Enhanced Instructional Transition Guide
Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Unit 04:
Number Lines (10 days)
Possible Lesson 01 (7 days)
Possible Lesson 02 (3 days)
POSSIBLE LESSON 02 (3 days)
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing
with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and
districts may modify the time frame to meet students’ needs. To better understand how your district is implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and
Midcycle State Adopted Instructional Materials.)
Lesson Synopsis:
Students develop “like­coin” counting skills using the number line to build an understanding of 5, 10, and 25 skip count sets. This model helps students take like non­
proportional coin values and associate them to the countable patterns within the collection.
TEKS:
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas
law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit.
The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148
2.3
Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems. The student is
expected to:
2.3D
Determine the value of a collection of coins up to one dollar.
2.8
Geometry and spatial reasoning. The student recognizes that a line can be used to represent a set of numbers and its properties. The
student is expected to:
2.8
Use whole numbers to locate and name points on a number line.
Underlying Processes and Mathematical Tools TEKS:
page 1 of 43 Enhanced Instructional Transition Guide
Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
2.13
Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The
student is expected to:
2.13A
Explain and record observations using objects, words, pictures, numbers, and technology.
2.13B
Relate informal language to mathematical language and symbols.
Performance Indicator(s):
Grade2 Mathematics Unit04 PI02
Determine the collection of like coins whose value is represented on a pre-selected number line (e.g., a number line that begins with 25 and ends with 100, with points built
every 25th interval). Use coin manipulatives or pictures to represent the coin values named on the number line, and orally explain the pattern and how it relates to the like coin
representation.
Standard(s): 2.3D , 2.8, 2.13A , 2.13B
ELPS ELPS.c.1E , ELPS.c.3D , ELPS.c.3H
Key Understanding(s):
Each coin represents a certain value and has specific attributes.
A collection of coins can be counted using skip counting.
Underdeveloped Concept(s):
Some students may have difficulty visualizing a number line that does not begin with zero. Students may need more experience working with number lines that
begin with a multi-digit number and have various intervals being used.
Vocabulary of Instruction:
cent “¢”
half-dollar
quarter
page 2 of 43 Enhanced Instructional Transition Guide
Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Materials List:
Bag of Coins (14 pennies, 40 nickels, 20 dimes, 8 quarters, 4 half-dollars) (1 collection per 2 students, 1 collection per teacher) (previously created)
cardstock (2 sheets per 2 students, 2 sheets per teacher)
cardstock (white) (optional) (10 sheets per student, 5 sheets per teacher)
chart paper (1 sheet per teacher)
chart paper (1 sheet per teacher)
commercial coin manipulatives or real coins (14 pennies, 40 nickels, 20 dimes, 8 quarters, 4 half-dollars) (1 collection per student, 1 collection per teacher)
decahedra die or 6-sided die (1 per 2 students)
glue stick (1 per student)
Local Resource(s)
plastic zip bag (sandwich sized) (1 per 2 students, 1 per teacher)
plastic zip bag (sandwich sized) (1 per 2 students, 1 per teacher)
plastic zip bag (sandwich sized) (1 per student)
scissors (1 per teacher)
Attachments:
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments
that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.
Coins
Coin Connection Cards
Coin Value Recording Sheet KEY
Coin Value Recording Sheet
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Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Quarter Half Dollar Recording Sheet KEY
Quarter/Half-Dollar Recording Sheet
Coin Problem-Solving Sheet KEY
Coin Problem-Solving Sheet
Identifying and Counting Like Coins KEY
Identifying and Counting Like Coins
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to
teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using
the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. Suggested
Day
1
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Identify coins by attributes
Engage 1
Students use logic and reasoning skills to sort a collection of coins into like groups.
ATTACHMENTS
Teacher Resource (optional):
Coins (1 collection per student, 1
Instructional Procedures:
1. Prior to instruction, create a Bag of Coins for every student and a Bag of Coins for each teacher by placing
collection per teacher)
MATERIALS
14 pennies, 40 nickels, 20 dimes, 8 quarters, and 4 half-dollars in a plastic zip bag. If commercial
page 4 of 43 Enhanced Instructional Transition Guide
Suggested
Day
Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
manipulative coins or actual coins are not available, use teacher resource (optional): Coins to create the
commercial coin manipulatives or
collection of coins by copying in color on white cardstock, cutting apart, and laminating.
real coins (14 pennies, 40 nickels,
20 dimes, 8 quarters, 4 half-
2. Place students in pairs and distribute a Bag of Coins to each pair. Challenge pairs to be the first to finish
sorting the coins from their Bag of Coins into groups of “like coins.” Instruct students that they are not to
begin sorting until you give them a signal to begin. When every pair has received their coins, you may
signal them to begin sorting.
Ask:
dollars) (1 collection per student,
1 collection per teacher)
cardstock (white) (optional) (10
sheets per student, 5 sheets per
teacher)
How were you able to sort your coins quickly? (I put the coins that were the same color and size
scissors (optional) (1 per teacher)
together.)
plastic zip bag (sandwich sized) (1
What did you do to make sure you had all of the same coins together? Answers may vary. I
per 2 students, 1 per teacher)
looked at both the heads and the tails to make sure they were alike; I checked the color, and the size,
etc.
Can you tell if one pair of students has a greater number of coins that any other pair? A
smaller number of coins than any other pair? Answers will vary. I can't be sure without counting; it
looks like they have the same size stacks as we do; etc.
Does that mean they also have the greatest amount of money? Least amount of money?
Explain your thinking. Answers may vary. No, because it depends on the value of the coins; etc.
3. Instruct students to return the coins to the plastic zip bag and collect each Bag of Coins.
Topics:
Identify coins and their value
ATTACHMENTS
Card Set: Coin Connection
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Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
Cards (1 set per 2 students)
Explore/Explain 1
Teacher Resource: Coin
Students play a game of concentration to represent coins and their values.
Connection Cards (1 set per
teacher)
Instructional Procedures:
MATERIALS
1. Prior to instruction, create a card set: Coin Connection Cards for every 2 students by copying on
cardstock, cutting apart, and placing in a plastic zip bag.
2. Place students in pairs and distribute a card set: Coin Connection Cards to each pair.
3. Demonstrate how to play the game of concentration. Explain to students that the first player will turn over 2
cards. He or she must determine if the two cards represent the same coin and value (e.g., the face of a
cardstock (2 sheets per 2
students, 2 sheets per teacher)
scissors (1 per teacher)
plastic zip bag (sandwich sized) (1
per 2 students, 1 per teacher)
dime could be matched with its value, the backside or “tail” of a dime, or the name of the coin: dime). If the
player does not turn over a match, they must return the 2 cards face down and the second player will then
turn over 2 new cards. If a player successfully matches a pair of cards, the player keeps the 2 cards and
TEACHER NOTE
takes another turn. The game is over when all of the cards have been matched.
The identification of individual coins by
name and value was a focal point of
4. Allow time for students to complete the concentration game. Monitor and assess student pairs to check for
understanding and the ability to identify both sides of a coin and its value.
5. Collect card set: Coin Connection Cards from student pairs.
6. Distribute each of the cards from teacher resource: Coin Connection Cards to individual students. Invite a
student to come to the front of the class and hold up their card for the class to see. Instruct the seated
students to examine the card and determine if they are holding a card that is related to the card displayed.
Grade 1. If students struggle with this
task, it is important to provide Tier 1
reinforcement and Tier 2 intervention by
using 10 cards at a time or placing the
cards face up and having students take
turns finding matches.
Invite those students with the related cards to come to the front of the class as well. Facilitate a class
discussion about the related cards.
page 6 of 43 Enhanced Instructional Transition Guide
Suggested
Day
Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
Ask:
What do the cards have in common? (They have the same value.)
How many pennies does it take to represent the value of this coin? Explain your thinking.
Answers may vary based on the coin displayed.
7. Repeat this process until all of the coins and their values have been identified.
Topics:
ATTACHMENTS
Identification of coins and their value
Teacher Resource: Coin Value
Counting like coins
Recording Sheet KEY (1 per
Number lines
teacher)
Teacher Resource: Coin Value
Explore/Explain 2
Recording Sheet (1 per teacher)
Students identify pennies, nickels, and dimes in a set and determine the value of each set of “like” coins by
Handout: Coin Value Recording
skip counting.
Sheet (1 per student)
Instructional Procedure:
1. Place students in pairs and distribute a Bag of Coins to each pair.
2. Instruct student pairs to select 4 pennies from their Bag of Coins and place them in front of them.
3. Display 1 penny from a Bag of Coins for the class to see.
Ask:
MATERIALS
Bag of Coins(14 pennies, 40
nickels, 20 dimes, 8 quarters, 4
half-dollars) (1 collection per 2
students, 1 collection per teacher)
(previously created)
chart paper (1 sheet per teacher)
What is the name of this coin? (a penny)
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Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
What is the value of this coin? (one cent)
What is the symbol used to represent cents? (¢)
Explain that the symbol can be used instead of writing the word cents.
How would you represent one penny using numbers and symbols? (1¢)
4. Trace a penny on a sheet of chart paper, write the name of the coin (penny), record the value of the coin in
words (one cent), and inside the coin, write the value of the coin using 1 and the cent symbol ¢ (1¢).
5. Display 3 additional pennies from a Bag of Coins for the class to see.
Ask:
How would you count this collection of coins? (by ones)
6. Instruct students to replicate the model and count the coins in front of them. Chorally count the coins aloud
“1, 2, 3, 4” using the displayed coins. Explain to students that they are counting by ones because a penny
has a value of one cent.
Ask:
What is the value of your four coins? (four cents)
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Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
How would you represent the total value of this collection using numbers and symbols? (4¢)
7. Instruct students to take a total of 7 pennies from their Bag of Coins and place them in front of them.
Display 3 additional pennies from a Bag of Coins for the class to see. Chorally count aloud “1, 2, 3, 4, 5, 6,
7” using the displayed coins. Remind students that they are counting by ones because the value of the
coin they are counting is one cent.
Ask:
What is the value of this collection of coins? (seven cents)
How would you represent the total value of this collection using numbers and symbols? (7¢)
8. Instruct students to return the pennies to their Bag of Coins and place 4 nickels in front of them.
9. Display a nickel from a Bag of Coins for the class to see.
Ask:
What is the name of this coin? (a nickel)
What is the value of this coin? (five cents)
How would you represent one nickel using numbers and symbols? (5¢)
10. Trace a nickel on the sheet of chart paper, write the name of the coin (nickel), record the value of the coin
in words (five cents), and inside the coin, write the value of the coin using 5 and the cent symbol ¢ (5¢).
page 9 of 43 Enhanced Instructional Transition Guide
Suggested
Day
Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
11. Display 3 additional nickels from a Bag of Coins for the class to see.
Ask:
How do you count this collection of coins? (by fives)
12. Instruct students to replicate the model and count the coins in front of them. Chorally count the coins aloud
“5, 10, 15, 20” using the displayed coins. Explain to students that they are counting by fives because the
value of the coin is five cents.
Ask:
What is the value of the four coins? (twenty cents)
How would you represent the total value of this collection using numbers and symbols? (20¢)
13. Instruct students to take a total of 8 nickels from their Bag of Coins and place them in front of them.
Display 4 additional nickels from a Bag of Coins for the class to see. Chorally count aloud “5, 10, 15, 20,
25, 30, 35, 40.” Explain to students that when counting “like” coins, the value of the coin determines what
number to use for skip counting.
Ask:
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Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
What is the value of this collection of coins? (forty cents)
How would you represent the total value of this collection using numbers and symbols? (40¢)
14. Instruct students to return the nickels to their Bag of Coins and place 5 dimes in front of them.
15. Display a dime from a Bag of Coins for the class to see.
Ask:
What is the name of this coin? (a dime)
What is the value of this coin? (ten cents)
How would you represent one dime using numbers and symbols? (10¢)
16. Trace a dime on the sheet of chart paper, write the name of the coin (dime), record the value of the coin in
words (ten cents), and inside the coin, write the value of the coin using 10 and the cent symbol ¢ (10¢).
17. Display 4 additional dimes from a Bag of Coins for the class to see.
Ask:
How do you count this collection of coins? (by tens)
18. Instruct students to replicate the model and count the coins in front of them. Chorally count the coins aloud
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Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
“10, 20, 30, 40, 50” using the displayed coins. Explain to students that they are counting by tens because
the value of the coin is 10 cents.
Ask:
What is the value of your five coins? (fifty cents)
How would you represent the total value of this collection using numbers and symbols? (50¢)
19. Instruct students to add an additional 2 dimes from their Bag of Coins to the collection of dimes in front of
them.
Ask:
What is the value of this collection of coins? Explain your thinking. (Seventy cents because I
skip counted by tens seven times; seventy cents because I skip counted by ten two more times from
fifty.)
How would you represent your collection using numbers and symbols? (70¢)
20. Display the chart paper with the coin tracings for the class to see and reference for the duration of the
lesson. Facilitate a class discussion comparing the size of each coin and the value of the coin. Explain to
students that the size of a coin does not reflect the value of the coin.
21. Distribute handout: Coin Value Recording Sheet to each student to each student.
22. Display teacher resource: Coin Value Recording Sheet. Explain to students that they will select 10
nickels from their Bag of Coins. Students will trace and label the coins above the number line. Below the
number line, students will label the number line as they skip count by 5s. Students will then record the
value of the collection of 10 nickels in the last column of the handout. Model for students how to complete
the nickel portion of the handout.
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Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
Ask:
What do you notice about the value of the collection of nickels and the number line? (The last
number on the number line is the same as the value of the collection of nickels.)
23. Instruct students to repeat the complete the handout be counting and recording a collection of 10 pennies
and then 10 dimes. Allow students time to complete the activity. Monitor and assess students to check for
understanding.
24. Facilitate a class discussion about the values of coins and the connection between the number line.
Ask:
How is counting a collection of coins like counting numbers on a number line? Answers may
vary. The value of each coin is like the intervals on a number line; skip counting can be used to count
a collection of like coins and also for counting numbers on a number line; etc.
All three collections contained 10 coins. What do you notice about the total value of each
collection? Answers may vary. All of the collections had the same number of coins, but different total
values; 10 pennies is less than 10 nickels or 10 dimes; 10 nickels is more than 10 pennies but less
than 10 dimes; 10 dimes is more than 10 pennies or 10 nickels; etc.
page 13 of 43 Enhanced Instructional Transition Guide
Suggested
Day
2
Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Counting like coins
Number lines
ATTACHMENTS
Explore/Explain 3
Teacher Resource: Quarter/Half-
Students identify quarters and half­dollars and determine the value of each set of “like” coins by skip counting.
Dollar Recording Sheet KEY (1
per teacher)
Instructional Procedures:
1. Using the displayed chart paper with the coin tracings, review the names and values of the coins already
listed.
2. Place students in pairs and distribute a Bag of Coins to each pair.
3. Instruct student pairs to select a quarter from their Bag of Coins and place them in front of them.
4. Display a quarter from a Bag of Coins for the class to see.
Ask:
Handout: Quarter/Half-Dollar
Recording Sheet (1 per student)
Teacher Resource: Quarter/HalfDollar Recording Sheet (1 per
teacher)
MATERIALS
Bag of Coins (14 pennies, 40
nickels, 20 dimes, 8 quarters, 4
What is the name of this coin? (a quarter)
half-dollars) (1 collection per 2
What is the value of this coin using words? (twenty-five cents)
students, 1 collection per teacher)
How would you represent one quarter using numbers and symbols? (25¢)
(previously created)
chart paper (1 sheet per teacher)
5. Facilitate a class discussion about the cent symbol. Explain to students that the cent symbol is written as
Local Resource(s)
the letter "c" with a vertical line through the center. Emphasize to students that the cent symbol is always
written after the number representing the value of the money.
TEACHER NOTE
page 14 of 43 Enhanced Instructional Transition Guide
Suggested
Day
Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
6. Trace a quarter on a new sheet of chart paper, write the name of the coin (quarter), record the value of the
Notes for Teacher
Grade 2 is the first grade level to use the
coin in words (twenty-five cents), and, inside the coin, write the value of the coin using 25 and the cent
cent symbol, dollar sign, and decimal
symbol ¢ (25¢).
point.
Ask:
How would you count a collection of this type of coin? (by 25s)
7. Display an additional quarter from a Bag of Coins for the class to see.
Ask:
What is the name of each coin? (a quarter)
8. Trace two quarters on the sheet of chart paper, write the quantity and name of the coins (two quarters),
record the value of the coins in words (fifty cents) and with the cent symbol ¢ (50¢), and inside each coin,
write the value of the coin using 25 and the cent symbol ¢ (25¢).
page 15 of 43 Enhanced Instructional Transition Guide
Suggested
Day
Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
Ask:
What is the value of each coin? (25¢)
How many quarters do you have? (two quarters)
How would you count this collection of coins? (by 25s)
9. Instruct students to replicate the model and count the coins in front of them. Chorally count the coins aloud
“25, 50” using the displayed coins. Remind students that they are counting by 25 because the value of
each quarter is twenty-five cents.
Ask:
What is the value of the collection of coins? (fifty cents)
How do you represent the total value of this collection using numbers and symbols? (50¢)
10. Display an additional quarter from a Bag of Coins for the class to see.
Ask:
page 16 of 43 Enhanced Instructional Transition Guide
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Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
What is the name of each coin? (quarter)
11. Trace three quarters on the sheet of chart paper, write the quantity and name of the coins (three quarters),
record the value of the coins in words (seventy­five cents) and with the cent symbol ¢ (75¢), and inside
each coin, write the value of the coin using 25 and the cent symbol ¢ (25¢).
Ask:
What is the value of each coin? (25¢)
How many quarters do you have? (three quarters)
How would you count the total coins in this collection? (by 25s)
12. Instruct students to replicate the model and count the coins in front of them. Chorally count the coins aloud
“25, 50, 75” using the displayed coins. Remind students that they are counting by 25 because the value of
each quarter is twenty-five cents.
Ask:
What is the value of the collection of coins? (seventy-five cents)
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Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
How do you record the total value of this collection using numbers and symbols? (75¢)
13. Instruct students to place 4 quarters in front of them. Display four quarters.
Ask:
What is the name of each coin? (a quarter)
14. Display an additional quarter from a Bag of Coins for the class to see.
Ask:
What is the name of each coin? (quarter)
15. Trace four quarters on the sheet of chart paper, write the quantity and name of the coins (four quarters),
record the value of the coins in words (one dollar), with the cent symbol ¢ (100¢), and with the dollar
symbol $ ($1.00), and inside each coin, write the value of the coin using 25 and the cent symbol ¢ (25¢).
Ask:
page 18 of 43 Enhanced Instructional Transition Guide
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Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
What is the value of each coin? (25¢)
How many quarters do you have? (four quarters)
How would you count the total coins in this collection? (by 25s)
16. Instruct students to replicate the model and count the coins in front of them. Chorally count the coins aloud
“25, 50, 75, 100” using the displayed coins. Remind students that they are counting by 25 because the
value of each quarter is twenty-five cents.
Ask:
When you counted by 25, you ended on 100. What does the 100 represent? (100 cents)
What amount of money is equivalent to 100 cents? (one dollar)
Record both representations for the class to see.
How do you record the total value of the coins using numbers and symbols? (100¢) Facilitate a class discussion about the dollar symbol and decimal. Explain to students that the dollar
symbol is written as an "S" with a vertical line through the center. Explain to students that the decimal
is used to separate the whole dollar amount from the cent amount. Emphasize to students that the
dollar symbol will always be written in before the numbers representing the value of the money even
though when reading the amount, the word "dollars" is said after the number. Also emphasize that the
dollar symbol and cent symbol will not be used together to represent the value of an amount of money.
How many quarters are in one dollar? (4 quarters)
How many pennies are in one dollar? (100 pennies)
17. Display a half-dollar from a Bag of Coins for the class to see.
Ask:
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Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
What is the name of this coin? (half-dollar)
What is the value of this coin? (fifty cents)
How would you represent one half-dollar using numbers and symbols? (50¢)
18. Trace a half-dollar on the sheet of chart paper, write the name of the coin (half-dollar), record the value of
the coin in words (fifty cents), and, inside the coin, write the value of the coin using 50 and the cent symbol
¢ (50¢).
Ask:
How many half-dollars are drawn? (one half-dollar)
How many half-dollars are needed to equal one dollar?(2 half-dollars)
19. Display an additional half-dollar from a Bag of Coins for the class to see.
20. Trace two half-dollars on the sheet of chart paper, write the quantity and name of the coins (two halfdollars), record the value of the coins in words (one dollar), with the cent symbol ¢ (100¢), and with the
dollar symbol $ ($1.00), and inside the coin, write the value of the coin using 50 and the cent symbol ¢
(50¢).
page 20 of 43 Enhanced Instructional Transition Guide
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Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
Ask:
What is the value of each coin? (50¢)
How many half-dollars do you have? (two half-dollars)
How would you count this collection of coins? (by 50s)
21. Instruct students to replicate the model and count the coins in front of them. Chorally count the coins aloud
“50, one dollar” using the displayed coins.
Ask:
What is the value of this collection of coins? Answers may vary. One dollar; one hundred cents;
etc.
22. Explain to students that coins represent fractions of a whole dollar. It takes two half-dollars or two halves to
make a whole dollar or one whole.
23. Display the chart paper with the coin tracings for the class to see and reference for the duration of the
page 21 of 43 Enhanced Instructional Transition Guide
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Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
lesson. Facilitate a class discussion comparing the size of each coin and the value of the coin. Explain to
students that the size of a coin does not reflect the value of the coin.
24. Place students in pairs and distribute handout: Quarter/Half-Dollar Recording Sheet to each student.
25. Instruct student pairs to complete the handout: Quarter/Half-Dollar Recording Sheet and reference the
chart papers with the coin tracings as needed. Allow time for students to complete the handout. Monitor
and assess student pairs to check for understanding. Facilitate a class discussion about student
responses and how four quarters have the same value as two half-dollars.
Topics:
ATTACHMENTS
Counting like coins
Teacher Resource: Coin
Real-life situations
Problem-Solving Sheet KEY (1
per teacher)
Elaborate 1
Handout: Coin Problem-Solving
Students sort a collection of coins and find the value of each set of like coins within real-life situations.
Sheet (1 per student)
Teacher Resource: Coin
Instructional Procedures:
1. Distribute a Bag of Coins to each student.
2. Display a coin collection of 3 nickels, 5 dimes, and 2 pennies from a Bag of Coins. Instruct each student to
replicate the collection of coins from their Bag of Coins.
Ask:
Problem-Solving Sheet (1 per
teacher)
MATERIALS
Bag of Coins (14 pennies, 40
nickels, 20 dimes, 8 quarters, 4
What should you do in order to count this collection of coins? Answers may vary. Sort the coins
half-dollars) (1 collection per
by like coins; etc.
student, 1 collection per teacher)
page 22 of 43 Enhanced Instructional Transition Guide
Suggested
Day
Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
How do you find the value of the collection? Answers may vary. Skip counting to find the value of
Notes for Teacher
(previously created)
each set of like coins; etc.
3. Instruct students to sort the collection and determine the value of the collection by skip counting. Chorally
count the collection of coins aloud.
First count the dimes: “10, 20, 30, 40, 50” or 50¢
Next, count on by 5's to add the nickels: "55, 60, 65" or 65¢ (50¢ + 15¢)
Finally, count the pennies: "66, 67" or 67¢ (65¢ + 2¢)
4. Distribute handout: Coin Problem-Solving Sheet to each student. Display teacher resource: Coin
Problem-Solving Sheet.
5. Instruct students to use their Bag of Coins to act out each problem, and record their thinking on their
handout: Coin Problem-Solving Sheet by drawing circles for their coins, recording the value of each coin
below the circles, finding the solution to the problem, and labeling their solution.
3
Topics:
Spiraling Review
Counting like coins
Real-life situations
ATTACHMENTS
Elaborate 2
Handout: Coins (2 per teacher)
Students work independently to sort a collection of coins and find the value of each set of like coins within real-
Teacher Resource: Identifying
life situations.
and Counting Like Coins KEY (1
per teacher)
page 23 of 43 Enhanced Instructional Transition Guide
Suggested
Day
Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Instructional Procedures:
1. Prior to instruction, create a Coin Pictures Bag for each student using handout: Coins by copying in color,
cutting apart 6 penny pictures, 4 nickel pictures, 7 dime pictures, 3 quarter pictures, and 2 half-dollar
pictures, and placing in a plastic zip bag.
2. Distribute a Coin Pictures Bag, glue stick, and handout: Identifying and Counting Like Coins to each
student. Explain to students that on page 1 they will sort the coin pictures in their Coin Pictures Bag,
paste them in the row beside the proper heading, count the row of like coins, and record the count and sum
in the column titled "Total Value of Coins." Then, on page 2 they will record their problem-solving strategy
Notes for Teacher
Handout: Identifying and
Counting Like Coins (1 per
student)
MATERIALS
scissors (1 per teacher)
plastic zip bag (sandwich sized) (1
per student)
glue stick (1 per student)
in the space provided and determine value of the “like coins.”
3. Instruct students to complete handout: Identifying and Counting Like Coins individually. Allow time for
students to complete the activity. Monitor and assess students to check for understanding.
Evaluate 1
MATERIALS
Instructional Procedures:
Bag of Coins (14 pennies, 40
1. Assess student understanding of related concepts and processes by using the Performance Indicator(s)
aligned to this lesson.
nickels, 20 dimes, 8 quarters, 4
half-dollars) (1 collection per
student) (previously created)
Performance Indicator(s):
page 24 of 43 Enhanced Instructional Transition Guide
Suggested
Day
Grade 2/Mathematics
Unit 04:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
Grade2 Mathematics Unit04 PI02
Determine the collection of like coins whose value is represented on a pre-selected number line (e.g., a number
line that begins with 25 and ends with 100, with points built every 25th interval). Use coin manipulatives or pictures
to represent the coin values named on the number line, and orally explain the pattern and how it relates to the like
coin representation.
Standard(s): 2.3D , 2.8 , 2.13A , 2.13B
ELPS ELPS.c.1E , ELPS.c.3D , ELPS.c.3H
03/28/2013
page 25 of 43 Grade 2
Mathematics
Unit: 04 Lesson: 02
Coins
©2012, TESCCC
07/16/12
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Grade 2
Mathematics
Unit: 04 Lesson: 02
Coins
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Grade 2
Mathematics
Unit: 04 Lesson: 02
Coins
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07/16/12
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Grade 2
Mathematics
Unit: 04 Lesson: 02
Coins
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07/16/12
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Grade 2
Mathematics
Unit: 04 Lesson: 02
Coins
©2012, TESCCC
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Grade 2
Mathematics
Unit: 04 Lesson: 02
Coins
©2012, TESCCC
07/16/12
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Grade 2
Mathematics
Unit: 04 Lesson: 02
Coin Connection Cards
©2012, TESCCC
07/16/12
page 1 of 2
Grade 2
Mathematics
Unit: 04 Lesson: 02
Coin Connection Cards
Penny
Nickel
Dime
Quarter
HalfDollar
1¢
5¢
10¢
25¢
50¢
©2012, TESCCC
07/16/12
page 2 of 2
Grade 2
Mathematics
Unit: 04 Lesson: 02
Coin Value Recording Sheet KEY
5¢
5¢
5¢
5¢
5¢
5¢
5¢
5¢
5¢
5¢
50¢
5
10
15
20
25
30
35
40
45
50
1¢
1¢
1¢
1¢
1¢
1¢
1¢
1¢
1¢
1¢
10¢
1
2
10¢
10¢
3
10¢
4
5
6
7
8
9
10
10¢
10¢
10¢
10¢
10¢
10¢
10¢
$1.00
10
©2012, TESCCC
20
30
40
50
10/11/12
60
70
80
90
100
page 1 of 1
Grade 2
Mathematics
Unit: 04 Lesson: 02
Coin Value Recording Sheet
©2012, TESCCC
10/11/12
page 1 of 1
Grade 2
Mathematics
Unit: 04 Lesson: 02
Quarter/Half-Dollar Recording Sheet KEY
Name of coin: quarter
Name of each coin:
half-dollar
Value of coin:
Value of each coin:
50¢
25¢
quarter
25¢
Name of each coin:
quarter
25¢
quarter
quarter
half-dollar
half-dollar
Value of each coin:
25¢
Total value of collection: 100¢
©2012, TESCCC
quarter : 50¢
Name of each coin:
Value of each coin:
25¢
25¢
Total value of each coin set (name: value of each coin set):
half-dollar : 50¢
quarter
quarter
25¢
50¢
or one dollar
Total value of collection:
07/16/12
50¢
100¢ or one dollar
page 1 of 1
Grade 2
Mathematics
Unit: 04 Lesson: 02
Quarter/Half-Dollar Recording Sheet
Name of coin:
__________________
Value of coin:
Name of each coin:
Value of each coin:
_________
________
________
Total value of each coin set (name: value of each coin set):
__________ : _______
____________: _______
Name of each coin:
___________
Name of each coin:
___________ ___________ ___________
___________
Value of each coin:
Value of each coin:
______
Total value of collection: _______________
©2012, TESCCC
___________
_______
Total value of collection: ___________
07/16/12
page 1 of 1
Grade 02
Mathematics
Unit: 04 Lesson: 02
Coin Problem-Solving Sheet KEY
1. Chris found 4 dimes in his jeans
pocket and 2 nickels on the
sidewalk.
2. Sharon has 7 nickels in her piggy bank.
What is the total value in her piggy bank?
How much money in dimes did he
find?
10¢
10¢
10¢
10, 20, 30, 40
40¢ in dimes
5¢
5¢
5¢
5¢
5¢
5¢
10¢
How much money in nickels did he
find?
5¢
5¢
5¢
5, 10
10¢ in nickels
5, 10, 15, 20, 25, 30, 35
35¢ in nickels
3. Alicia has two coins in her pocket. 4. Christine’s grandpa gave her the following
The total value of her coins is a coins.
dollar. What two coins does she
have?
How much money of each type of coin did
he give her?
50
50
50, 100
100¢ or a dollar
©2012, TESCCC
5, 10, 15 15¢ in nickels
10, 20, 30 30¢ in dimes
25, 50
50¢ in quarters
07/16/12
page 1 of 1
Grade 2
Mathematics
Unit: 04 Lesson: 02
Coin Problem-Solving Sheet
1. Chris found 4 dimes in his jeans
pocket and 2 nickels on the
sidewalk.
2. Sharon has 7 nickels in her piggy bank.
What is the total value in her piggy bank?
How much money in dimes did he
find?
How much money in nickels did he
find?
3. Alicia has two coins in her pocket. 4. Christine’s grandpa gave her the following
The total value of her coins is a
coins.
dollar. What two coins does she
have?
How much money of each type of coin did
he give her?
©2012, TESCCC
07/16/12
page 1 of 1
Grade 2
Mathematics
Unit: 04 Lesson: 02
Coins
Identifying and Counting Like Coins KEY
Paste Coins Pictures Here
Total Value
of Coins
6¢
Pennies
Nickels
20¢
Dimes
70¢
Quarters
75¢
Half-Dollar
100¢
or a
dollar
©2012, TESCCC
07/16/12
page 1 of 2
Grade 2
Mathematics
Unit: 04 Lesson: 02
Identifying and Counting Like Coins KEY
1. Alicia has two dimes, 2 nickels, and 2 quarters
in her wallet. What is the value of each set
of coins that Alicia has?
2. Alan found several coins as he played on the beach.
Sort the coins into like coins. What is the value of each
set of coins?
Draw a picture and explain your answer.
Explain your answer.
Answer:
10
5
20
20¢
10
10¢
Answer:
Dimes: 10, 20, 30 30¢
Quarters: 25, 50 50¢
Half-dollars: 50, 100 100¢ or a dollar
25
©2012, TESCCC
50
50¢
07/16/12
page 2 of 2
Grade 2
Mathematics
Unit: 04 Lesson: 02
Coins
Identifying and Counting Like Coins
Paste Coin Picture Here
Total Value
of Coins
Pennies
Nickels
Dimes
Quarters
Half-Dollar
©2012, TESCCC
07/16/12
page 1 of 2
Grade 2
Mathematics
Unit: 04 Lesson: 02
Identifying and Counting Like Coins
1. Alicia has two dimes, 2 nickels, and 2 quarters
in her wallet. What is the value of each set
of coins that Alicia has?
Draw a picture and explain your answer.
©2012, TESCCC
2. Alan found several coins as he played on the beach.
Sort the coins into like coins. What is the value of each
set of coins?
Explain your answer.
07/16/12
page 2 of 2