1. UNIT PLAN: Assessment
Unit Plan Template
Topic to be taught: Money
Grade level: Second Grade
Sunshine State Standards addressed (as applicable):
MA.2.G.5.3 Identify, combine, and compare values of money in cents up to $1 and in
dollars up to $100, working with a single unit of currency.
Learning outcomes/instructional objectives: As a result of this unit, students will be
able to:
a. After direct instruction and independent practice students will correctly identify
each coin by name and its assigned monetary value.
b. After direct instruction and guided practice students will be able to generate a
given amount using various combinations of coins.
c. After direct instruction and guided practice the students will associate coins with
making a purchase by determining if there is enough money to pay for an item.
Procedures/teaching strategies to use for each outcome:
A. Day 1 Introduction to Money (specific coins & value)
1. Distribute magnetic coins and mats to students. Allow the children to examine the
magnetic replicas of pennies, nickels, dimes, and quarters. Teacher will have four sheets
of poster paper on wall. Each one will be titled with a different coin and then left blank –
to be used as graphic organizers.
Ask the students to hold up their penny. Teacher then projects the penny on the
board. Then ask the students to describe the penny in their own words. It will be
explained that only students that raise their hand and wait patiently will be called
on. Teacher will write the students’ description of the penny in bullet point form
on the “Penny Poster.” The teacher will repeat this activity for each coin.
2. Ask the students how much each coin is worth. Add to posters.
3. Ask the students what coin has the greatest value. Add to posters.
4. Ask the students what coin has the least value. Add to posters.

2. 5. Ask the students how much money they would have if they had one penny, one nickel,
one dime and one quarter.
The teacher directs the students to the white board and using the magnetic money
says “let’s see how much we have.” The teacher places certain coins on board
while students replicate the coins on their mats. They practice identifying each
coin and their value several times. The students will be given handout number
one to follow along with the teacher. For example when we count pennies, we
count by ones, when we count nickels; we count by fives and etc.
6. The students will then complete handout number two for independent practice.
The teacher will circulate, monitor and assess. In addition the teacher will also be
documenting each student’s progress on assessment checklist.
Homework 3: Handout number 3
B. Day 2 Counting Groups of Money
1. Math homework is collected at the beginning of the day. Teacher documents student’s
progress on assessment checklist to check for understanding.
2. For a review the class will check their work and answers on the homework from the
previous night.
3. Pass out manipulatives. Using the magnetic money & white board the teacher will
place various combinations of coins on the board and show students how to formulate the
correct amount.
4. The teacher will place different sets of coins on the white board while students
replicate the sets on their mats. Students will be called on to determine the correct
amount of each set. This is done several times.
5. For independent practice students will work on handout number 4 by counting the
money in each purse.
The teacher will circulate, monitor and assess. In addition the teacher will also be
documenting each student’s progress on assessment checklist.
Homework: Handout number 5
Day 3 Coin Combinations
1. Math homework is collected at the beginning of the day. Teacher documents student’s
progress on assessment checklist to check for understanding.

3. 2. For a review the class will check their work and answers on the homework from the
previous night.
3. Using the white board the teacher will write an amount of a certain item on the board,
for example a box of crayons is 53 cents. The teacher will demonstrate three different
coin combinations that equal 53 cents. The teacher puts up another item and amount. The
students create a combination that equals that amount on their mats. A student will come
to the board and demonstrate their combination. A student with another combination
comes to the board. The students will take turns coming up to the board and rotating
through this activity. This happens several times.
4. The teacher will provide feedback and check for understanding
5. For independent practice the students will work on handout number 8.
The teacher will circulate, monitor and assess. In addition the teacher will also
be documenting each student’s progress on assessment checklist.
Homework: Handout number 9
Day 4 Assessment
1. Math homework is collected at the beginning of the day. Teacher documents student’s
progress on assessment checklist to check for understanding.
2. For a review the class will check their work and answers on the homework from the
previous night.
3. A brief review of all concepts will be given.
4. The students will be given two types of summative assessments. The students will be
given the attached paper tests that cover identifying and counting coins. In a small group
setting, the teacher will administer the attached performance assessment using the
student’s magnetic coins and mats. The remainder of the class will work on completing
the pencil and paper test. The students will rotate in groups until the performance
assessment is complete. The teacher will grade students using the attached performance
rubric along with the pencil/paper tests.
Day 5 Closure
Fun Friday
There will be play money for the students to make purchases at a fake store. The teacher
will be the store keeper and will be documenting each student’s progress on assessment
check list.

4. Materials:
Magnetic coins and mats for students
Magnetic coins for the board
Handouts 1-5, 8, 9 (6 and 7 will be unnecessary for this unit)
Poster Paper
Assessments for each outcome:
Throughout the lesson the teacher will monitor student’s progress and check for
understanding through observation and documentation on the checklist.
Using the observation and checklist rubrics, students needing assistance will be selected
to work in a small group/ and or one on one setting.
The students will be given two types of summative assessments. The students will be
given the attached paper tests that cover identifying and counting coins. In a small group
setting, the teacher will administer the attached performance assessment using the
student’s magnetic coins and mats. The remainder of the class will work on completing
the pencil and paper test. The students will rotate in groups until the performance
assessment is complete. The teacher will grade students using the attached performance
rubric along with the pencil/paper tests.
Adaptations for students with learning disabilities:
For students with learning disabilities: provide more time if needed, provide students
with tools and materials that make the text more accessible (large-print, electronic files,
books on tape, Braille…)
Adaptations for culturally and linguistically diverse students:
For Level 2: Emerging, or Level 3: Developing students provide direct vocabulary
instruction, along with the use of visuals, allow more time to complete worksheets, and
provide direct instruction.
Extensions for gifted students:
Students will work on the handout Money Riddles.
They will assist the ELL and ESE students.
There will be additional graphic organizers throughout the lesson.