Objectives
The student will gain an understanding of the concept of money and its values.
The student will be able to add and subtract money-using coins.

Competency Goal Two of the Mathematics Curriculum for Grade Two:  The learner will recognize, understand, and use basic geometric properties, and standard units of metric and customary measurement.

2.12 Determine the value set of coins; record using appropriate notation.
2.13 Make different sets of coins with equivalent values.
2.14 Identify coins needed to buy items priced ad $1.00 or less.
2.15 Solve problems using money.  Estimate costs and make change- using coins up to $1.00.

DAY ONE

Materials
Play money

Teacher Input
How do we use money? What does money look like?
Can anyone name the different kinds of money we use?
Show the coins and bills.  Have the students identify them.  Then ask if any one knows how much each coin is worth, and discuss this.  Explain the meaning of cents and dollars.

Activity One
Pair each student up into groups of two and give each group each coin set, and bills.  Have them write on a piece of paper as many things as they can to describe that particular piece of currency.  Then have them draw it.  Have them share what they said with the class.

Teacher Input
Have the kids count to thirty by ones, then fives, then tens.
Read the story Jelly Beans For Sale by Bruce McMillan.
How many one cents equal five cents? How many pennies equal a nickel?
Ask theses kinds of questions up to one dollar.

Activity Two
Have the kids draw a picture tracing the different coins and integrating them into their picture.  For example, they could draw a bicycle using the quarter for the wheels and the dime fore the seat.  Have them write which coins they used in their picture on the bottom of the pate.

Independent Practice
Worksheet A

Closure
Play “Banker Says.”  Divide the class into groups.  Give a penny, a nickel, a dime, and a quarter to each group member except one.  Ask each group to put their coins on the floor or table, and pick one person to be the banker.  The banker tells his group to pick a specific coin or worth.  However, the players only pick it out if the banker says, “Banker says.”  After the banker makes sure the right coins were selected, the game continues.  If a student picks the wrong coin, have them sit out one turn.  Continue until each member has been the banker.

Assessment:  Take up sheet.  Do students understand basic currency properties?

Integration Language Arts, Math, and Art

DAY TWO

Materials
Coins for each child
Note cards with piggy banks drawn on them and money amounts written on the inside
Erasers
Stickers
Pencils
Other small school supplies

Teacher Input
Review material from the day before and go over homework.  Explain that there are many ways to combine coins to come up with a total.  Demonstrate.  For example if I wanted to buy a pencil and it cost thirty-five cents, I could pay for it using many different coin combinations.  Like I could pay with a quarter and a dime, or a dime and five nickels, or with thirty-five pennies.

Activity One
Divide the class into groups; give each group a stack of six piggy bank note cards.  Write an amount between ten and eighty on the bank.  Have each group determine two different ways to make that total.  Have the groups share a few of the ideas they came up with.

Activity Two
Have the children make a book about ways to come up with twenty-five cents.  Have them start in groups and finish them at home.  Have them illustrate their stories.

Independent Practice
Have a few school supplies at your desk with price tags on them- none of which cost more than fifty cents.  Explain to the class that while they are working on their books you will be having a class store.  Explain that children will be able to purchase one item with their play money.  However, they will have to figure out two different coin combinations for how they can pay for the item.  Then invite the children up while others are doing activity two and have them pick out their item and pay for it.

Closure
We use money to buy things.  Whether we use pennies, nickels, dimes, quarters, or dollars as long as the total is the same it does not matter which one we use.  If a pencil cost twenty-five cents what kinds of coins, could we use?  How many pennies could we use?  How many pennies would we use if we also had three nickels.  How many nickels would we use if we had one dime?

Integration Language Arts, Math, and Art

DAY THREE

Materials
Large laminated coins .
CD-ROM Reader Rabbit's Math Ages 6-9
Drum

TeacherInput
Take up books and display them around the classroom. Review how there are many different kinds of coin combinations to come up with a specific total. Have students describe some ways they came up with twenty-five cents.

Activity One
Have the laminated coins laid in rows of five allover the room. Have the students spread out making sure that everyone is beside a row of coins. Have one student beat the drum while the other students march to the beat on their row of coins. For each beat have, the students move forward one coin. Then have them stop. Pick different students to call out the total of the coins at that point. For example in one row, you have a nickel, then a dime, then another nickel, then a penny, and finally a quarter. At the first beat, the student is on or next to the first coin. Choose a student to tell you their total at that point, which would be five cents. Then beat the drum again until you decide to stop. Say you decided to let them march forward three beats. The total would now be twenty-one cents.

Activity Two
Reader Rabbit's Math Ages 6-9. Have the Students go to the practice mode and click on the money games. There are two different sections with different levels in each one. In each game, you are asked to deposit a certain amount of money into the "sand bank" to free rabbit's friend lion. Once they have passed, these two levels allow them to play the whole game. They will be at different levels since they have played part of this game when we were working with addition and subtraction.

Independent Practice
Worksheet B

Closure
The Dollar Song
(Sung to the tune of"10 Little Indians")
1 0 little, 20 little, 30 little pennies.
40 little, 50 little, 60 little pennies.
70 little, 80 little, 90 little pennies.
100 pennies make a dollar!
2 small, 4 small, 6 small nickels.
8 small, 10 small, 12 small nickels.
14 small, 16 small, 18 small nickels.
20 nickels make a dollar!
.
1 tiny, 2 tiny, 3 tiny dimes.
4 tiny, 5 tiny, 6 tiny dimes.
7 tiny, 8 tiny, 9 tiny dimes.
10 dimes make a dollar!

1 big, 2 big, 3 big quarters.
4 big, 4 big, 4 big quarters.
1 big, 2 big, 3 big quarters.
4 quarters make a dollar!
(By Rebecca Brudwick)

Assessment:  Monitor Progress.  Do students pick up on the activities quickly?  Are they grasping the concepts or having to depend on their peers?  Take up sheet to determine the understanding of the class as a whole.

Integration Music, Math, Computers

DAY FOUR
Materials
Slips of paper with sums on them from four to one hundred
Coins
CD-ROM Reader Rabbit’s Math Ages 6-9

Teacher Input
Review song, “The Dollar Song.”
(Sung to the tune of  “10 Little Indians.”)
10 little, 20 little, 30 little pennies.
40 little, 50 little, 60 little pennies.
70 little, 80 little, 90 little pennies.
100 pennies make a dollar!

2 small, 4 small, 6 small nickels.
8 small, 10 small, 12 small nickels.
14 small, 16 small, 18 small nickels.
20 nickels make a dollar!

1 tiny, 2 tiny, 3 tiny dimes.
4 tiny, 5 tiny, 6 tiny dimes.
7 tiny, 8 tiny, 9 tiny dimes.
10 dimes make a dollar!

1 big, 2 big, 3 big quarters.
4 big, 4 big, 4 big quarters.
1 big, 2 big, 3 big quarters
4 quarters make a dollar!

Review-Teacher Input
Have the students get their coins out.  Have a bag with the slips of paper in them.  Pull out a bag and call out the sum.  Have the students try and find creative ways to come up with the coin combination.  Ask for the students’ answers.  Write on the board the different responses.  The people who have the least thought of answer win.  For example if the sum was 75.  Say eight students used three quarters, and five students used seven dimes and a nickel.  Yet only two students used one nickel and seventy pennies, those students would win because the fewest amount of people chose that answer.  Do this three to five times.
Read Dollars and Cents For Harriet by Betsy and Guile Maestro.  Discuss the book.

Activity One
Allow the students to finish the Reader Rabbit’s Math software.  This will be a review of all of the concepts covered throughout the year.

Activity Two
Worksheet C

The students have $1.25 to spend on lunch. They must choose at least one item from each category (fruit or vegetable, drink, sandwich, snack) without going over $1.25. Discuss what selections the students made and why. Possible questions- How many different combinations are there? If you buy the most expensive thing in each category do you have enough money? If you buy the least expensive thing in each category, how much money do you have left over?
Independent Practice Finish worksheet.

Closure
If I was to go to McDonalds and buy, a cheeseburger kids meal for $2.50. How many quarters would that be? How many dimes? Go home and ask your parent if they have any change you can count. Write down your total and how many of each coin you had and bring it to class tomorrow.

Assessment: Monitor student's progress giving input when necessary take up worksheet and grade.

Integration Computers, Music, Math, Health

Day Five

Materials
Play Money
Pretend food Toys
School Supplies
Boxes with dividers in them Price tags Tools
Band-Aids
Paper Towels
Community Day

Have the classroom set up in different centers. Center One will be the bank. Have a box with the money in it placed there. Center two will be a grocery store with pretend food. Center three will be a toy store with toys. Center Four will be a supply store with tools and school supplies. Center five is a hospital with Band-Aids and paper towels at it. There will be two separate communities.

Explain that today is community day and that each person is going to be either a worker or a customer. Divide the class accordingly. Have one student work at each center and one be the customer at each center. Give each worker a box full of money. Give each customer a small amount of money. Enough to buy a few items no matter which center they were at. Explain that the customer picks out the items he or she wants but has to make sure that they have enough money. The customer then pays the worker and the worker will then make sure that the amount given is right and give back any extra change. If the customer is at the bank, they have to exchange their money for bigger coins. Have them go to each center and then have them switch roles. (When they change centers, have the students return the items in exchange for their money back.)

Integration Life Skills, Math, Drama

DAY SIX

Field Trip to the Grocery Store
Have the students bring a pencil and paper. Have them plan one meal incorporating a wit, a vegetable, a bread, a meat, and a dairy. Then have them find the items and write down their price.
When they return to school have them determine what coins they would use to purchase each item and what the total cost would be.

DAY SEVEN
Closure Test

WORKSHEET A                    NAME

Draw a Penny, a Nickel, a Dime, and a Quarter. Write how much each coin is worth next to that coin.

How many pennies equal a dime?

How many nickels equal a quarter?

How many dimes equal a dollar?

WORKSHEET B               Name

You are at the grocery store and you have a pocket full of change.  For each item list one coin combination, you could use to pay for that item.

Example
Two cans of beans cost 89 cents.

 Snickers Candy Bar cost 65 cents.

Orange Juice cost 99 cents.

An apple cost 36 cents.

Bubble gum cost 13 cents.

A slice of Pizza cost 73 cents.

Reader Rabbit’s Math Ages 6-9 by The Learning Company.
This is appropriate for grades first through third.
The goal of the game is to earn parts of a ship; once your ship is complete, you can escape from Pirate Island.  In order to earn parts of the ship you have to pass math challenges all over the island.
The objective is to enhance the student’s math skills.
It is a fun game with good graphics and sound.  The game is leveled so that it will be challenging for all three grades.  The only bad thing about the game is that unless you play in practice mode you cannot choose which type of games you play.

By playing this game, my students will reinforce and review their math skills and work on their money skills.