Lesson Plan : Making Change Up To Five Dollar Bills

Teacher Name:
 P. Gaino
 Grade 2

 Making change
 Math; Money; Vocab: quarter, nickel, dime, penny, one-dollar bill, five-dollar bill, clerk
 To set up and solve subtraction sentences making change from $1 or $5, then show that 'change' amount in actual coins and bills.
 Identify and count coins to $1.00; solve money problems and make change.
 dry erase boards, markers, erasers, fake coins, fake one and five dollar bills.
 Start off the lesson by asking students what they most recently bought at a store. A Bakugan? A Barbie? A piece of candy? Once ideas were given, ask about how those items were paid for. Suggest they were paid for using a one-dollar bill? A five-dollar bill? Ask students if they know what had to happen if they paid for a piece of candy that cost $0.25 and they gave the clerk $1.00. Discuss predictions.
 Go into discussing how "getting change back" works. When you pay for something with more than you owe, you get change back. Introduce how a clerk could find out how much change he would owe you, by writing a subtraction sentence. Set up on the board. Have children help you determine which numbers to use and which goes on top. Explain how "double regrouping" will take place. When subtracting $1.00 - $0.25, in the ones place, you can't subtract 0-5. So see if you can borrow from the tens place. Nope! What about your next-next-door neighbor, the hundreds place? Yes! Regroup the hundreds place, making him go from a 1 to a 0. Then, the tens place goes from a 0 up to a 10. Go back to the ones place for a second, can we subtract 0 minus 5 yet? No! So we need to do our regrouping again! Go to the tens place, cross him out, changing him from a 10, down to a 9. Give that to the ones place, changing him from a 0 up to a 10. Now you can subtract in all three places. Model how this is done, and how the final answer is shown. Repeat this process but asking children to set up the situation- they decide what is bought, how much it is, and how much you are to give the clerk in order to buy the item.
 Model this a few times, then invite kids up to the board to do the subtracting. During this, be calling on student for input of how to do this correctly. If space is available, set up more than one number sentence on the board so multiple students are practicing this application at the same time. Once all students have had a chance to do this, move on to independent practice.
 To extend the lesson higher: Students can work in pairs, one student/customer paying for a certain item, giving the other student/clerk the correct bills, making change by writing it on paper or solving in their head, and giving the customer the change in fake coins. To extend the lesson lower: stick with only writing the number sentences on the dry erase boards. Set up the sentences on the chalk board so student see how the numbers are to be correctly lined up. Go step by step with this group to insure their doing each step correctly.
Checking For Understanding:
 To check for understanding, students should hold up their dry erase boards with their answers. If incorrect, help determine where the student went wrong and guide towards fixing it. Don't just tell them it's wrong, explain to them where they went wrong and the steps they need to take to fix their mistakes. Teachers should walk around observing the process students are taking to solve the problems and make sure to provide feedback to every student.
 Regroup back as a class with materials put away to discuss what they have learned. Ask them to connect it to their own lives, by asking when they'd ever need to use this concept. Share how you as a teacher use this concept every day as an adult and they'll eventually need this skill as well!
 Teachers should prepare a worksheet to have students complete after practicing with dry erase boards/actual coins, etc. Students should use pencil and paper to set up the subtraction sentences and solve them given specific situations on the worksheet. These should be graded immediately and if mistakes are made, children should fix their mistakes right then before moving on to something else.
Teacher Reflections:
 Think about what worked and what did not work. Did you give students enough time to practice on the dry erase boards? Did you connect the lesson to their lives, using examples they could relate to? Did you make sure you differentiated the material to reach all abilities of all students? If not all students mastered the concept, it should be repeated/retaught the next day and/or following days.

Create New Lesson Plan Lesson Plan Center

Popular Areas: Bloom's Taxonomy Verbs | Lesson Planning Blocks | Lesson Forms Pack | Lesson Writing | Teacher Forum Chat