MANHATTANVILLE COLLEGE · SCHOOL OF EDUCATION
Candidate: Monika Vargova Date: February 7, 2013
Title of the Lesson: Making Change from a Dollar
Prior Instruction/Student Background Knowledge:
 Students need to be able to recognize relative value of penny, nickel, dime, quarter, and dollar
 Students need to be able to count coins
 Students need to know how to write amounts of money using dollar or cent signs
Student Characteristics:
 This lesson is intended for twenty two students (10 girls and 12 boys) in a 2nd grade classroom from different cultural and ethnic backgrounds. The English language is used throughout the day; however, many of the students are bilingual, speaking both English and Spanish languages and for majority of the students, Spanish is their first language. About ten students in this classroom are English Language Learners. There is also a big range of student reading abilities; 5 students read above grade level, 5 students read at grade level, and half of the students (12) read below grade level. All of the students that read below grade level receive additional inclass support. This classroom is also an inclusive classroom having several students with disabilities. There are two students in this classroom that have IEPs, both for learning disabilities. In addition to inclass services, these students receive out of class services five days a week.
Other Factors:
 Students will be working as a whole group as well as in pairs. I assigned the partners according to students’ abilities. I wanted to make sure that students who need some help with counting money and making change would have another student who could help them.
Teaching Point/Goal:
 Students will learn about making change from a dollar and will practice making change using technology and experimenting with real money throug an activity.
Objectives:
Students will:
 use Smart board to learn and practice making change
 work independently, making change from $1.00 and recording answers onto their worksheets
 use real money to practice making change
 work cooperatively in small groups
NYS Learning Standards Addressed:
Mathematics
Students will apply and adopt a variety of appropriate strategies to solve problems.
2.PS.5 Use informal counting strategies to find solutions
2.PS.6 Experience teacherdirected questioning process to understand problems
2.PS.7 Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking
2.PS.8 Use manipulatives (e.g., tiles, blocks) to model the action in problems
Students will organize and consolidate their mathematical thinking through communication.
2.CM.1 Understand how to organize their thoughts
2.CM.2 Verbally support their reasoning and answer
Students will use the language of mathematics to express mathematical ideas precisely.
2.CM.6 Use appropriate mathematical terms, vocabulary, and language
Students will use units to give meaning to measurements.
2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $2, #5, $10, and $20)
2.M.7 Recognize the whole dollar notation as $1, etc.
2.M.8 Identify equivalent combinations to make one dollar
Mathematics, Science, and Technology
Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Important Principles and Concepts for the Content Area:
 Children encounter money and economic lessons in their everyday lives. Our duty, as teachers, it to teach students a basic understanding how money works. In this lesson, students will practice money concepts such as identifying coin values and coin combinations and will learn making change. Students will practice these concepts through handson exploration, activities, and the use of real props (money). Students will also have opportunities to use technology, Smart board, to interact and learn a new concept of making change from $1.00.
Procedures:
Warm Up Connect previous teaching, capture students’ attention and interest or activate prior knowledge  We have been learning about money for the past two weeks –we learned the value of coins and counting coins. And we are going to learn more about working with money.
How many of you go shopping with your families? Food shopping, toy shopping, clothes shopping….. And did it ever happen to you when you or an adult you are with pay at the cash register for the items you buy, you hand them money and then you also get some money back?

Teach Teach ONE thing. Choose the way to teach. Try and DEMONSTRATE as much as you can  Today, we are going to learn about making change.
Making change is counting up from the amount of money you owe to the amount of money you paid.
For example: I bought this toy for 63₵ and I will pay with a dollar. Now, I am going to start counting from 63 (because that is how much the toy costs) till I get to $1.00. …………….. My change is 37₵. 
Try Quickly engage students by asking them to turn and talk to a partner, envision how it might go or try something quickly 
Now, let’s try it together. Pretend you buy popcorn for 72c, what is your change? (students will come to the SMART board to solve problems)

Clarify Restate teaching point and connect it to ongoing student work in one or two sentences  Did you all see how JJ got it? He counted up from the amount he owed to the amount of money he paid, which was one dollar. 
Collaborative/Independent Practice:
 I can see that you are doing well, so let’s try practice on your own. You will be working with a partner, and each pair will get a bag with pictures of five items with a price tag. Every time you buy, you are using one dollar to pay for it. Your task is to find out how much is the change. Use your worksheet to record your answers
Students work in pairs, trying to figure out the change for each item. As they count, I will walk around, observe students, and provide assistance where needed.
After students had time to make change for 5 items, we will go over the answers with the whole class. 
Share/Wrapup:
 Did you like practicing making change? How many of you think it was easy? How many of you think it was hard? And what was hard for you?
You have worked really hard making change and I have one last thing before we go to our water/bathroom break…..
Give out Exit ticket. 
Materials Needed:
 Smart board (Power point presentation “Change from Dollar” by J. Hamilton. Accessed form SmartExchange.com)
 Making Change from a Dollar Practice Worksheet (Appendix A)
 Making Change from a Dollar Worksheet (Appendix B)
 Pencils
 10 plastic bags with pictures of five items with a price tag and a variety of coins with the value of one dollar in each bag
Differentiation:
 For students who need additional help counting coins as well as for handson learners, the variety of coins with the value of $1.00 will be included in each bag.
 Pictures of the items will be in both, the bags and on the worksheets, for students who need more visual representation.
 Students will be paired to ensure that those students who need help with counting will have other students who will help them
Links to Literacy (Reading, Writing, Speaking, Listening):
 Students will have to read instructions, both on Smart board and their worksheets
 Students will have to use complete sentences giving out their answers
 Students will have opportunities to explain their answers using math vocabulary
 Students will write their answers on their worksheets using correct signs and numerals
 Students will listen to the teacher as well as to their classmates
Assessment:
Informal Assessment:
 I will walk around the classroom and observe students while counting the change and will assist where needed.
Formal Assessment:
 At the end of the lesson, I will collect students’ worksheets to check for accuracy and to determine which students need more practice with making change.
 I will also collect Exit Tickets and will check for understanding and comprehension
Appendix A
Name _____________________
Making Change Practice Worksheet
Price of the item ( ₵ )  Show coins (count up from the amount of the item to the amount you pay $1.00)  How much change will you receive? 















Appendix B
Name___________________ Date____________
How Much Change?
Write how much change received after buying the item and
paying with $1.00.
 item  Show coins  How much change 
A 
67 ₵ 

_______ 
B

39 ₵ 

_______ 
C 
55 ₵ 

_______ 
D 
17 ₵ 

_______ 
E 
70 ₵ 

_______ 
Appendix C
Exit Ticket
Teacher: __________________ Student: Ms. V
If you buy _________________that cost(s) $___________ and you pay
_$__________ , how much change will you get back?
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