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Money Sense:
This lesson is an extension to money sense. The class has been learning
about money, the names of coins, their value, and how to write money using
numerals and decimals in connection to place value. As an extension, our
goal is to challenge the class by taking their prior knowledge and extending,
through problem solving. As Van de Walle and Lovin (2006) explain,
recognition of coins is not a mathematical skill, but one that is learned
through exposure and repetition (VDW, p.150). Money supports students
early counting, skip counting, and trading actions. Ideas and skills include:
recognizing coins, identifying and using the values of coins, counting and
comparing sets of coins, creating equivalent coin collections, selecting coins
for a given amount, making change, and solving word problems involving
money (VDW, p.393). This lesson is one of many integrated into a number
sense unit for Grade 2 students and involving independent, whole class, and
small group expectations.
Specific Expectations:
Quantity Relationships
Counting
count forward by 1s, 2s, 5s, 10s, and 25s to 200, using
number lines and hundreds charts, starting from multiples of 1,
2, 5, and 10
add and subtract money amounts to 100, using a variety of
tools and strategies
Lesson Objectives:
Materials:
Beginning:
Middle:
This during phase of the lesson is when the students make big
decisions about how they will spend their money and how they will
work together as a team to make their purchases and complete the
worksheet. Students may be challenged with mixing coins in order to
meet their required purchases.
At points where the bank announces that they will no longer accepts
pennies or other changes, students may require a higher level of
support in brainstorming solutions. Repeated instruction and
enough money to buy all colours for all of their group and work
together to find a solution (collaborate, predict, and deduce). ~
End:
Follow up activities:
o Money word problems involving addition and subtraction
algorithms (including concrete manipulatives)
o Literacy component making connections to language
o Money challenges - How many ways can we use money to
represent a dollar?