$$$$ Money Madness $$$$

Designed by: Jodi McGill, Caughman Road Elementary

Grade Level: Second      Subject: Math

Core Curriculum Objective: 
Recognize, count, and write money amounts using the cent symbol. (2ME2-1) 

State Standard: (2V:F1) Measurement/Make and use measurements in problems and everyday situations/count, compare, and make change, using a collection of coins and one-dollar bills. 

Overview: The teacher will review the coins and their values using large magnetic coins and name plates as she reads the poem, Smart, by Shel Silverstein. The teacher will use the books, 26 Letters and 99 Cents by Tana Hoban and Alexander Who Was Rich Last Sunday by Judith Viorst as motivators to class discussions about money. Through class computer demonstrations on money and small group and individual computer tutorials, students will become knowledgeable on each coin's name, worth, and attributes. As a culminating activity, students will become store managers and customers to demonstrate their knowledge of the coins and their values.

Focus Question: 
What is a penny? 
What is a nickel? 
What is a dime? 
What is a quarter? 
What is a half-dollar? 
What is a Susan B. Anthony? 
How much are each of these coins worth? 
What do each of these coins look like? 
What coins can we add together to equal $1.00?

Time Frame: 2 days / 45 minute lessons 

Resources/Materials: 
Large magnetic coins 
Individual student sets of coins 
Overhead projector/pen 
Overhead transparency coins 
Paper/pencils/markers 
Coin Stamps/Ink Pads (at least 5 sets) 
Toys/small school supplies (for store) 
Center area for Student Store 
Cash Register
* optional - shoe box will work fine 
Calculator 
Price tags 
Ziploc Bags/4 sets of real coins ( values of each to $1.00) 
newsprint 
Chart Paper 
Averkey/television 
Computers, 
Internet server *(in lab or classroom) 

Books to share: 
Hoban, Tana. (1995). 26 Letters and 99 Cents. Mulberry Books. 

Silverstein, Shel. (1974 ). Where the Sidewalk Ends. Harpercollins Juvenile Books. 

Smart. Viorst, Judith. (1980).

 Alexander, Who Used to Be Rich Last Sunday. Aladdin Paperback Books. 

Learning About Money - Grades 1-2.   Frank Schaffer Publications.1985.

Assessments:
 A. Group Assessment (Day One): 

1 point for correctly identifying the correct coin(s) for each money amount on the T-Chart. Coin(s) X 5 = 5 

1 point for correctly identifying an additional method to show each money amount on the T-Chart. Coin(s) X 5 = 5 

= A total of 10 points 

SO THAT...

6/10 = + 
5/10-7/10 = / 
less than 5/10 = -

B. School Store Assessment (Day Two): 
5 points will be given for correctly adding the two chosen items for purchasing. 5 points will be given for correctly subtracting the sum of the above items from $1.00. 5 points will be given for correctly making change after checking the amount on the calculator. = A total of 15 points. 

SO THAT ... 

15 points = + 
10 points = / 
5 points = -

Instructional Activities: 
Day One: 

1. The teacher will tell the students that they will be learning more about money, specifically, coins and how they can use money in their everyday life.

2. The teacher will introduce/review coins (penny, nickel, dime, quarter, half-dollar, Susan B. Anthony dollar) with the students. Using large magnetic coins, the teacher will show a coin, ask for volunteers to name the coin correctly (she will display the correct name plate) and ask for attributes of each coin as it is shown. (i.e. penny - is worth one cent, is copper in color, has a picture of Abraham Lincoln on it) The teacher will instruct the students to look closely at each coin to find the value of the coin written on the coin proper. As each coin is discussed, it will be displayed on the "Money Board" with the value and nameplate for reference.

3. Using the "Money Board" as reference, the teacher will invite the students to listen to the poem, Smart, by Shel Silverstein. They should listen for the mention of coins and their value. Students should be listening to determine if the child in the poem is making wise money decisions as they hear the poem. *The teacher may opt to read the poem again for students to jot down the amounts of money being exchanged throughout the poem.

4. Using chart paper, the teacher will ask students to recall the amounts of money exchanged (in order) from the poem. As they are given, the teacher will write the exchanges on the chart paper so the students can determine if the child in the poem made wise money choices. The teacher will ask questions such as "How would your father feel if you made these money choices?", "How much money did the child have at the start of the poem?", and "How much money does the child have at the end of the poem?"

5. Using the Averkey and computer, the teacher will access www.kidsbank.com-The Adventures of Penny for class instruction. (This website will teach each coin through a story lesson). The teacher may choose to stop at each section (coin) to discuss attributes.

6. In collaborative groups, students will complete a Money Chart using coin stamps and ink pads. Each group will make a t-chart as demonstrated by the teacher at the overhead projector. The following money amounts will be written on the charts. Then the groups will use the stamps to show each money amount. * Groups will be given the opportunity to show the money amounts in a second way, to receive extra points on group assessment.

T-chart Example: 

Day Two:

1. The teacher will use the Money Board to review each coin orally with the class. The students will come up and match the coin to the correct word name as well as the value card.

2. The teacher will review combinations of coins at the overhead projector using the overhead coins. A quick review of the T-Chart from Day One will be conducted, allowing student responses to explain coin combinations.

3. The teacher will read the book entitled 26 Letters and 99 Cents by Tana Hoban to the class. The students will want to stop and discuss the coin combinations as the story progresses.

4. Give students a piece of newsprint and markers. Have them choose a number 1-100 and write their number in the middle of their paper. Then using the student sets of coins, have them count out the amount of money that equals their number. They may want to see how many coin combinations they can construct to get their special number. The teacher will monitor their work and aid in the project. When students are comfortable with their choices, they will stamp out the coins for their number using the ink pads and their papers. Students will want to share their coin pictures with the class. 4. The teacher will take the class to the computer lab or use the classroom computers to access http://trackstar.scrtec.org and enter the Money site. Here students can enter activities entitled: Coin Collection, Identify by Coin Value, Identify by Coin Name, Guessing Game, and Counting Money. This will provide guided lab practice or independent practice for students. 

5. The teacher will have prepared a Center area to house the School Store for students to share in the selling and buying experience. Items for sale at the store (pencils, stickers, erasers, small toys, etc.) are labeled with price tags for amounts under $1.00. Students are given ziploc bags with $1.00 in change inside. They are to pick two items from the School Store that they wish to purchase. Students are paired for this activity. One student is the Sales Clerk, while the other acts as the Customer. The customer chooses his/her two items. He must add up the amounts of each item on paper and then subtract that amount from $1.00 (the use of the calculator will be necessary if regrouping has not been introduced). The Sales Clerk will "double check" using the calculator and then make change for the customer. Following the successful completion of this transaction, the two students reverse roles and the activity repeats itself. * An older student or parent volunteer would be helpful to monitor this activity. If unavailable, the teacher will monitor the store activity, while other students complete Money Madness Packet in small groups, using manipulatives (student coin sets/ coin stamps).