Understanding By Design Unit Template

Title of Unit
Curriculum Area
Developed By

Money

Grade Level
Time Frame

2nd Grade
2 Weeks

Kendall Kidwell

Identify Desired Results (Stage 1)

Content Standards
CCSS.MATH.CONTENT.2.MD.C.8

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example:
If you have 2 dimes and 3 pennies, how many cents do you have?

Understandings
Overarching Understanding
Being able to count money is a critical life skill
Money can be measured and has value
Money has distinct attributes that can be measured
Related Misconceptions
Students might have a problem switching the different amounts of
coins
(1 quarter and 1 dime, counting 25 and switching to the dime to get
35 cents)

Essential Questions
Overarching
How does the position of a digit
in a number affect its value
(including decimals)?
Why is it important to learn about
money?

Topical
What are some ways $.65 can
be shown using money?
Why can a certain amount of
money be shown in different
ways? Give examples.

How is money used in our life?

Knowledge

Skills

Students will know

Students will be able to

According to the common core, this is the first time money will be introduced
to the students, so they might not understand what exactly money is. But
students should know how to add/subtract numbers.

Students will use money to solve word problems

Students will recognize and recall different types of money
Students will write amounts of money using decimal notation
Students will calculate money using addition and subtraction
Students will add different types of coins

Students can identify different ways of making a dollar

Students will be able to use $ and symbols when recording money

Assessment Evidence (Stage 2)

Performance Task Description
Goal
Role
Audience
Situation
Product/Performanc
e
Standards

Students must be able to count coins that was given to them. With the coins that they are given, they are
able to make a purchase within their price range from the classroom store. The students then will recount
their change and explain why they have that much left. On the note they must show the amount of change
they first had (by adding the coins together), then show the difference in change from when they bought
something (subtraction). They must be able to explain what happened to the teacher and to their parents.
The student is a shopper, they will be buying something from the classroom store.
Teacher
Students are given a certain amount of money and are to purchase something from the classroom store.
Students will count the money they first had, make sure they have enough to purchase an item and also how
much change they should receive.
Students will write in their math journal explaining why they had change given back is correct. Students will
also explain how much money they had to begin with, how much they spent and how much they have left.
Students will be graded on being able to count how much money they first started with, choosing an item
within their budget, selecting correct coins to pay with, and properly counting the coins left. Students should
write a math problem in their math journal showing how the change left over is correct, using correct decimal
notation and money symbols.

Other Evidence

partner work
observations
Using manipulatives
oral math practices
quizzes
practice pages
What I Know Then and What I Know Now chart (KWL chart)

Learning Plan (Stage 3)

Where are your students headed? Where
have they been? How will you make sure
the students know where they are going?
How will you hook students at the
beginning of the unit?

Students will eventually will use money to solve word problem, recognize and recall
different types of money, write amounts of money using decimal notation, calculate money
using addition and subtraction, and also use $ and symbols when recording money. Before
being introduced to this topic students don't have any knowledge about coins and dollars.
The teacher will hold up an item that would grab the students attention (jolly
ranchers and m&ms). Ask the students who would want this item. to raise their
hand, but they can only have it if they have 5 cents. Since this is the first time
money is introduced to students they might have no idea. Then hand them all a
till(bought from the dollar store). They are to keep their money through the two
week because at the end of the unit they get to buy items from the class store using

What events will help students experience

and explore the big idea and questions in
the unit? How will you equip them with
needed skills and knowledge?

the money they just received.

Complete a KWL chart with your students. At this time we can only
discuss what we know about money. Give students all an ipad, have them
bring up padlet.com and have them all post what they already know. On the
big screen on a pre-made chart, have the teacher type in what the students
know
Instruct the class on writing amounts of money using decimal notation
and money symbols
Instruct the class on adding and subtracting coin values and reinforce
use of money symbols
Students will compete a quiz on coin names, values, and ability to add
and subtract amounts of money using Kahoot
Do centers:
Practice counting sets of coins
Create 5 math problems from sets of coins on the
board. Then on GoogleDocs let the students figure out the answer on
the same page.
With a partner, pretend to buy items from a premade
catalog using play money
Students will visit the classroom store- look at the assessment piece
At the end, students will complete a quiz on counting sets of coins,
adding/subtracting money

How will you cause students to reflect and

rethink? How will you guide them in
rehearsing, revising, and refining their
work?
How will you help students to exhibit and
self-evaluate their growing skills,
knowledge, and understanding throughout
the unit?
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)