-and-cents notation.
Students will solve and share solution strategies for addition problems
in the context of money. Students will use strategies to estimate total
cost.

MATERIALS
Math Journal
White board
Dry erase markers
Elmo
Smart board

ANTICIPATORY SET
Go over what we have been doing in the previous lessons with money.
Ask the students how would they estimate if they could by three items
with a certain amount of money without adding up the cost with pen
and paper or a calculator?

LESSON INTRODUCTION
Today we are going to practice writing money in dollars and cents on
our white boards. We will also be practicing different ways to estimate
money.

TEACHER INSTRUCTION
Being able to count money is a very important thing to know before
you start spending money! There are many different strategies on how
to count money but today we are going to practice estimating costs
and writing them in dollar and cents notation. First, I am going to ask
you a few questions and I want you to answer them by yourself on your
whiteboard and then hold them up for me to see after you are finished.
When I see that someone has answered the problem correctly I will call
on them and have them come up to the front of the room to work the
problem out and explain how they got their answers. After we have
finished practicing and reviewing the questions we will then move on
to our math books. With a partner you will estimate the costs of items
to see if you have enough money to buy the items. We will then go
over our answers as a class and then check our math boxes.

CHECK FOR UNDERSTANDING

Write a problem on the board and have the class work it out together.
Then ask students to hold a thumbs up or thumbs down to see if they
understand the concept or need more practice.

APPLICATION/GUIDED PRACTICE/INDEPENDENT PRACTICE

Each student will get an individual white board to write on when given
a problem to hold up and show the teacher. An individual who got the
question right will then be asked to come and work the problem out on
the white board in the front of the class and explain how they got their
answer. Students will then receive a partner and work on their math
journal worksheet together.

CLOSURE
Today we have learned a few different ways to estimate money for real
world situations. Now when you go to the store with your parents you
can really impress them by estimating the cost of their groceries!

DIFFERENTIATED INSTRUCTION
All students will have their own white board to use and answer
questions that the teacher asks. Not all students will come up to the
front of the room and answer a question. Before the lesson though the
teacher could inform a student that they will be asking this question
later in class and help them work it out. This way the student will know
how to work out the question and answer it correctly when the
question is asked. The student with differentiated instruction would

also be paired with another student who is capable of working with

them.

Source
Mrs. Lemerts curriculum math book