MAFS.2.MD.3.8 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 group situations. 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?
- Identify the value of coins and paper currency.
- Compute the value of any combination of coins within one dollar.
- 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?)
- 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 twenty nickels in one dollar.)
Connecting Standards:
MAFS.2.NBT.1.2 Count within 1000; skip-count by 5s, 10s, and 100s.
MAFS.2.OA.1.1 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
Content Knowledge:
Students in 1st grade learned to recognize values of coins, count sets of the same coins, and relate coins to a dollar. In 2nd grade, students will extend their work with to money to include bills, counting combinations of coins or of bills, relating values of coins to other coins and to a dollar, and to solving story problems involving money. This Unit alone may not be enough time for students to identify, name, and determine values of all coins and bills. Additional work may need to be done outside this Unit through informal work with games and social centers.
Solving problems with money can be a challenge for young children because it builds on prerequisite number and place value skills and concepts. Just as students learn that a number (38) can be represented different ways (3 tens and 8 ones; 2 tens and 18 ones) and still remain the same amount (38), students can apply this understanding to money. For example, 25 cents can look like a quarter, two dimes and a nickel, and it can look like 25 pennies, and still all remain 25 cents.
Students apply a variety of number skills as they explore money. Problems that ask students to find change can be connected to finding the difference, with coins or number lines being helpful visuals. They can apply their understanding of skip counting and decomposition as they combine coin amounts to find a total. They also use place value understanding to add tens to tens and ones to ones.
GCG 1 – Learning Goal: As a mathematician, I can Identify the value of coin combinations up to one dollar
- Step 1: Identify the value of individual coins using the ¢ symbol
- Step 2: Identify the value of combinations of like coins using the ¢ symbol
- Step 3: Identify the value of coin combinations within one dollar using the ¢ symbol
GCG 2 – Learning Goal: As a mathematician, I can Identify the value of bill combinations
- Step 1 (additional task): Identify the value of individual bills and combinations of like bills using the $ symbol
- Step 2: Identify the value of bill combinations using the $ symbol
GCG 3 – Learning Goal: As a mathematician, I can Make equivalent collections of coins
- Step 1: Make collections of coins equivalent to one dollar
- Step 2: Make collections of coins equivalent to values less than one dollar
GCG 4 – Learning Goal: As a mathematician, I can Solve problems involving money