You have worked with money for the past few days. You have combined money to make specific amounts. You have added money to spend within a budget. And yesterday, you solved addition and subtraction story problems involving money. Today we are going to continue to work with money but only with 1 LE, 10 LE, and 100 LE notes.
Math4u grade 2 second term
ماث فور يو جريد 2
math grade 2 second term
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 67
Learn (40 minutes)
Directions
Note to the Teacher: In today’s lesson, students connect place value concepts to the 1, 10, and 100 LE banknotes. The place value/money mat in their Mathematics Student Book helps them make and apply the connection. In Theme 2, students used Base Ten manipulatives and pictures to explore place value and regrouping. In today’s lesson, students begin to use money to do the same thing. Using money gives students another perspective into the act of regrouping, making the abstract more concrete. Using models, including place value, to make sense of abstract concepts is an important computational thinking skill. To support and enhance students’ learning, set up a math center where students can continue to practice using this model to create given amounts of money using 1 LE, 10 LE, and 100 LE notes and a place value mat.
1. TEACHER DO: Display the place value/money mat on the board.
TEACHER DO: Show the class a large 1 LE, 10 LE, and 100 LE note.
TEACHER SAY: Turn to your Shoulder Partner and discuss how these three notes are alike and different. I will use Calling Sticks to choose some of you to share.
STUDENTS DO: Turn to their Shoulder Partner and talk about how the 1, 10, and 100 LE notes are alike and different. Selected students share their thinking.
TEACHER SAY: Good job. These three notes all have a 1, but the 10 has a 1 and a zero and the 100 has a 1 and two zeros. They have different values. Remember that, in money, VALUE means how much something is worth. A 10 LE note is worth more than 1 LE and a 100 LE note is worth more than a 10 LE note.We have worked this year on decomposing numbers into Hundreds, Tens, and Ones, or their place value. The 1, 10, and 100 LE notes are like our place value system for numbers. We can use place value to help us understand and work with money.
2. TEACHER DO: Point to place value/money mat on the board.
TEACHER SAY: Let’s look at this place value/money mat on the board. It is divided into three columns—Hundreds, Tens, and Ones. I have also added 100 LE, 10 LE, and 1 LE to each column.
TEACHER SAY: I am going to use this place value/money mat to build some combinations of money. First, I am going to put three 10 LE notes in the Tens column.
TEACHER DO: Place three 10 LE notes in the Tens column.
TEACHER SAY: And four 1 LE notes in the Ones column.
TEACHER DO: Place four 1 LE notes in the ones column.
TEACHER SAY: Turn and Talk to your Shoulder Partner about the total amount of money shown on the mat. Use what you know about place value to help you. Give a Thumbs Up when you are ready to share.
STUDENTS DO: Turn and Talk to Shoulder Partner. Give a Thumbs Up when they are ready to share. Selected students share their answers.
TEACHER SAY: Yes, 3 Tens is 30 and 4 Ones is 4, so we have 34 LE. Take out your Mathematics Student Book and turn to page Lesson 67: Apply.
STUDENTS DO: Take out student books and turn to page Lesson 67: Apply.
3. TEACHER SAY: On this page, you will see a place value/money mat like mine. It is your turn to practice adding money using the mat. Take out your set of money. You will only need the 1, 10, and 100 LE notes.
STUDENTS DO: Take out 1, 10, and 100 LE notes.
TEACHER SAY: Working with your Shoulder Partner, build 167 LE on one of your place value/ money mats. In which column will you place the 100 LE notes? Call out if you know.
STUDENTS DO: Call out: Hundreds.
TEACHER SAY: In which column will you place the 10 LE notes?
STUDENTS DO: Call out: Tens.
TEACHER SAY: What notes will you place in the Ones column?
STUDENTS DO: Call out: 1 pound notes.
TEACHER SAY: Begin working. Give me a Thumbs Up when finished.
STUDENTS DO: Build the number 167 with their Shoulder Partner. Give a Thumbs Up when finished.
TEACHER DO: Walk around and observe students as they work. Take note of students who may need additional instruction and support. When students are finished, select a pair of students to show their work at the board.
STUDENTS DO: Selected students show their work.
TEACHER DO: Repeat the procedure with numbers like 450 LE, 325 LE, 75 LE, 120 LE, 810 LE, 990 LE, and 580 LE. For each number, have student pairs show their work at the board and explain their thinking.
STUDENTS DO: Build numbers with their Shoulder Partner. Give a Thumbs Up when finished. Selected students show their work at the board and explain their thinking.
Reflect (5 minutes)
Directions
Note to the Teacher: In this lesson, students connected place value concepts to money. In Reflect, students connect their learning to their real-world experiences with money.
1. TEACHER SAY: We have been working on money for several days. Since we have been working with money, have you helped a friend or relative count or spend money? Have you taught someone younger than you about money? Talk to your Shoulder Partner about the experiences you have had with money outside of our classroom.
STUDENTS DO: Talk to their Shoulder Partner about their real-world experiences with money.
TEACHER DO: After a few minutes, use Calling Sticks to select students to share their experiences.
STUDENTS DO: Selected students share their experiences with the class.
TEACHER SAY: Thank you for sharing your experiences with money. It is exciting to hear how you are connecting what you are learning in school to your lives outside of school. I look forward to hearing more about how you are applying your new learning. Put away your student book.
STUDENTS DO: Put away student book.
