South Carolina ETV

South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545

Gazillions! (Grade 2)

Master Teacher

Patricia Hendrickson

Time Allotment

One to two class periods

Overview

In this lesson, your students will be examining money. Students will learn about the value of coins and bills and how to identify them. Students will learn to count money of mixed denomination. Students will select the correct number of coins and bills to create a specified dollar amount. Students will create a money-story problem and a solution.

Subject Matter

Mathematics and Language Arts

Learning Objectives

Students will be able to:

Determine the total value of a collection of coins .
Convert money and make money exchanges .
Create and solve money-story problems .
Demonstrate the ability to summarize conversations and discussions.
Demonstrate the ability to make predictions about the content of what he or she views.
Begin recognizing details, setting, characters, and cause and effect in material from nonprint sources.
Demonstrate the ability to make connections between material from nonprint sources and his or her prior knowledge, other sources, and the world.

South Carolina Standards

(These Standards are found online at http://www.myscschools.com/offices/cso )

Mathematics

Grade: 2

II.C.1. Use tools to compare units of measure within a given system: tell and write time to the quarter hour, using analog and digital clocks; using a calendar, determine past and future days of the week and identify specific dates; convert money and make money exchanges; read temperatures using Celsius and Fahrenheit thermometers.

II.C.2. Determine the total value of a collection of coins.

II.C.4. Create and solve money-story problems.

English Language Arts

Grade: 2

2-C1.12. Demonstrate the ability to summarize conversations and discussions.

2-C2.5. Demonstrate the ability to summarize conversations and discussions.

2-C3.1. Demonstrate the ability to make predictions about the content of what he or she views.

2.C3.2. Begin recognizing details, setting, characters, and cause and effect in material from nonprint sources.

2-C3.4. Demonstrate the ability to make connections between material from nonprint sources and his or her prior knowledge, other sources, and the world.

Media Components

Video

If You Made a Million ( Runtime: 18 minutes) is b ased on the classic children's book by David M. Schwartz. Marvelosissimo, the Mathematical Magician, is your expert guide as you learn about the various forms of money and how it can be used to buy things, pay off debt, and build interest. You will use the following video segments in the lesson.

"How Much is a Penny?" (00:53)

"How Much is a Nickel?" (00:21)

"How Much is a Dime?" (00:26)

"How Much is a Quarter?" ( 00:42 )

"How Much is a Dollar?" (01:16)

"What is Interest?" (00:57)

To access each of these video segments, log on to your account at ETV's StreamlineSC Web page ( http://etv.streamlinesc.org ). In the search by keyword box, type If You Made a Million and hit go. Click the series title and that will take you to a list of video clips. Prior to presenting the lesson, download the segments to your computer desktop or burn to a CD and preview them. The entire 18-minute video may be shown; however, this lesson is designed using segments to accommodate for one to two class periods. Note the sections of the videos identified with subheadings and times.

(Note to Teacher: If you don't have an account with ETV's StreamlineSC , check with your media specialist about signing up for your own account.)

Web Sites

Coin Tutorial

http://www.coe.uh.edu/archive/math/math_lessons/mathles3/tutor.htm

This Web site provides tutorials on the various coins and coin combinations that you would like students to practice. The tutorial begins with individual coin groups, such as pennies, and progresses through various combinations. Graphic representations are realistic and from the Library of Congress.

Counting Money

http://www.hbschool.com/activity/counting_money/

This Web site from Harcourt School Publishers provides students with a realistic photo of a combination of coins. They count the coins and type in the answer. Hints are given such as counting by tens.

Coin Values

http://www.toonuniversity.com/flash.asp?err=569&engine =

This Web site provides a cartoon-style game for students to determine the value of coins with many combinations exceeding a dollar. Students either send coins down a slide or flip them into a cup to determine the value.

Equivalent Sets of Coins

http://www.hbschool.com/activity/elab2004/gr3/5.html

This site is provided by Harcourt School Publishers. Students make equivalent sets of money and determine if they have enough pennies, nickels, dimes, and quarters to buy something. Students will need to print a recording sheet to do this activity, which is provided on the Web site.

Keep the Change

http://www.apples4theteacher.com/change-game.html

This game may be used for more advanced students or as a group activity projected on a screen by the teacher. An unlimited number of money word problems are randomly generated. Students figure out how many coins are needed to make up the total dollar amount. The Change Game uses half dollars, quarters, dimes, nickels and pennies.

Materials

Per Team:

Plastic re-sealable bag
4 pennies
3 nickels
2 dimes
1 quarter
Money Story Worksheet
Per Student:
Reporter Worksheet

Equipment

LCD Projector with wall mounted or standing display screen or Computer
TV
Display device such as an Averkey or TViewer.

Prep for Teachers

• Prior to presenting the lesson, download the video segments or the whole program to your computer desktop or burn to a CD and preview them. If time will not allow for viewing the entire 18-minute video, note the sections of the videos identified with subheadings and times.

Prior to teaching this lesson, bookmark the Web sites used in the lesson on each computer in your classroom, or use a Web site organizer, such as Portaportal http://www.portaportal.com ). Download Flash and Quick Time plug-ins (available at http://www.macromedia.com ) onto each computer.
Cue the video to the appropriate starting point.
When using media, provide students with a Focus for Media Interaction , a specific task to complete and/or information to identify during or after viewing of video segments, Web sites, or other multimedia elements.

Introductory Activity

Step 1: Ask students what they know about money. Write their answers on the board. In all likelihood, the answers will vary.

Step 2: Ask students to draw what one million looks like in terms of a numeral and/or picture.

Step 3: Introduce the video and encourage students to watch for details in the video that show if their ideas were correct.

Learning Activities

(Note to Teacher: When using the video, identify segments to be used with visual and or aural cues. Highlight interactive techniques such as appropriate pause points: indicate specific pause points and their rationales. Include activities/discussion used between video segments.)

Step 1: Introduce the lesson by holding up the Reporter Worksheet and tell briefly about the groups of money.

Step 2: Tell your students that they will become reporters researching the various types of money. Tell students that they will now do some research to see how accurate the information is that they already have.

Step 3: Explain to students that they are now going to view a segment of video that will help them learn more about money.

Step 4: Provide your students with a Focus for Media Interaction by telling them that they are to compare the information on the board with what they will see in the video. Distribute the Reporter Worksheet. PLAY the video segment entitled "How Much is a Penny?" (00:53). Discuss what the students found out in the video clip compared to the information on the board. Direct students to complete each of the two questions on the Report Worksheet after each denomination is discussed.

Step 5: Provide your students will a Focus for Media Interaction by telling them that they are to describe the information that they will learn about nickels in the video segment on the worksheet.

Step 6: PLAY the video segment entitled "How Much is a Nickel?" (00:21)

Step 7: Provide your students with a Focus for Media Interaction , by saying that in the next segment they are to find out about dimes. Instruct students to report their findings on the Reporter Worksheet.

Step 8: PLAY the video segment entitled "How Much is a Dime?" (00:26)

Step 9: Provide your students with a Focus for Media Interaction , by saying that in the next segment they are to find out about quarters. Instruct students to report their findings on the Reporter Worksheet.

Step 10: PLAY the video segment entitled " How Much is a Quarter?" (00:42)

Step 11: Define "similarity" for students. Ask students if they have detected any similarities between the coins. Ask if they have seen any differences.

Step 12: Provide your students with a Focus for Media Interaction , by saying that in the next segment they are to find out about paper money. Instruct students to report their findings on the Reporter Worksheet.

Step 13: PLAY the video segment entitled " How Much is a Dollar?" (01:16)

Step 14: Ask students to describe what happens to money when money goes to the bank.

Step 15: Provide your students with a Focus for Media Interaction , by saying that in the next segment they are to find out if they were correct.

Step 16: PLAY the video segment entitled "What is Interest?" (00:57) Discuss what the students found out in the video clip.

Step 17: Ask students to look at their notes and compare the coins. Ask students if they know what makes these coins similar or different.

Step 18: When students have completed their worksheets, they may compare them to those of other students.

Step 19: Ask students to describe what they sketched on paper during the Introductory Activity . How is it similar to the money in the video? How is it different? Ask students to think about why the different types of money are important. Have them recall what they learned about the coins. Have them check their reporter notes against their information recorded on the board.

Step 20: Have students move to the computers and direct them to the Coin Tutorial Web site. Tell them that at this Web site, there are types of coins. Provide them with a Focus for Media Interaction by instructing them to go through each coin tutorial. Have students check their Reporter Worksheets as they go through each tutorial.

(Note to Teacher: If a computer lab is not available, this may be better done by a teacher-led Web crawl. The teacher can use the sites provided at this Web site to guide students through the sites and discuss each one. This will offer opportunities for better questioning techniques by the teacher.)

Step 21: When students have checked the completed the worksheet, ask them to share what they learned.

Step 22: Now students will explore some other money sites. Ask them to go to the http://www.hbschool.com/activity/counting_money/ Web site listed on the worksheet. Students should read each page they come to and learn a little more about money. Provide your students with a Focus for Media Interaction by saying that in this Web site they are looking for different ways money is used. They may record this information on the back of the worksheet; they should record information about each of the major groups from the video.

Step 23: Students need to continue their exploration by going to the remaining Web sites.

Here they will find more applications in other areas. Provide your students with a Focus for Media Interaction , by saying that they need to continue finding ways that money is used.

Step 24: Now students need to refocus back on math. How are the different types of money similar? How are they different?

Step 25: Students should now have enough information from which to create their own money story problem and solution.

Step 26: Have students move from computers. Put students into groups of three or four. Instruct students that they will create a money story from the research they have gathered. Distribute the Money Story Worksheet and the bags of coins. Let students share their money stories with the other groups.

Culminating Activity

Step 1: Instruct students to imagine they are in a career that deals with money. Ask them to select a workplace and a specific job.

Step 2: Tell them to write a letter to a friend in the class that describes what is it like to work at the selected workplace. In the letter, have students explain the kinds of tools used to work with money.

Cross-Curricular Extensions

Social Studies: The following video may prove effective to demonstrate to students that money is used worldwide as a means of exchange.

Learning About Money ( Runtime: 15:00) With the help of two friends, students learn that money has value and comes in many denominations (from a penny to a 100-dollar bill). Students will go inside one of our country's mints to discover how coins are made. Lastly, they will learn that every country has its own unique money and see some of the currencies used in different countries today. (Grade K-3)

Community Connections

Invite a speaker from a bank, credit union or store into class to make a presentation on money. Ask that the presenter discuss what happens to the money when it gets from our hands to his or hers.
Take a field trip to a bank or credit union to learn more about what happens to money when it leaves our hands or pockets.

Student Materials

Graphic organizers may be substituted for the following:

Reporter Worksheet (PDF)
Money Story Worksheet (PDF)