K-2

Theme 1: Earning Income CC2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 0tens, and 6 ones. Understand the following as special cases: one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). .2. Count within 1000; skip-count by 5s, 10s, and 100s. .3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. .4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
 * CCSS Correlation**
 * Common Core State Standards for Mathematics**

CC2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

RL.2.1. Ask and answer such questions as //who, what, where, when, why//, and //how// to demonstrate understanding of key details in a text. RL.2.3. Describe how characters in a story respond to major events and challenges.
 * Common Core State Standards for Language Arts**

People earn money in different ways. Language Arts Students will read literature corresponding with "Earning Income" and make text to self connections explaining how they earned goods or provided services through class discussion and writing.
 * Essential Understanding**
 * Curriculum Integration**

References: //__Little Rabbit's Loose Tooth__ by:Lucy Bate// __//The Berenstein Bear's: Mama's New//__ //Job by: Stan and Jan Bernstein// __//Arthur's Pet//__ //Business by: Marc Tolon Brown// __//Once Upon a//__ //Company by: Wendy Andserson Halperin// //"Smart" by: Shel Silverstein// Coin manipulatives Word Banks Translations Partner Activities
 * Modification for ELL, SPED, etc.**

Lesson 1: See page 5 (Music) Lesson 2: See page 14 (Busines plan, art and guest speaker) Lesson 3: See page 21 (Science, music, art and multicultural)
 * Extension**


 * Pre and Post Assessments**
 * See assessments on Pages 26-29 of Teacher's Guide; Directions on page 26**

Theme 2: Saving CC2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 0tens, and 6 ones. Understand the following as special cases: one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). .2. Count within 1000; skip-count by 5s, 10s, and 100s. .3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. .4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. .5. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. CC2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
 * CCSS Correlation**
 * Common Core State Standards for Mathematics**

RL.2.1. Ask and answer such questions as //who, what, where, when, why//, and //how// to demonstrate understanding of key details in a text. RL.2.3. Describe how characters in a story respond to major events and challenges.
 * Common Core State Standards for Language Arts**

Why and how we save money.
 * Essential Understanding**

Language Arts: Students will read literature corresponding with "Saving" and make text to self connections explaining how they save and what they save for through class discussion and writing.
 * Curriculum Integration**

References: __//Count Your Money With the Polk Street School//__ //by: Patricia Reilly Giff// __//Hunches and//__ //__Bunches__ by; Dr. Seuss// __//Arthur's Funny//__ //__Money__ by: Lillian Hobin// __//Alexander Who Used to be Rich// //Last//__ //__Sunday__ by: Judith Viorst// __//A Pocket// //for//__ //__Corduroy__ by: Don Freeman// Coin manipulatives Word Banks Translations Partner Activities Lesson 4: See page 5 (music, community and critical thinking) Lesson 5: See page 44 (writing/characterization and music) Lesson 6: See page 51 (music, social studies and writing) Lesson 7: See page 61 (language arts and music)
 * Modification for ELL, SPED, etc.**
 * Extension**


 * Pre and Post Assessments**
 * See assessments on Pages 64-67 of Teacher's Guide; Directions on page 64 &65.**

Theme 3: Spending CC2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 0tens, and 6 ones. Understand the following as special cases: one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). .2. Count within 1000; skip-count by 5s, 10s, and 100s. .3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. .4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. .5. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. CC2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
 * CCSS Correlation**
 * Common Core State Standards for Mathematics**

RL.2.1. Ask and answer such questions as //who, what, where, when, why//, and //how// to demonstrate understanding of key details in a text. RL.2.3. Describe how characters in a story respond to major events and challenges.
 * Common Core State Standards for Language Arts**

People spend money in different ways and for different reasons.
 * Essential Understandings**

Language Arts: Students will read literature corresponding with "Spending" and make text to self connections explaining how and where they choose to spend their money through class discussion and writing.
 * Curriculum Integration**

References: __//One Present From Fleckman's//__ //by: Alan Arkin// __//The Great Pet//__ //__Sale__ by: Mick Inkpen and Mick Ankpen// __//Pigs Go to//__ //__Market__ by: Amy Axlerod//

Coin manipulatives Word Banks Translations Partner Activities Lesson 8: See page 72 (music) Lesson 9: See page 79 (art, music and writing) Lesson 10: See page 88 (music) Lesson 11: See page 95 (music and writing)
 * Modification for ELL, SPED, etc.**
 * Extension**

See assessments on Pages 100-103 of Teacher's Guide; Directions on page 100 &101.
 * Pre and Post Assessments**

Theme 4: Credit CC2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 0tens, and 6 ones. Understand the following as special cases: one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). .2. Count within 1000; skip-count by 5s, 10s, and 100s. .3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. .4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. .5. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. CC2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
 * CCSS Correlation**
 * Common Core State Standards for Mathematics**

RL.2.1. Ask and answer such questions as //who, what, where, when, why//, and //how// to demonstrate understanding of key details in a text. RL.2.3. Describe how characters in a story respond to major events and challenges.
 * Common Core State Standards for Language Arts**

How we borrow and lend money.
 * Essential Understandings**

Language Arts: Students will read literature corresponding with "Credit" and make text to self connections explaining how and why they borrow money and why it's important to give it back through class discussion and writing.
 * Curriculum Integration**

//__Four Dollars and Fifty Cents__ by: Eric Kimmel// __//The Tale of Ginger and//__ //__Pickles__ by: Beatrix Potter// __//A Days//__ //__Work__ by: Eve Bunting//


 * Modification for ELL, SPED, etc.**

Coin manipulatives Word Banks Translations Partner Activities


 * Extension**

Lesson 12: See page 107 (library borrowers) Lesson 13: See page 116 (music) Lesson 14: See page 123 (Phys. Ed. and Music)


 * Pre and Post Assessments**

See assessments on Pages 128-131 of Teacher's Guide; Directions on page 128 &129.

Theme 5: Money Management CC2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 0tens, and 6 ones. Understand the following as special cases: one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). .2. Count within 1000; skip-count by 5s, 10s, and 100s. .3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. .4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. .5. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. CC2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
 * CCSS Correlation**
 * Common Core State Standards for Mathematics**

RL.2.1. Ask and answer such questions as //who, what, where, when, why//, and //how// to demonstrate understanding of key details in a text. RL.2.3. Describe how characters in a story respond to major events and challenges.
 * Common Core State Standards for Language Arts**

Learning the importance of Managing Money
 * Essential Understandings**

Language Arts: Students will read literature corresponding with "Making a Budget" and make text to self connections explaining how and why it is important to establish and keep a budget through class discussion and writing.
 * Curriculum Integration**

Coin manipulatives Word Banks Translations Partner Activities
 * Modification for ELL, SPED, etc.**


 * Extension**

Lesson 15: See page 134 (Language arts, technology, science and music) Lesson 16: See page 142 (physical education)
 * Pre and Post Assessments**

See assessments on Pages 148-151 of Teacher's Guide; Directions on page 148 &149.