This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Telling Time to the 5 Minute Mark: | In this activity, students will then learn about telling time to the nearest five minutes. |
| Creative Coin Collections: | This lesson is designed to give students additional practice making and computing values of coins using pennies, nickels, dimes and quarters. The lesson can be adjusted to challenge students by requiring them to make as many combinations of a given amount as they can or to make the amounts using as many different coins as they can. They can be asked how to make the amounts given using the least amount of coins. Students can be grouped so that less proficient students can see and hear more proficient students count and calculate coin combinations. |
| Tick Tock Cinco Clock: | Students will be able to tell and write time to five minutes using cheerios with the number line concept. Students will be able to compare a number line, counting by fives, to a clock. |
| Animal Sanctuary Engineering Design Challenge: | This Engineering Design Challenge is a hands-on investigation in both math and science. Students will be able to use prior knowledge and problem solving skills to solve non-routine problems and real-world situations, using mathematical and scientific models. It is a great way to introduce your students to real-world problem solving. Students will be engaged in hands-on learning by designing and creating an enclosure for zoo animals. Both math and science standards have been incorporated for an integrated lesson. |
| Yum Pizza: | Yum Pizza is looking for a better and healthier pizza to sell in stores around town. They are only able to promote one style and need help figuring out which one that should be. Students will practice subtracting dollar amounts and writing a letter explaining their reasoning. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| The Perils of a Plant: Watering Can - An Engineering Design Challenge: | This Engineering Design Challenge is intended to help students apply the concepts of life cycles from SC.2.L.16.1 (Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies), the understanding that all living things have basic needs from SC.2.L.17.1 (Compare and contrast the basic needs that all living things, including humans, have for survival), a knowledge of habitats from SC.2.L.17.2 (Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs) and practice working with money (MAFS.2.MD.3.8 solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately) as they build and experiment with containers to meet the water needs of bean plants in all stages of their life cycle. It is not intended as an initial introduction to these concepts. |
| Tadpole Habitat - An Engineering Design Challenge: | This engineering design challenge is intended to help students apply the concepts of life cycles from SC.2.L.16.1 (Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies), the understanding that all living things have basic needs from SC.2.L.17.1 (Compare and contrast the basic needs that all living things, including humans, have for survival), build on their knowledge of habitats, and practice working with money as they build structures to meet the needs of a tadpole. It is not intended as an initial introduction to these concepts. |
| South of the Border with Borreguita: An Engineering Design Challenge: | This is an integrated lesson that includes an Engineering Design Challenge, a study of Mexico using an informational text, and a traditional folktale, Borreguita and the Coyote by Verna Aardema. The Engineering Design Challenge is intended to help students investigate and generate explanations (SC.2.N.1.1) and practice working with money (MAFS.2.MD.3.8) as they design and build flagpoles to display a flag representing story concepts. It is not intended as an initial introduction to these concepts. |
| Show Me the Money: | In this lesson, students will show a variety of coin combinations for a specific amount of money. |
| Money Mania: | This lesson reviews the names and values of coins as well as how to determine the value of combinations of coins. |
| Our School Store: | The focus of this lesson is to devise a plan and justify it in order to choose the best school supply company. Students will use problem-solving skills, data sets presented in a chart, two- and three-digit addition, writing skills, and money skills to determine the best school supply company. Students will also need to check their procedure to determine if it will work when given additional data. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Better Building Blocks: | Students will help choose the best value of connecting blocks by developing a procedure based on the following criteria: color, ease of use, variety of blocks, and number of blocks per set. They will reassess these blocks during the twist incorporating a new type of block. They will need to calculate the total costs of each set of blocks.
Students may arrange the criteria based on their teams’ interpretation of most important to least important. Students may have to make trade-offs based on these interpretations (i.e., price versus the other criteria in the data sets). Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Kelly's Jelly: | Students use problem solving skills, data sets presented in a chart, two and three digit addition, writing skills and money skills to determine which brand of jelly beans they would like to purchase. The jelly beans differ in taste, quantity, and cost. The students must then check their procedure to determine if it will work when given an additional piece of data. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| The Toy Shop: | This is an interactive and collaborative activity where the students will have the opportunity to play the roles of a customer and cashier at a "toy shop". This activity will provide your students with real-world examples involving money while using decimal notation appropriately. This could be a great activity to complete in one day, or throughout the week, depending on your students' needs! |
| Party Anyone: | Students will demonstrate an understanding of solving story problems relating to money by creating their own story problem and answering story problems that were created by their peers. All story problems will be created based on the theme of planning a party and using ads from local businesses. |
| Help Ms. Betty!: | This Model Eliciting Activity is written at a second-grade level. In teams, students will make decisions about how to select the best cookie shop to help Ms. Betty with the purchasing of chocolate chip cookies while still being cost effective for her school. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Yummy Tummy Baby Food Company: | This Model Eliciting Activity is written at a second-grade level. In teams, students will make decisions about how to select the best baby food based on several characteristics. They will need to calculate the cost to produce two types of baby food. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Video Game City: | This Model Eliciting Activity (MEA) is written at a 2nd grade level. In this MEA students need to help the owner of Video Game City help his customers decide which gaming system best meets their needs. Students can consider the cost of each gaming system in their rankings. In part 2, students will need to add the cost of each gaming system and accessory. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Three Billy Goats Gruff Build a Bridge - An Engineering Design Challenge: | This Engineering Design Challenge is intended to help students apply the concepts of force from SC.2.P.13.1 (investigate the effect of applying various pushes and pulls on different objects) as they build bridges to hold the greatest load. It is also intended to help students apply the concepts of money from MAFS.2.MD.3.8 (Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately) as they strive to construct the most cost effective bridge. It is not intended as an initial introduction to these concepts. |
| Lighthouses and Lenses - An Engineering Design Challenge: | This Engineering Design Challenge is intended to help students apply the concepts of force from SC.2.P.13.1 (investigate the effect of applying various pushes and pulls on different objects), the concept of wind from SC.2.E.7.4 (investigate that air is all around us and that moving air is wind), and practice working with money (MAFS.2.MD.3.8 solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately) as they build structures to withstand the force of high-speed winds. The first day's lesson also provides practice in recognizing and drawing shapes (MAFS.2.G.1.1). It is not intended as an initial introduction to these concepts. |
| A Penny Saved is a Penny Earned... Just Ask Alexander!: | This lesson is a culminating activity to a unit on counting money based on the story "Alexander Who Used to Be Rich Last Sunday". Students work with various amounts of money in cents (up to 1) and dollars (up to 100) and learn to understand the differences between wants and needs. |
| Coin Combinations: How else can you pay for that?: | In this lesson, students will learn that there can be multiple ways (multiple coin combinations) to reach a given money amount. Using money manipulatives, students will work cooperatively and independently to practice finding different coin combinations for a given money amount. Students will also become comfortable knowing that there are multiple ways to reach a correct answer. |
| Coupon Clippers: | In this lesson, students will demonstrate their knowledge of coins by showing more than one way to represent a manufacturer's coupon. and solve a problem using that coupon. The students will respond to the following prompt in their interactive notebook: Why is it important to know more than one way to show an amount? How will it help you in your daily life? |
| Discovering Math: Beginning Measurement: | Demonstrate the basic measures of length, width, height, weight, and temperature by measuring objects and recording the information.
- Demonstrate how time is measured by recording it to the nearest minute.
- Count money using coins and bills.
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| Henry and Mudge Meet Leonardo da Vinci: | This is an integrated lesson that includes an Engineering Design Challenge, a review of forces, an introduction to drawbridges, and a literary text Henry and Mudge and The Long Weekend by Cynthia Rylant. The Engineering Design Challenge is intended to help students investigate and generate explanations (SC.2.N.1.1) and practice working with money (MAFS.2.MD.3.8) as they design and build movable drawbridges. It is not intended as an initial introduction to these concepts. |
| Time! Time! Time!: | This lesson allows students to apply their knowledge of a linear number line to telling time on an analog clock. |
Vetted resources students can use to learn the concepts and skills in this topic.
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
