LTM/SPE Lesson Plan

NAME: Amber Kordes

Lesson Title: Tallying Money

Grade level: 2nd

Stage 1 Desired Results

Standards:
2.MD 8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using
$ and symbols appropriately.
2.MD 10: Draw a picture graph or a bar graph (with single-unit scale) to represent a data set with
up to four categories. Solve simple put together, take-apart and compare problems using
information presented in a bar graph.
Essential questions:
How can one value be represented in
multiple ways?

Topical questions:
How can I use tally makes to record data in a chart?
Can a value of money be represented in multiple
different ways?

Student objectives (outcomes):

Students will be able to show the same amount of money using different sets of coins.
Students will show the ability to record data in a table effusively using tally marks.
Stage 2 Assessment Evidence
Formative assessment
Summative assessment
Students will be able effectively answer the
questions started in relation to the tally
mark charts on coin combination and their
comparisons. Students will be able to
practice coin combinations with tallies as
they complete a worksheet with a partner.
Stage 3 Learning Plan
Learning Activities/Procedure (include timing):
Introduction: Review (15 min)
Ask students to name all of the coins that we have been learning?
-Half Dollar, Quarter, Dime, Nickel, Penny
Draw each of these coins on the board and have the students identify the value of each coin.

Start with the Nickel, have students show you multiple ways they can represent a nickel. Repeat
this with the Dime, quarter, Half Dollar and finally the penny.
Explain to the students that today we are going to work with a table and tally marks to show
many ways that we can represent an amount of coins. Explain that a table helps us to sort out and
organize information while making tally marks helps us to record the information. To record
mean to write down the information that we know.
Ask for a student to demonstrate what tally marks are. Have this same student show you 4 then 5
tally marks. Make sure students are comfortable making tally marks. Show how to use tally
marks to demonstrate how to show what combinations of coins can be used in a quarter.
Transition: From this example propose to the students that you would like to buy a big lollipop
for 52. How many coins can I use to pay for the lollipop?
Activity 1 Activity (45 min)
Break students into pair with their pairs, First have the pairs label the coins that we have in our
hand. These will be the only coins that we can use when making our change.
Explain to the students that the table is made of rows and columes used to help sort out
information. Each row is one combination of coins and that each tally mark stands for one coin.
Have students work with their partner find one way that they can make the change to buy the lolly
pop.
Students that finish can record their information on their chart. When groups are done work
together to gather ways to find 52. Place these answers on the overhead.
Ongoing Assessing;
- How many coins are in the first set?
- What coins did we use in the second set?
- Which set did we use the most coins? Least coins?
Have students try to work on combinations to buy a peppermint for 24. If time allows place
these on the board as well. (If students finish while others are finishing have those students begin
to find combinations on the problem on the back of the page. Have students share with the group
the answers that they found. Complete with some additional assessing questions.
Have students work together to find the answers to some of the combinations in 75. Completing
at least 2 answers correctly will allow the students to clean up their materials and begin on
independent practice.
Activity 2 Independent practice (15min)
Pass out the worksheets as students finish their activity. .

With students work through the problems that are on the worksheet
Conclusion: Think About It (10 min plus time for worksheet work)
Complete the think about it: How does a table help you to show different ways to make 65?
Have students move on to the back when they have finished the think about it and there is time
remaining.

Academic Language:
Table
Talley Mark
Record
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Materials:
Tally Chart
Coins: Half Dollar, quarter, dime, nickel, pennies
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Motivation/hook:
Working with new combinations of coins in like solving for a puzzle, the students will have fun
seeing how many combinations they can find.
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Disabilities/Diverse Needs Represented:
Lower level learners- All students will be paired with a working buddy to help when the
other student is in need of assistance.
In addition if students are having trouble with the chart have students place the coins in the
right columns and then place the tallies when they have come to an answer.
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