# Gr. 2 Unit: Work with Time & Money

**LESSON UNIT**

- WORK WITH TIME AND MONEY (Docx)

**LESSON PLANS**

- WORKING WITH TIME (Docx)
- MONEY (Docx)

**LESSON SEEDS**

### UNIT OVERVIEW

This is a very important unit since this is the only Cluster that involves developing an understanding of money and requires the students to solve problems involving various denominations of coins and bills. Since this is the first time money is introduced formally as a Standard, students will need many experiences with coin recognition and determining the value of coins before using coins to solve problems. Students are expected to record money amounts using the $ and ¢ symbols. This unit also continues the work begun in first grade with time, expecting students to tell and write time from both an analog and digital clock to the nearest five minute interval using a.m. and p.m.

**Essential Questions:**

- What types of problems are solved with measurement?
- What are tools of measurement for time and money and how are they used?
- What is the purpose of standard units of measurement?
- How do units within a system relate to each other?
- When is an estimate more appropriate than an actual measurement?
- What strategies help estimate measurements?
- Why is it important to learn about money?
- When should we estimate amounts of money?
- What are the units of money and how are they used in our daily lives?
- Why is it important to tell time?
- What is measured when we are telling time?
- What is the difference between length of time and time of day?
- How do I determine the duration of time intervals in hours and minutes?
- How do I make an estimate for a length of time for a determined event and know if the estimate is reasonable?
- How do I determine how much time has passed between events?

A question is essential when it stimulates multi-layered inquiry, provokes deep thought and lively discussion, requires students to consider alternatives and justify their reasoning, encourges re-thinking of big ideas, makes meaningful connections with prior learning, and provides students with opportunities to apply problem-solving skills to authentic situations.

##### Unit Lesson

Additional information such as Teachers Notes, Enduring Understandings,Content Emphasis by Cluster, Focus Standards, Possible Student Outcomes, Essential Skills and Knowledge Statements and Clarifications, and Interdisciplinary Connections can be found in this Lesson Unit.

##### Available Model Lesson Plans

The lesson plan(s) have been written with specific standards in mind. Each model lesson plan is only a MODEL - one way the lesson could be developed. We have NOT included any references to the timing associated with delivering this model. Each teacher will need to make decisions related ot the timing of the lesson plan based on the learning needs of students in the class. The model lesson plans are designed to generate evidence of student understanding.

This chart indicates one or more lesson plans which have been developed for this unit. Lesson plans are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignment: 2.MD.C.7

Students tell time to the nearest five minutes, using a.m. and p.m.

CCSC Alignment: 2.MD.C.8

Students solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

##### Available Model Lesson Seeds

The lesson seed(s) have been written with specific standards in mind. These suggested activity/activities are not intended to be prescriptive, exhaustive, or sequential; they simply demonstrate how specific content can be used to help students learn the skills described in the standards. Seeds are designed to give teachers ideas for developing their own activities in order to generate evidence of student understanding.

This chart indicates one or more lesson seeds which have been developed for this unit. Lesson seeds are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignnment: PK.CC.7

Students use plastic fruit to make sets that match the quantity of the teacher’s set. Students use one-to-one correspondence to compare their sets with that of the teacher and other students.

CCSC Alignnment: 2.MD.C.8

Students use combinations of skip-counting by ones, fives, tens, and twenty-fives in order to prepare for counting mixed currency.