Math lesson plan · 2nd grade (Year 3 in England) · 60 minutes
Make an amount with the fewest coins
Measurement
CCSS 2.MD.C.8England: Y2 Measurement
Objective and success criteria
Students will: Make an amount with the fewest coins.
- 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: Choose coins that make an amount
Leads to: the next skill in this area.
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Choose coins that make an amount). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which coins make exactly 35¢? (25¢ + 5¢ + 5¢ + 5¢ / 25¢ + 5¢ / 25¢ + 5¢ + 10¢ / 25¢ + 5¢ + 5¢) → 25¢ + 5¢ + 5¢Prompt: Add up each set of coins.
- Grace needs 65¢. Grace has only coins of 10¢ and 5¢. What is the fewest number of coins Grace can use? → 7Prompt: Use as many 10¢ coins as you can.
- Daniel needs 55¢. Daniel has only coins of 10¢ and 5¢. What is the fewest number of coins Daniel can use? → 6Prompt: Use as many 10¢ coins as you can.
Hook · 6 min
- Ask the class to estimate the length of the room or the weight of a bag before measuring it.
- Share the objective: Make an amount with the fewest coins. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Amara made 29¢ like this: 10¢ + 10¢ + 5¢ + 1¢ + 1¢ + 1¢ + 1¢. Can it be done with fewer coins?
- Step 1: Yes: 25¢ + 1¢ + 1¢ + 1¢ + 1¢ uses only 5 coins.
- Answer: Yes
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Kofi made 46¢ like this: 10¢ + 10¢ + 10¢ + 10¢ + 5¢ + 1¢. Can it be done with fewer coins? (Yes / No) → YesPrompt: Can some small coins be swapped for one bigger coin?
- Maya made 42¢ like this: 10¢ + 10¢ + 10¢ + 10¢ + 1¢ + 1¢. Can it be done with fewer coins? (Yes / No) → YesPrompt: Can some small coins be swapped for one bigger coin?
You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Aisha made 75¢ like this: 10¢ + 10¢ + 10¢ + 10¢ + 10¢ + 10¢ + 10¢ + 5¢. Can it be done with fewer coins? (Yes / No) → YesPrompt: Can some small coins be swapped for one bigger coin?
- Leo made 66¢ like this: 10¢ + 10¢ + 10¢ + 10¢ + 10¢ + 10¢ + 5¢ + 1¢. Can it be done with fewer coins? (Yes / No) → YesPrompt: Can some small coins be swapped for one bigger coin?
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: Choose coins that make an amount.
- 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
- 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