Unit 6, Lesson 17
Let’s Make a Dollar
Grade 2
Preparation
Lesson Narrative
In previous lessons, students learned the values of quarters, dimes, nickels, and pennies. They used strategies for adding within 100 to find the total value of a set of coins and found different combinations of coins that have the same value.
In this lesson, students find different combinations of coins that have values of 100 cents. They learn that “dollar” is the name of paper money (a “dollar bill”) and is also a unit of money that has a value of 100 cents. Thinking about 1 dollar and 100 cents as the same amount connects to students understanding that a hundred is the same as 10 tens or 100 ones. They can use this understanding to support making a dollar out of dimes and other coin denominations.
Students count groups of coins that have values greater than 100 cents. They may count coins to make 100 cents, and then count the value of the coins that are left over. Students record the value of the coins as “1 dollar and _____ cents.” In grade 2, students will not write dollars and cents using decimal notation, as this notation is reserved for their study of decimals and fractions in grade 4 and beyond.
- Engagement
- MLR8
- Comprehend (in spoken and written language) that the term “dollar” refers to a unit of money with the same value as 100 cents and that the notation $ can be used to represent dollars.
- Find the value of a collection of coins that has a value greater than 100 cents.
- Represent an amount of money given as a dollar and some cents by drawing collections of bills and coins.
Required Preparation
- Display the money poster where students can see it to check coin values.
- Add a dollar bill to the money poster, showing both the front and the back, to display in the Launch.
Teacher Reflection Questions
How did students' understanding of base-ten units and place value support them as they combined coins to make 100 cents or a dollar? How can you help make these connections more clear in upcoming lessons?