### Clarifications

*Clarification 1:*Within this benchmark, the expectation is not to use decimal values.

*Clarification 2:* Addition and subtraction problems are limited to sums within 100 and related differences. Refer to Situations Involving Operations with Numbers (Appendix A).

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**2

**Strand:**Measurement

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

## Benchmark Instructional Guide

### Connecting Benchmarks/Horizontal Alignment

### Terms from the K-12 Glossary

- NA

### Vertical Alignment

Previous Benchmarks

Next Benchmarks

### Purpose and Instructional Strategies

The purpose of this benchmark is to include the use of dollars and cents to add or subtract in real-world problems (MTR.7.1).- It is not the expectation of this benchmark to include combining cents with dollars. Students will explore that concept in grade 4 with the introduction of decimals.
- Instruction includes the use of drawing, manipulatives, and number lines to solve addition or subtraction situations.
- Instruction includes the idea that making change is the same as finding a difference.
- Instruction uses the format 45¢ not $0.45.

### Common Misconceptions or Errors

- Students may believe the value of a coin is directly related to its size.
- For example, a student may think that since a nickel is bigger than a dime then it is worth more, or since a penny is bigger than a dime then it must also be worth more.

### Strategies to Support Tiered Instruction

- Instruction includes providing a way to organize information about coin values that can later be used to reference for finding the values of coin collections prior to counting. Students use images, drawings, words, sentences, phrases, numbers, and symbols to describe the equal values.
- For example, a chart can be used to include ways in which students can relate the equal values with other coins and dollar combinations so that students can begin to form connections to help them remember the values. Students use informal language to describe equal values such as, “is worth the same as.”

### Instructional Tasks

*Instructional Task 1* (MTR.7.1)

- Part A. If Marco has $10 to spend, list all of the combinations of items he can purchase. Discuss your strategy to determine possible combinations.
- Part B. Which combination put them under/over budget?

### Instructional Items

*Instructional Item 1 *

*Instructional Item 2*

**The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.*

## Related Courses

## Related Access Points

## Related Resources

## Formative Assessments

## Lesson Plans

## Original Student Tutorials

## Problem-Solving Tasks

## STEM Lessons - Model Eliciting Activity

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.

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.

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 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.

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.

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.

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.

## MFAS Formative Assessments

Students are asked to combine the values of bills and write the total value using the dollar symbol.

Students are asked to combine the values of coins and write the total value using the cent symbol.

Students consider two different ways to make fifty cents using quarters, dimes, nickels, and pennies.

Students are asked to solve a two-step word problem involving money in the form of coins.

## Original Student Tutorials Mathematics - Grades K-5

Learn to add a combination of coins, such as quarters, dimes, nickels, and pennies using a number line, skip counting, and a hundred chart in this interactive tutorial.

This interactive tutorial is part 3 of 5. Click below to open the other tutorials in the series.

Use place value and a tens and ones chart to add pennies, nickels, dimes, quarters in this interactive tutorial.

This is part 4 of 5. Click below to open the other tutorials in the series.

## Student Resources

## Original Student Tutorials

Use place value and a tens and ones chart to add pennies, nickels, dimes, quarters in this interactive tutorial.

This is part 4 of 5. Click below to open the other tutorials in the series.

**(Part 1) Let's Talk About Money****(Part 2) Let's Add Money: Using Similar Coins****(Part 3) Let's Add Money: Mixed Coins****(Part 5) Let's Make a Dollar!**

Type: Original Student Tutorial

Learn to add a combination of coins, such as quarters, dimes, nickels, and pennies using a number line, skip counting, and a hundred chart in this interactive tutorial.

This interactive tutorial is part 3 of 5. Click below to open the other tutorials in the series.

**(Part 1) Let's Talk About Money****(Part 2) Let's Add Money: Using Similar Coins****(Part 4) Let's Add Money: Place Value****(Part 5) Let's Make a Dollar!**

Type: Original Student Tutorial

## Problem-Solving Tasks

The purpose of this task is for students to use currency to help better understand place value.

Type: Problem-Solving Task

The purpose of this task is for students to relate addition and subtraction problems to money and to situations and goals related to saving money. This task is an instructional task that brings many aspects of the mathematical work that second graders will be doing together with an opportunity to learn about financial literacy concepts.

Type: Problem-Solving Task

The purpose of this task is for students to compare two options for a prize where the value of one is given $2 at a time, giving them an opportunity to "work with equal groups of objects to gain foundations for multiplication." This context also provides students with an introduction to the concept of delayed gratification, or resisting an immediate reward and waiting for a later reward, while working with money.

Type: Problem-Solving Task

The purpose of this task is to represent and solve problems involving addition and subtraction with the help of a bar diagram.

Type: Problem-Solving Task

The purpose of this task is for students to relate addition and subtraction problems to money and to situations and goals related to saving money. This task has students adding two 2-digit numbers that require regrouping and the solution shows a concrete approach to the solution. This problem can be adjusted based on where students are in their understanding of addition involving two-digit numbers.

Type: Problem-Solving Task

The purpose of this task is to address the concept of opportunity cost through a real world context involving money. In economics, resources are limited, but our wants are unlimited. Therefore, choices must be made. Every choice involves a cost.

Type: Problem-Solving Task

## Parent Resources

## Problem-Solving Tasks

The purpose of this task is to help students articulate their addition strategies and would be most appropriately used once students have a solid understanding of coin values. This task would be best used in an instructional setting especially since the language is somewhat complex and the teacher might need to help students decode the task statement.

Type: Problem-Solving Task

The purpose of this task is for students to use currency to help better understand place value.

Type: Problem-Solving Task

The purpose of this task is for students to relate addition and subtraction problems to money and to situations and goals related to saving money. This task is an instructional task that brings many aspects of the mathematical work that second graders will be doing together with an opportunity to learn about financial literacy concepts.

Type: Problem-Solving Task

The purpose of this task is for students to compare two options for a prize where the value of one is given $2 at a time, giving them an opportunity to "work with equal groups of objects to gain foundations for multiplication." This context also provides students with an introduction to the concept of delayed gratification, or resisting an immediate reward and waiting for a later reward, while working with money.

Type: Problem-Solving Task

The purpose of this task is to represent and solve problems involving addition and subtraction with the help of a bar diagram.

Type: Problem-Solving Task

The purpose of this task is for students to relate addition and subtraction problems to money and to situations and goals related to saving money. This task has students adding two 2-digit numbers that require regrouping and the solution shows a concrete approach to the solution. This problem can be adjusted based on where students are in their understanding of addition involving two-digit numbers.

Type: Problem-Solving Task

The purpose of this task is to address the concept of opportunity cost through a real world context involving money. In economics, resources are limited, but our wants are unlimited. Therefore, choices must be made. Every choice involves a cost.

Type: Problem-Solving Task