Open Minds, Open Doors Grade 2 Identification Lesson 5 Logic “Money Puzzlers” Common Core Standard(s): 2. MD.C.8 - Solve word problems involving dollar bills, quarter, dimes, nickels and pennies using $ and ₵ appropriately. Focus: Identifying both sides of currency and the value- coins and bills and count mixed sets of currency focusing on dimes, nickels and pennies. Mathematical Practices: 4. Model with mathematics. 6. Attend to precision. Essential Skills and Knowledge: Ability to identify both sides of currency Knowledge of and ability to apply possible strategies such as drawing pictures, using coins, using a number grid, using a number line, using symbols and/or numbers. Purpose: Assess students’ ability to use logical thinking to solve puzzle. Materials: Student Observation Form for Identification Lesson 5 Coin Poem Teacher Model Puzzle Guided Practice A and B Puzzle, recommend copying on cardstock and laminating for repeated use Independent Practice A and B Puzzle Real coins for teacher model (4 quarters, 4 dimes, 4 nickels, 4 pennies) Plastic money coins (4 quarters, 4 dimes, 4 nickels, 4 pennies) OMOD/Grade2 Lesson 5
Transcript
Open Minds, Open DoorsGrade 2 Identification Lesson 5
Logic“Money Puzzlers”
Common Core Standard(s): 2. MD.C.8 - Solve word problems involving dollar bills, quarter, dimes, nickels and pennies using $ and ₵ appropriately.Focus: Identifying both sides of currency and the value- coins and bills and count mixed sets of currency focusing on dimes, nickels and pennies.
Mathematical Practices: 4. Model with mathematics.6. Attend to precision.
Essential Skills and Knowledge:
Ability to identify both sides of currency Knowledge of and ability to apply possible strategies such as drawing pictures, using
coins, using a number grid, using a number line, using symbols and/or numbers.
Purpose: Assess students’ ability to use logical thinking to solve puzzle.
Materials: Student Observation Form for Identification Lesson 5 Coin Poem Teacher Model Puzzle Guided Practice A and B Puzzle, recommend copying on cardstock and laminating for
repeated use Independent Practice A and B Puzzle Real coins for teacher model (4 quarters, 4 dimes, 4 nickels, 4 pennies) Plastic money coins (4 quarters, 4 dimes, 4 nickels, 4 pennies) Teacher solution pages Blank grids
Establishing Expectations or Metacognitive Awareness:1. Show students a bag full of coins and ask: Do you have a collection of coins? Where do
you keep your coins? What kind of coins do you have? Why do people have coins?2. Read the coin poem to students while displaying picture of coins on document camera.3. Explain that students will need to identify both sides of the coins and will use coins and
logical thinking skills to solve puzzles.4. Explain logical thinking: Logical thinking is what your brain does when it sees a
problem to solve. Your brain gathers all the information needed to solve the problem and organizes it in a way that makes sense to you so you can solve it.
OMOD/Grade2 Lesson 5
Exploration or Modeling with Manipulatives:1. On the document camera, place Teacher Model Puzzle Grid puzzle with the coins.
Explain the rules: Each grid has four rows. Each row must have an example of each coin. Each grid has four columns. Each column must have an example of each coin. You may not have duplicate coins in a row or column. You may not guess. You must only place a coin if you are positive that no other coin can go in that spot.
2. Model using logical thinking to solve the first puzzle under the document camera, using the think-aloud strategy. Model how to self-correct by checking for each coin in each row and column. Ask students what they notice about the coins in each quadrant. Emphasize that there must also be each coin in each quadrant.
3. Distribute coins to students and allow time for students to explore. 4. Question students about what they notice about the coins. Lead students to discover that
there are men’s heads on one side of each coin. Tell students that we call the front of a coin, the head and back of a coin, the tail. Have students discuss the characteristics of each coin.
5. Explain to students that we are now going to be solving some coin puzzles and they will need to use their logical thinking skills. Logical thinking skills are when your brain uses strategies to solve problems.
6. Distribute Guided Practice Puzzle Grids and do guided puzzle examples together.
Independent Application:1. Distribute Independent Practice Puzzle Grids and review rules: One of each coin in each
row, column and quadrant. Use logical thinking- no guessing. Self-check when finished. Record coins used in empty spaces.
2. Students complete the puzzle independently. Use teacher discretion for the amount of time to complete the puzzle.
Reflection:1. Have students come up to the document camera puzzle to show the solution. 2. Ask students to explain how they used their logical thinking to solve the puzzles.
Teacher Observation:1. As students are independently completing the puzzle, use the Student Observation Form
to record information about the way that students are solving the puzzle. 2. Look for students who are using strategies to solve puzzle. These students think about
each row, column and quadrant before placing the coins.
Considerations:1. Discuss who is the head for each coin: Abraham Lincoln (penny), Thomas Jefferson
(nickel), Franklin D. Roosevelt (dime), George Washington (quarter).2. Watch for students who are obviously struggling. You can differentiate the difficulty of
their puzzle by adding an extra coin. Note this on the student observation form.3. Students who finish early, can create their own money puzzle on blank grid for another
