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This “Price is Right” money lesson is fun for a “change”





Title – Math Money Lesson
By – Christa Broadwater
Primary Subject – Math
Grade Level – 2nd

Standards: Pennsylvania State Board of Education Academic Standards and Assessment for Mathematics.

Numbers, Number Systems and Number Relationships


        A: Count using whole numbers and by 2’s, 3’s, 5’s, 10’s, 25’s, and 100’s.

        B: Use whole numbers and fractions to represent quantities.

        C: Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.

        E: Count, compare and make change using a collection of coins and one-dollar bills.

        G: Use concrete objects to count, order and group.

        H: Demonstrate understanding of one-to-one correspondence

      I: Apply place-value concepts and numeration to counting, ordering and grouping.

Computation and Estimation

    2.2.3-A: Apply addition and subtraction to everyday situations using concrete objects.

Mathematical Problem Solving and Communication


        A: Use appropriate problem-solving strategies.

      C: Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects.

Algebra and Functions


        B: Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate.

      G: Use a table or a chart to display information.

Concepts of Calculus

    2.11.3-A: Identify whole number quantities and measurements from least to most and greatest value.


  • Students will be able to differentiate between a penny, nickel, dime and quarter.
  • Students will be able to state the value of each coin.
  • Students will be able to gather different coins and combination of coins to equal a certain amount.
  • Students will be able to identify and fill in a chart on how many of each coin is needed to equal a designated amount.
  • Students will be able to calculate the total amount of coins and compare two amounts to determine which one is greater.


  • poster of coins and values
  • coin chart worksheet
  • container of fake coins per group
  • various products with price tags
  • visualizer

Instructional Procedure:

Anticipatory Set

  • Ask students to recall what they have been learning in math class for the last few days. (counting money)
  • Show students the bigger images of coins from the poster and explain that they are not the right size and they are also not proportional but I enlarged them so they could see the coins better.
  • Show students the poster with the names of the coins and ask them which picture is the penny and place it on the chart. Ask what the value of a penny is and place it on the chart. Continue the same steps for a nickel, dime and quarter.
  • Ask students if I wanted to give each person in the room 10 cents, what coin or coins would I give to each student that would be quick and easiest? (one dime) Tell students that I don’t have enough dimes to go around so what else could I give to equal 10 cents? (10 pennies/ 2 nickels/ 1 nickel & 5 pennies)
  • Tell students that there isn’t just one way to make an amount. There can be a combination of coins.
  • Ask students how much money I would need if I give each of them 10 cents. Go around the room and count by tens to get the amount.

Developmental Activities:

  • Tell students that today they are going to practice making a certain amount using different combinations of coins.
  • Tell students they will be playing our own version of the “Price is Right.” There are various products with price tags on them. Each price tag is above one dollar. There are no dollar bills available to use. Does that mean we cannot buy the items? (No.)
  • Students will be placed in groups of 2. I will pick their partner and there will be no arguments about who they work with. They must work cooperatively with their partner. I do not want to see one person doing all the work. There will be no throwing of the coins or sliding them across the table. If I see any behavior that is inappropriate, they will have to sit at their seat and do the activity alone and that would not be fun.
  • Each group will sit at a desk and get a sheet with the cost of each item. They will use the fake coins in front of them to count out how many of each coin they may need. Explain to students that they must use at least one of each coin in every problem. When they decide how many of each coin, they place that number in the appropriate column. The students will form two different ways to make that amount and write them on their worksheet. There will be one worksheet per group and they will be collected at the end of the game.
  • Do one problem together and fill in the chart on the visualizer so the students understand. Encourage students to use trial and error to find how many coins are needed.
  • Students will have about 15 minutes to find two different ways to make the amount of all the items and complete their worksheet. If they finish early, tell them to look at the challenge at the bottom of the worksheet and try to find various ways to make that amount. When everyone is finished, students will stay where they are seated with their partner.
  • Allow students to work on the activity. The teacher will circulate and make sure they are on task and doing things properly.
  • After about 15 minutes, we will go through each item and ask a group to share one of their ways to make that amount. Ask the students how they decided how many coins to use. Ask if anyone formed the amount a different way and share. Continue through all the products.


  • Review with students the concept that there is not just one way to form an amount. There could be a combination of coins to create the same amount. Also, explain how we do not necessarily have to use dollar bills.
  • Review with students how the same amount of money can be represented with a variety of coins.
  • Pass out the homework sheet and explain the directions to the students. Explain that the homework should be completed for class tomorrow and then we will go over them as a class.
  • Collect the worksheets from the groups.


  • Listen and evaluate students’ identification of coins and their values.
  • Observe how students work with their partners to find various ways to make the amount.
  • Listen and evaluate students’ coin combinations and their reasoning behind it.
  • Collect and evaluate students’ worksheets.

Special Needs Adaptations:

    For a visually impaired child, I would supply the child with larger faced coins to work with in the activity. I would also enlarge the worksheet so the child would have no problems. I would make sure the child was seated near the front of the room so he/she could see the poster and any demonstrations.

Technology Integration:

  • One computer: Pull up change game on on the main computer. ( ) Bring up the change game and pick appropriate difficulty level. Play game as a class and talk out possible answers and strategies.
  • 6 Computers: Have students work on website in small groups and keep track of their scores. Have students create their own change making game with fake money.
  • Individual Computers: Have students visit the U.S. Mint website and do three of the many activities available there pertaining to coins and games. (

E-Mail Christa Broadwater !

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