2.MD.C.8 - About the Math, Learning Targets, and Increasing Rigor

Grade 2 Measurement and Data

2.MD.C.8

About the Math

Full Standard

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?

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

2nd Grade Students Learning 2nd Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

Report Card Measurement Topic: Add and subtracts to solve word problems.

Report Card Measurement Topic: Demonstrates understanding of measurement concepts.

Report Card Measurement Topic: Add and subtracts to solve word problems.
1st Grade Students Learning 2nd Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

Report Card Measurement Topic: Add and subtracts to solve word problems.

Report Card Measurement Topic: Demonstrates understanding of measurement concepts.

Report Card Measurement Topic: Add and subtracts to solve word problems.

 

About the Math

quarters

Skills and concepts below are learning goals for this standard.

This standard is the first time students are formally exposed to money.  Check to see if students can recognize, identify and state the value of a penny, nickel, dime, quarter, and half-dollar. See how the standard progresses across the year in the table below. 

  • Identify the value of dollar bills, quarters, dimes, nickels, and pennies.

Coins and bills have different values. Coins frequently (but not always) represent a portion of a dollar. Students may be challenged to recognize the faces on the coins and their values. Color and size may be thought of but this can be problematic for some students as a dime is the smallest coin but has a value greater than a nickel or penny. When working with coins, or representing them, it is acceptable to put the value inside a circle to represent the coin. Another option is to write the initial inside the circle. See notes about the skip-counts that students should use across the year. 

  • Use $ (dollar) and ¢ (cents) symbols appropriately.

$ and ¢ are symbols to convey an amount of money. Students should label monetary values correctly with these symbols. 

  • Represent values with any possible combination of coins.

See below for the progression of this learning target. Essentially, students should first work with the same coins and connect those skip counts to other skip-counting standards. In time, students should add two-unlike coins before moving to three or any combination. Help students understand that it's often useful to begin counting with the largest number however, this is not a "rule."

  • Represent and solve a word problem with dollar bills, quarters, dimes, nickels, and pennies.

This learning target is an application of the other learning targets. It should not be taught as a culminating skill or activity. Instead, students can work with early problems that ask, "If John has 3 quarters, how many cents does he have?" Other problems such as, "John as 4 nickels and gets 4 more. How many cents does he have?" can also be used. 

Essential vocabulary for this standard includes dollars, $, cents, ¢, quarters , dimes, nickels , pennies, and value .

 

Progression of Standard within Grade 2

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
  • Count money by combinations of coins through 5 dollars.
  • Identify the value of dollar bills, quarters, dimes, nickels, and pennies.
  • Use $ (dollar) and ¢ (cents) symbols appropriately.
  • Represent values with any possible combination of coins.
  • Represent and solve a word problem up to 1 dollar.
  • Use $ (dollar) and ¢ (cents) symbols appropriately.
  • Represent and solve a word problem (including two-step connected to standard 2OA1) up to 1 dollars.
  • Use $ (dollar) and ¢ (cents) symbols appropriately.
  • Represent and solve a word problem (including two-step connected to standard 2OA1) up to 10 dollars.

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade  Grade 

This concept is not taught prior to grade 2.

This concept is not taught after grade 2. Students are expected to apply the standard proficiently.

 

 

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Instructional Tasks

TASKS

These tasks can be used with small group or whole group instruction.

  • As your number routine for the day, count around the circle using coins of the same value. Record the student responses on the board. Ask students to identify patterns with their responses. You could use a tool such as a number line or hundreds chart to capture what they say.
  • Create bags of money with different amounts in each bag. Prepare enough so that each group of students have a bag. Have groups count the money and solve the following word problem. You had ten dollars and spent some money. Your change is in your bag. How much money did you spend? In what denominations could you have spent that money? You could also pose the problem if I gave you $5.29 more, how much would you have. Groups could switch bags after solving.
  • Use number bonds to have students build a specific monetary quantity. For example, ask students how they could show how to build $2.64 using a number bond. Share different ideas from students. You could use tools such as 1,000s charts or number lines to check students thinking.
  • Shelly had $1.98 and Annie gave her two more quarters and three dimes. How much money does she have now?
  • Chloe had $9.32 and lost a quarter, 5 dimes, and 2 pennies. How much money does Chloe have now?
  • Carla’s brother says he’ll trade her 2 quarters, 4 dimes, and 2 nickels for a one dollar bill. Is this a fair trade? How do you know?
  • Donald has 12 quarters and 60 nickels. He has $3.00 more than Tanya. How much money does Tanya have?
  • Sam gets 92¢ change back from the cashier. What combination of coins might he have received? Is there another possibility?
  • Sean buys a baseball card. He gives the cashier $1.00. He received 2 dimes, 1 quarter, and 1 penny as change. How much did Sean’s baseball card cost?
  • Sally gets a job digging weeds. She gets paid 5¢ for each weed she digs up. At the end of the day she gets paid 85¢. How many weeds did she dig up? (not division, skip counting) How many nickels will she get paid? How many dimes could she receive if she trades in her nickels?
  • Denise has three dollars and seven dimes. Dave has three dollars and eight dimes. A smoothie costs $3.74. Can either Denise or Dave buy a smoothie? How do you know?

 

 

SLIDE-BASED TASKS 

 These links are HCPSS created instructional tasks. These tasks are provided in Google slides.  These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 7 • Skip Counting with Money and Basic Facts (Using 10/Related Subtraction Facts)

Identify Coins and Count Like Coins:

Count Combinations of Coins up to $1.00:

Module 8 • Word Problems with Money

Count Combinations of Coins and Solve Problems with Amounts up to $1.00:

Links to an external site.

Module 10 • Two-Step Word Problems and Basic Facts (Near Doubles/Halves)

Money Word Problems:

Module 15 • Two-Step Word Problems and Problem Solving Involving Measurement and Money

Solve One- and/or Two-Step Money Word Problems:

 

 

Additional Tasks 

These links provide instructional ideas connected to this standard.  [NOTE: NCTM membership required for access to Illuminations lessons.]

 

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.

Print Resources
Book Thumbnail Book Title Grade Pages
Teaching Student-Centered Mathematics K-3

152 (Coin-Number Addition, Activity 5.29)
153 (How Much More?, Activity 5.30)
154 (How Much More with Coin Numbers?, Activity 5.31)

 

Hands-On Standards

 1-2 90-91 (Skip Counting Patterns)
92-93 (Skip Counting by 5's)

Hands-On Standards

 3-4 134-135 (Telling Time)
Nimble with Numbers

1-2

 

 

 126 (Coin Bingo)
127 (Coin Count)
128-129 (Pocket Full of Coins)
132-133 (Race to 20 Cents)
134-136 (Coin Draw)

 
Nimble with Numbers

2-3

 60-61 (What's My Change?)
65-66 (Race to 50 Cents)
67 (Pennies or Nickels?)
68-69 (Who Buys?)
Fundamentals

2-3

44-47 (Dollars and Cents)
Groundworks: Reasoning about Probability

2

40-47 (Money Time)
Roads to Reasoning

2

2-5 (Coin Count)
10 (Bear Sale)
36-37 (Super Snacks)
62-63 (How Much Money?)
(How Much Change?)
Number Sense 1-2

Number Sense
122-126 (Money Amounts)
72 (Number Sense (Grade 2-3 book))
Read it, Draw it, Solve it

2

137

138

153

Math In Practice

Teaching Second-Grade Math

2

Module 12

 

 

 

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Independent Work

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

 

 

 

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

 These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

 

 

 

 

 

 

 

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Assessment

Full Standard

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?

 

Measurement Topic

The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.

 

2nd Grade Students Learning 2nd Grade Standards by Measurement Topic

Add and subtracts to solve word problems

Quarter 2

  • Solve problems involving money.

Quarter 3

  • Solve problems involving money including two-steps.

Demonstrates understanding of measurement concepts

Quarter 2

  • Identify the value of dollar bills, quarters, dimes, nickels, and pennies.
  • Accurately count combinations of coins.

 

1st Grade Students Learning 2nd Grade Standards by Measurement Topic

Add and subtracts to solve word problems

Quarter 2

  • Solve problems involving money.

Quarter 3

  • Solve problems involving money including two-steps.

Demonstrates understanding of measurement concepts

Quarter 2

  • Identify the value of dollar bills, quarters, dimes, nickels, and pennies.
  • Accurately count combinations of coins.

 

2MD8 Anecdotal Data Collection Tool (Concepts) Links to an external site.

2MD8 Anecdotal Data Collection Tool (Problem Solving) Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification. 

 

Rubric (for thinking and reasoning evidence)

Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).

Screenshot 2023-06-12 104305.png

Rubric for Tasks (pdf) Links to an external site.

 

Exemplars for this standard (if available)

These samples are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.

 

 

 

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 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.