2015-2016 Curriculum Blueprint
Grade: 2
Course: Mathematics
Topic 8 – Work with Time and Money
Flexible Time
Line
15 days
Topic Overview
Students will focus on solving problems involving coins and bills, telling time to the nearest 5 minutes using A.M. and P.M., and telling time before and after
the hour. Counting money and telling time both require mental mathematics and are related to counting and skip counting by 5 and 10. Counting money is
also related to the concepts of place value.
Vertical Progression
1st Grade: Students have been introduced to the coins and their value. They can add dimes and pennies. Students tell and write time in hours and half-hours
using analog and digital clocks.
3rd Grade: Students use money as a context for word problems in 3rd grade, but do not receive additional instruction regarding money until 4th grade when
decimals are introduced. Students read and write time to the nearest minute and calculate elapsed time.
Learning Goal
Essential Question
Students will solve problems about counting money, as well as telling time to the
How can you solve problems about counting money or telling time to
nearest 5 minutes.
the nearest 5 minutes?
Topic 8 Scale
Recommended Instructional Sequence
Textbook Correlation
Essential Vocabulary
Step 1: Problem-Based Learning “Solve and Share”
*Be selective in choosing problems aligned to the standards
 dime
Problem-Based Learning Lesson Flow Map
within the topic. Lessons and problems used for instruction
 nickel
Conceptual
understanding
is developed when mathematics is
and assessment should be determined through collaborative
 penny
introduced in the context of solving a real problem in which ideas
unit planning.
 quarter
related to the new content are embedded. Conceptual
 half dollar
understanding results because the process of solving a problem
Topic 8: Work with Time and Money
 cents
requires students to connect their prior knowledge with the new
Lesson 8-1: Solve Problems With Coins
 greatest value
concept or procedure (Charles, R., Bay-Williams, J., et al., 2016).
Lesson 8-2: Continue to Solve Problems with Coins
 least value
Lesson 8-3: Solve Problems with Dollar Bills
Each lesson in the book begins with a Solve and Share. See the links  dollar
Lesson 8-4: Continue to Solve Problems with Dollar Bills
 dollar sign
below for additional tasks to be used as needed:
FL Lesson 2: Problems with Money
 dollar bills
Lesson 8-5: Reasoning with Word Problems Involving Money
Math Formative Assessment System (MFAS) Tasks by Standard
 Tally marks
Lesson 8-6: Tell Time To Five Minutes
Illustrative Mathematics Tasks by Standard
 quarter past
Lesson 8-7: Tell Time Before and After the Hour
 half past
Step 2: “Visual Learning Bridge”
 quarter to
*Lesson 8-8: Not aligned to Math Florida Standards. May be
Enhance student learning by connecting student thinking and
used as an extension.
solutions from the Solve and Share to the new ideas of the lesson
through the use of the worked-out problem in the textbook.
Deconstructed Standards
MAFS.2.MD.3.7 (DOK 1) Tell and write time from analog and digital clocks to the nearest five minutes.
 Determine what time is represented by the combination of the number on the clock face and the position of the hands.
 Tell time using analog clocks to the nearest 5 minutes.
 Tell time using digital clocks to the nearest 5 minutes.
 Write time using analog clocks and digital clocks.
 Identify the hour and minute hand on an analog clock.
MAFS.2.MD.3.8 (DOK 2) Solve one and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and
pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations 1. Example: The cash register shows that the
total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?
a) Identify the value of coins and paper currency.
b) Compute the value of any combination of coins within one dollar.
c) Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?).
d) Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., there are five nickels in one quarter. There are two nickels in one dime.
There are two and a half dimes in one quarter. There are twenty nickels in one dollar).
 Identify and recognize the value of dollar bills, quarters, dimes, nickels, and pennies.
 Identify the $ and the ¢ symbol.
 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and ¢ symbols appropriately.
MAFS.2.NBT.1.2 (DOK 1) Count within 1000; skip-count by 5s, 10s, and 100s.
 Count within 1000.
 Skip count by 5s to 1000.
 Skip count by 10s to 1000.
 Skip count by 100s to 1000.
MAFS.2.OA.1.1 (DOK 2) Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
 Identify the unknown in an addition or subtraction word problem.
 Determine the appropriate operations needed to solve addition and subtraction problems in situations including add to, take from, put together, take apart, and
compare.
 Use drawings or equations to represent one and two step word problems.
 Add and subtract within 100 to solve one-step word problems with unknowns in any position.
 Write an addition and subtraction equation with a symbol for the unknown.
Math Practice Standard(s)
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
Additional Resources & Links
Georgia Units
Unit 2
 Strategies for teaching and learning addition and subtraction
simultaneously P. 9-16
 Addition and Subtraction with money tasks P. 93–100 and 112-115
Unit 4
 Adding and Subtracting with Money Tasks P. 57-73
Unit 3
 Strategies for teaching and learning Measurement P. 8-11
Telling Time and Skip Counting with Time Tasks P. 67-80
Engage NY
Module 7 Topic B
Module 8 Topic D
Higher Order Questions & Writing Connections
Link to Webb’s DOK Guide
*Higher order questions should be utilized to foster a deep, conceptual
understanding of the topic. Encouraging students to express their
mathematical thinking in writing helps them solidify their learning.
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How can you use skip counting to count coins?
What are some different ways to make one dollar using coins?
What can you do to help you keep track of the amounts of money in
word problems?
Which hand moves faster and why?
Students write and solve their own word problem involving money.
Write to explain how you solved the problem.
Write a story problem involving time.
2nd Grade Measurement and Data Center Activities
www.pearsonrealize.com
Home-School Connection Page
Reteaching Pages
Marzano Proficiency Scales Bank
Math Formative Assessment System (MFAS) Tasks by Standard
CPALMS -MFAS includes tasks and rubrics that the teacher can implement with
their students.
Illustrative Mathematics Tasks by Standard
The site illustrates standards with impeccably crafted tasks, videos, lesson plans,
and curriculum modules.
Common Core Flip Books: Provides additional information and sample problems
for every standard
FSA Test Item Specifications
Spiral Review
*Consistent review of previously learned standards allows students multiple opportunities to master and build fluency with mathematical concepts and procedures.
www.pearsonrealize.com
Daily Review 8-1 through 8-7