Exploring money - math grade 2 - lesson 61

Math4u grade 2 second term

ماث فور يو جريد 2 

math grade 2 second term

شرح دروس ماث جريد 2 الترم الثاني المنهج الجديد بأسلوب سهل وبسيط

Mathematics Teacher`s Guide primary 2

Math primary 2 second term lesson 61

Directions

Note to the Teacher: This lesson describes the teacher holding up real banknotes for students to see. If banknotes are not available, use the copies in the Large Banknotes Blackline Master and adjust the language of the lesson.

1. TEACHER SAY: I am going to the store after school today. I am going to buy some fruit. What do I need in order to buy my fruit? Raise your hand if you want to answer.

STUDENTS DO: Raise hand to answer. Selected students share their thinking.

TEACHER SAY: Yes, I need money to purchase fruit. What other items can you buy with money? Turn and tell your Shoulder Partner three more things you can buy with money.

STUDENTS DO: Turn and tell a Shoulder Partner three things they need money for.

TEACHER DO: Select several students to share. Be sure services are mentioned as well as tangible items, such as haircuts, taxi rides, hotels, and so on.

TEACHER SAY: In Primary 1 last year, you learned about the Egyptian pound, the CURRENCY— or money—we use here in Egypt. We often use LE to stand for the words “Egyptian pound.” For example, if we have 5 pounds, we can write it as 5 LE.

TEACHER DO: Write 5 LE on the board.

TEACHER SAY: When you pay for something, you give the cashier banknotes to pay for your items. What is a BANKNOTE? What are the different kinds of banknotes? How are they alike and different? I want you to examine some of these banknotes. I have handouts for each of you. On the handouts you will see several copies of different banknotes. I am going to give you about 10 minutes to cut them out and examine them.

TEACHER DO: Give one banknote handout to each student.

STUDENTS DO: Cut out the banknotes and examine them.

TEACHER DO: As students are examining the notes independently, give them ideas of what to look for:

• Look at the pictures on the notes.
• What do you notice about the numbers?
• How are they the same? How are they different?
• Can you sort them into groups? How would you sort them?

TEACHER SAY: Put your money in one pile on your desk. The banknotes you have are copies and are not real. Real banknotes look different because they are in color and have a front and back. I want to show you what real banknotes look like. Let’s investigate them now.

TEACHER DO: Hold up the 1 LE banknote or colored picture. Walk around the classroom to show students.

TEACHER SAY: This is the banknote that represents 1 LE, or 1 Egyptian pound. Hold up one of your 1 LE banknotes. You can see the number 1 on this banknote. That shows us it is worth 1 pound. What is something that may cost about 1 LE? Raise your hand to answer.

STUDENTS DO: Hold up 1 LE at desks. Examine the note. Raise hand to share an item that may cost about 1 LE.

TEACHER DO: Repeat with the other banknote denominations. Hold up each banknote or colored picture and walk around the classroom for students to see, examine, and name something that costs that much: 5 LE, 10 LE, 20 LE, 50 LE, and 100 LE.

TEACHER SAY: Let’s explore these banknotes some more. Take out your Mathematics Student Book and turn to page Lesson 61: Apply.

Note to the Teacher: Be aware that the table provided in the student book includes the 200 LE banknote, however when students are using banknotes as manipulatives, 100 LE is the largest denomination they will use.

STUDENTS DO: Take out student books and turn to the correct page.

TEACHER SAY: On this page you will see a picture of each of our banknotes on one side of the page. First, you will match one of your banknotes to its picture in your student book. You can put your banknote right on top of the picture. Next to each banknote, you will see a blank. You will write the value of each banknote in the blank next to its picture. Remember to look for the numbers on the banknote to help you. And remember to write LE after each number. This tells us the number is money.

STUDENTS DO: Match banknotes to the pictures of banknotes in student books. Write the value next to each banknote.

TEACHER DO: Walk around to observe students as they work. Answer questions and provide assistance, as needed. After about 5 minutes, use an Attention Getting Signal.

TEACHER SAY: Let’s play an estimation game. Remember, when we estimate, we use all of our knowledge to make our best guess. We will estimate the cost of some items. When I hold up an item, I want you to hold up the pound note you might use to pay for that item. Let’s try the first one.

TEACHER DO: Hold up the paper clip.

STUDENTS DO: Hold up the pound note that they estimate is the cost of the paper clip.

TEACHER SAY: Correct. You should be holding up the 1 LE banknote. One paper clip costs about 1 LE. Let’s try another one.

TEACHER DO: Continue with the other items in this order: eraser (5 LE), stapler (10 LE), small toy (20 LE), baby doll (50 LE), and board game (100 LE).

Note to the Teacher: Students reflect on what they learned today about money, the Egyptian pound, and their set of banknotes. They are guided to make connections to the numbers on the banknotes and the goods and services they could purchase with them. The goal is to make the connection that the notes with the larger numbers may be used to purchase more items or more expensive items.

1. TEACHER SAY: Turn to page Lesson 61: Math Journal in your student book.

STUDENTS DO: Turn to page Lesson 61: Math Journal in their student book.

TEACHER SAY: Today we learned about the banknotes we use and how many Egyptian pounds each one represents. What did you notice about the different notes? What connections can you make between the number on the notes and the goods and services that each note could purchase? Write your reflection in your book.

STUDENTS DO: Write or draw their thinking in their book.

TEACHER DO: As students work, walk around and review some of their journal entries. Take note of students who may need additional instruction or support. The student book provides valuable formative assessment data.

TEACHER SAY: We will use our banknotes again in our next math lesson. Let’s put them all in one pile. I am going to give you a _____ (bag, paper clip, envelope) to keep your notes together.

STUDENTS DO: Gather banknotes and put them together.

TEACHER DO: Have students store their banknotes or collect them for storage.