Math lesson plan · 2nd grade (Year 3 in England) · 30 minutes
Choose coins that make an amount
Measurement
CCSS 2.MD.C.8England: Y2 Measurement
Objective and success criteria
Students will: Choose coins that make an amount.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Count coins up to one dollar or one pound
Leads to: Make an amount with the fewest coins
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Count coins up to one dollar or one pound). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
Hook · 3 min
- Ask the class to estimate the length of the room or the weight of a bag before measuring it.
- Share the objective: Choose coins that make an amount. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which coins make exactly 35¢?
- Step 1: 25¢ + 5¢ + 5¢ = 35¢
- Answer: 25¢ + 5¢ + 5¢
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which coins make exactly 40¢? (25¢ + 10¢ + 10¢ / 25¢ + 10¢ + 5¢ + 5¢ / 25¢ + 10¢ + 5¢ / 25¢ + 10¢) → 25¢ + 10¢ + 5¢Prompt: Add up each set of coins.
- Ben needs 35¢. Ben has only coins of 10¢ and 5¢. What is the fewest number of coins Ben can use? → 4Prompt: Use as many 10¢ coins as you can.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which coins make exactly 40¢? (25¢ + 10¢ + 5¢ / 25¢ + 10¢ + 10¢ / 25¢ + 10¢ / 25¢ + 10¢ + 5¢ + 5¢) → 25¢ + 10¢ + 5¢Prompt: Add up each set of coins.
- Amara needs 50¢. Amara has only coins of 10¢ and 5¢. What is the fewest number of coins Amara can use? → 5Prompt: Use as many 10¢ coins as you can.
Watch out for
- Measuring from the end of the ruler instead of zero.
- Converting units the wrong way (multiplying instead of dividing).
Support and stretch
Support
- Review first: Count coins up to one dollar or one pound.
- Use concrete materials: rulers, scales and measuring jugs.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Make an amount with the fewest coins.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-2.
Free lesson plan from eurekami.com/lesson-plan-builder