Money Counts!!

A second grade
interdisciplinary learning
unit by

Vicki Spina
&
Donna Barberio

Frankfort Schuyler Central School
Frankfort, NY 13340
315-735-8336

Content Knowledge

At the end of this unit students will know/understand that…

• Different monetary systems exist
• Money is earned by different jobs
• Coins have different values

At the end of this unit students will have the ability to…

• Make change up to $1.00
• Count money and different coin combinations
• Compare and contrast coins and currencies

Essential Questions

• What role does money play in your life?
• Why is it important to be able to county money and make change?
• What different monetary systems exist?

Prerequisites

• Students have identified and counted pennies, dimes and nickels in first grade
• Students are able to add and subtract two digit numbers with and without regrouping
• Students have computer knowledge and training both in the classroom and on the Internet in the library
• Students recognize dollar and cent signs

Connections to Standards

• English Language Arts Standard 1: Students will read, write, listen, and speak for information and understanding.
• Students will be able to: gather and interpret information from children's reference books, electronic bulletin boards, audio and media presentation; select information appropriate to the purpose of their investigation and relate ideas from one text to another; present information clearly in oral and written forms; include relevant information and exclude extra material; observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structure appropriate to written form.
• Mathematics, Science & Technology Standard 1: Students will use mathematical analysis as appropriate to pose questions.
• Students will be able to: use critical thinking skills to solve problems using concrete objects or manipulative materials when possible.
• Mathematics, Science & Technology Standard 3: Students will use mathematical operations and relationships among them to understand mathematics.
• Students will be able to: add and subtract whole numbers; develop strategies for selecting the appropriate computational and operational method in problem solving situations; know single digit addition and subtraction.
• Mathematics, Science & Technology Standard 5: Technology.
• Students will be able to: use the computer as a tool for generating ideas.
• Social Studies Standard 4: Economics.
• Students will be able to: understand the United States monetary system; understand other monetary systems exist; locate economic information using computer databases; collect economic information from textbooks and other primary and secondary sources.

Time Required

• This unit is a two-week unit and is approximately one hour per day.

Initiating Activity

Day 1 Session 1

• The teacher will have the song, "I Want Money" playing as the students assemble on the rug. Following the song, the teacher will read the book Alexander Who Used to be Rich Last Sunday, by Judith Viorst. This is a story about a boy who is given a dollar bill by his grandparents and how he spends it. Next, the class will brainstorm what it means to be rich and chart the ideas. Different meaning of the word "rich" will be discussed. The teacher will again refer to the book and point out the coins that are pictured and talk about what the students already know about them and what they would like to know. Again, this will be charted. The teacher will then break the students into groups of three and hand each student a bag of real coins, a magnifying glass and a chart to be completed by the group. The chart will be explained by the teacher and instructions given. The students will have to look at the coins and list three characteristics for each coin in the bag. These will be shared with the class. The last portion of this session will include having the students create a bulletin board entitled, "Top Dollar Scholars". Each students will receive a 4" x 9" sheet of green construction paper and make bills with their own portrait in the center and decorate it so it looks as authentic as possible.

• Extra practice sheets will be sent home at least three times this week to reinforce the concepts being taught.

• Throughout the unit, the class will earn "money" each day by completing classwork, homework assignments and proper behavior and positive attitudes. At the end of the week, students will be able to buy items that the teacher has for sale. This will be done on an individual basis. Some items for sale include: pencils, gum, lollipops, crayons, stickers, etc.

Day 1 Session 2 (30 minutes)

• The teacher will present a lesson on counting and identifying pennies and nickels, both alone and combined. The teacher will use the overhead projector and overhead coins to show the entire class the coins. Students Willie asked to count various combinations, as well as give the correct coins when given a dollar amount. Students will then be given their own play money and show various amounts using work mats. The teacher will walk around and observe student work. The students will complete a page in their math textbook.

Day 2 Session 1 (40-50 minutes)

• The teacher will begin this session by reading the book, A Chair For My Mother by Vera B. Williams. It is a story about a girl whose home burns and how her family saves money to buy a new chair. Following the reading, the teacher will have students write a paragraph about something special that they would save their money for. This will be done on a piggy bank shaped paper. Once completed, the students will read aloud their paragraph if they would like too. Next, the students will make their own piggy banks out of an empty juice can, corks eyes, paint, construction paper or any other available materials.

Day 2 Session 2

• The teacher will present a lesson on counting money with the overhead. She will review pennies and nickels and will introduce dimes. Again, the students will work at their seats with play money and work mats and show coin combinations and/or count coins. Teacher will observe and students will complete activity in their math text.

Day 3 Session 1 (40 minutes)

• The teacher will review the previous coins and introduce the quarter today.
• She will do as it has been done the two previous days and work with the overhead and also review addition and subtraction with and with out trade. Different coin combinations will be discussed, ex. $.25=1 quarter or 5 nickels or 25 pennies.
• She will read Arthur's Funny Money by Lillian Hoban. It is about a monkey named Arthur who wants to buys some things but does have enough money and how he solves this problem. The teacher will use a money chart along with reading the book to keep track of the money Arthur earns and spends. Students will complete an activity in which they must count combinations of the four coins that have been introduced.

Day 4 Session 1 (40 minutes)

• The teacher will spend this day working again on counting various coin combinations. She will use the overhead and then present an activity using the laser disk player and students will work along with the activity being presented at their desks. The laser disk activity involves a program called Windows on Math. The activity for this day is called "The Frog and The Flea". The first part deals with addition of money. The teacher will show the laser disk presentation on the television screen and the students will view it in its entirety. The second showing, the students will receive a workman and work out the problems on this mat. The teacher will observe the student's progress.

Day 4 Session 2 (30 minutes)

• The teacher will read Something Good by Robert Munsch and discuss various occupations that are related to money. These will be charted and then a graph will be made of occupations that the students may choose. (Each student will pick one of the listed jobs) We will also discuss how money is earned.

Day 5 Session 1 (40 minutes)

• On this day, we will be working on a different way of paying for goods or services. The teacher will read, A New Coat for Anna by Harriet Ziefert. This book will introduce the bartering system. A discussion on this will take place and next, students will role-play and act out bartering between two workers. The teacher will have skit cards in a basket and two students at a time will role-play their characters. The class will be in two groups and will have the opportunity to discuss with other students what they can do to act out their worker and what they should barter. Following, the class will discuss other monetary systems that exist. (This will be the beginning of next week's research activity)

Day 5 Session 2

• The teacher will work on counting coins and making change. The half-dollar will be touched upon at this time also. The overhead will be used again to count coins and after counting the coins, the teacher will ask questions similar to the following, "How much change will I get if I give the cashier $.60 and a pack of gum costs $.45?". A review of subtraction will take place.
• After the teacher has modeled several examples, the students will complete a worksheet at their seats involving counting coins and making the correct change.

Week 2

• Each morning, a paper related to counting money, making change or coming up with the correct coin combination will be on the student's desk when they arrive in the morning. Again homework will be given at least three times this week as well.

Days 6, 7 and 8

• On these three days, the students will be paired with a partner and divided into three groups. Three centers will be set up. One center will be the computer center in the classroom, a second center will be a math center, and the third will be in the library where students will be doing research using the Internet and/or Information Finder on the computers.
• The computer center will have two programs, Sticker Store and Money Board. In Sticker Store, students choose a sticker they would like to buy and must put coins into a hand. As the program progresses, the student must also put the correct amount of change into the hand. In Money Board, the students must count up various coin combinations and put the correct amount on the cash register. Both of these programs have an explore activity that just allows the students to do just that. Also, both are set up so that the teacher programs what options are available to the students and also keeps track of student progress.
• In the Math center, the teacher will present students with various problems that they must solve. Play money, work mats, pencil, paper and coin stampers will be at this center. The teacher will direct this center and observe student work.
• In the library, the library assistant will be working on research with the students. Each pair of students will be given a country and a form to complete. This form will ask for the name of the country, two facts about the country, and three forms of currency that exist in that country. (The teacher will have chosen countries that met the above criteria) The library assistant will direct students to appropriate Website and aid them in their research. This information will be presented on the last day of the unit in the form of an oral report.
• The three groups of students will rotate each day.

Day 9

• The students will work on finalizing their oral reports and practice presenting them.
• On this day also, students will again practice counting money and making change. The teacher will read The Purse by Kathy Caple and students will coin stamp on file folders. A price will be given and the student must use the stampers to show the price.

Day 10 Culminating Performances and Activities

• A teacher made test will be given. This test will assess the student's money skills. Included will be counting various coin combinations, adding coins, and making change. Oral reports will be presented.
• The following day, the class will go on a field trip. We will be visiting a local bank and the president (a relative of my husband's) will talk to use and take use on a tour. She will show us how the bank operates and then show us on a tour. She will show us how the bank operates and then show us how the ATM works. Once we get back to school, we will watch the video of Alexander Who Used to be Rich Last Sunday and enjoy some popcorn!

Assessment Tools

Teacher observations:

• Oral report
• Hands on assessment for teacher
• Test
• Daily activities

Coin Rubric

Identify coin Identify Value

Penny

Nickel

Dime

Quarter

Half Dollar

Student will receive a 1 or 0 for a possible total of 10.

Oral Report Rubric

Stated Name of Country 0 1

Stated 2 facts about the country 0 1 2

Stated 3 forms of currency 0 1 2 3

Presentation

Clearly stated information 0 1 2

Volume 0 1 2

Total possible points=10

Each student will be graded separately on oral reports.

Educational Modifications

• Some students may not have computer and/or Internet knowledge
• Not enough Internet access
• Modifications for Special Education students