Lesson 9

Money Problems

Est. Class Sessions: 1–2
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Mathematical Standards

2.MD.B
Relate addition and subtraction to length. (2.MD.B.6)
2.OA.A
Represent and solve problems involving addition and subtraction. (2.OA.A.1)
2.NBT.A
Understand place value. (2.NBT.A.1)
2.NBT.B
Use place value understanding and properties of operations to add and subtract. (2.NBT.B.7)

Standards for Mathematical Practice

MP1.
Make sense of problems and persevere in
solving them.
MP2.
Reason quantitatively.
MP3.
Construct viable arguments and critique the reasoning of others.
MP4.
Model with mathematics.
MP5.
Use appropriate tools strategically.
MP6.
Attend to precision.
MP7.
Look for and make use of structure.

Students listen to the story Alexander, Who Used to Be Rich Last Sunday by Judith Viorst. They choose a tool or strategy to help them calculate how much money Alexander has left after each of his expenditures. Students play a game where they add coin values using a variety of tools.

Content in this Lesson

  • Identifying, describing, and using patterns on the 200 Chart [E1].
  • Connecting representations of quantities on the 200 Chart and in number sentences [E2].
  • Representing addition and subtraction using multiple representations (e.g., counters, drawings, number sentences, number lines, 200 Chart) [E3].
  • Finding a strategy to solve problems [MPE2].
  • Checking solutions for reasonableness [MPE3].
  • Checking calculations [MPE4].
  • Using labels to show what numbers mean [MPE6].
  • Solving problems involving dimes, nickels, and pennies.
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Materials for Students

Daily Practice and Problems Lesson Homework Assessment

Student Book

 Student Activity Book

Teacher Resources

 Teacher Guide - digital

Supplies for Student Pairs

clear plastic spinner or pencil and paper clip
collection of coins (10 dimes, 4–5 nickels, 10 pennies) or copy of Coin Bank Master (Teacher Guide)
desk number line 0–100

Materials for the Teacher

Display of How Alexander Spent His Dollar (Student Activity Book) Page 161
Display of 200 Chart (Student Activity Book) Reference
Display of Spin and Add (Student Activity Book) Pages 163–166
Display of Math Practices (Student Activity Book) Reference
Unit 3 Assessment Record
Unit 3 Individual Assessment Record
Math Facts Class Record
Alexander, Who Used to Be Rich Last Sunday by Judith Viorst
class number line (0–130) or prepared Number Line Display Masters (Teacher Guide) from Unit 3 Lesson 1
collection of coins (10 dimes, 4–5 nickels, 10 pennies)
clear plastic spinner or pencil and paper clip

Materials Preparation

Prepare Coins. Prepare sets of coins for each pair of students and one set for display. For each set, place 10 dimes,
4–5 nickels, and 10 pennies in a small container or bag. The Coin Bank Master can also be copied and cut apart, if coins are not available.

Prepare Number Line Display. If you did not already prepare a number line in Unit 3 Lesson 1 that students can easily see and touch, prepare the Number Line Display Masters. This version can be assembled, laminated, and displayed on the board or on a bulletin board. It is also small enough that it could be moved when it is not needed.

Prepare Optional Targeted Practice. Make copies of the Spin and Add pages from the Student Activity Book, which includes a spinner and score sheet. Place them in a learning center with clear spinners or paper clips and pencils. Provide access to a collection of coins and number lines.

Assessment in this Lesson

Assessment Expectation Assessed MATH PRACTICES EXPECTATION ASSESSED
Observe How Alexander Spent His Dollar
Student Activity Book
Page 161
E1.
Identify, describe, and use patterns on a 200 Chart and number line.
E2.
Connect representations of quantities using number lines, 200 Charts, and number sentences.
E3.
Represent addition and subtraction using multiple representations (e.g., stories, drawings, diagrams, counters, number sentences, number lines, 200 Chart).
Money Problems
with Feedback Box
Student Activity Book
Pages 167–169
E1.
Identify, describe, and use patterns on a 200 Chart and number line.
E2.
Connect representations of quantities using number lines, 200 Charts, and number sentences.
E3.
Represent addition and subtraction using multiple representations (e.g., stories, drawings, diagrams, counters, number sentences, number lines, 200 Chart).
MPE2.
Find a strategy. I choose good tools and an efficient strategy for solving the problem.
MPE3.
Check for reasonableness. I look back at my solution to see if my answer makes sense. If it does not, I try again.
MPE5.
Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking.
MPE6.
Use labels. I use labels to show what numbers mean.
DPP Item EE
Addition Facts Quiz 1: Group D
Teacher Guide - digital
E10.
Demonstrate fluency with the addition facts with sums to ten in Group D (3 + 3,
3 + 4, 4 + 4, 4 + 5).
E12.
Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in
Group D.
DPP Item FF
Addition Facts Quiz 2: Group D
Teacher Guide - digital
E11.
Use math fact strategies to add (direct modeling, counting strategies, reasoning from known facts) for the facts in Group D (6 + 6, 6 + 7, 7 + 7, 7 + 8, 8 + 8, 10 + 9,
10 + 10).
E12.
Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in
Group D.

Vocabulary in this Lesson