Two of Everything 
Grade: Second 
Content Area: Technology 
Time Frame: 2 Lessons (4560 Minutes each) 

Unit/Lesson Overview: This lesson is designed to complement the Investigations lesson Doubles (Coins, Coupons and Combinations, page 22). It also reinforces the continuing threads for addition and subtraction facts and money.

Student Standards (TEKS)
for
explanation of a TEK, click on the TEK 
Language Arts: 

Math: 
2.3(A)
2.3(C)
2.5(C) 
Social Studies: 

Science: 

Technology: 
M1
M2
M5 
Technology: 
M7
PB1
A1 
Additional TEKS: 


I Can.... ...recall and apply basic facts (sums to 18)....determine the value of a collection of coins less than a dollar. ...represent my coins in more than one way. ...describe my coins in word and number sentences. 
Assessment(s): Did my students correctly double their coins?Did my students correctly label their coin combinations? Did my students illustrate their coin combinations in more than one way? Did my students use correct mathematical symbols and numbers to represent their coin combinations?: 
TAKS Objectives:
Reading: 

Writing: 

Math: 
Obj. 1 
Social Studies: 

Science: 


Bloom's Taxonomy
Yes 
Knowledge 
Yes 
Comprehension 
Yes 
Application 
Yes 
Analysis 
Yes 
Synthesis 
Yes 
Evaluation 

Big 6 Skills
Not Chosen 
Task
Definition 
Not Chosen 
Info. Seeking
Strategies 
Not Chosen 
Location and
Access 
Not Chosen 
Use of Information 
Not Chosen 
Synthesis 
Not Chosen 
Evaluation 

Supplementary Resources / Materials: Coins, Coupons, and CombinationsTwo of Everything by Lily Toy Hong
File: 2nd_mpot.ppt
File: 2nd_mptemplate.ppt

Internet Links:

Accommodations: To be determined by the teacher based on student needs 
Procedures 
Introductory Activity (WarmUp): Reread Two of Everything to the class, reviewing some of the doubles combinations that were created by the couple in the story. Have students illustrate the coin(s) they would put into the Magic Pot using paper and pencil. Teacher should place practical limits on # of coins to be used (i.e. no more than 9 pennies, or use only one type of coin, etc.) 
Lesson: Open 2nd_mpot PowerPoint template (File 1) and demonstrate the completed slide show to the class (F5 shortcut to launch slide show, use mouse to click through show). Explain that today they will begin by personalizing the template and creating their own magic pot coin riddle.Open 2nd_mptemplate PowerPoint template (file 2) and model creating coins in PowerPoint using the Drawing Tools Oval. (This could also be done through inserting ClipArt, however ClipArt usually contains multiple coins in one image, which might lead to confusion.) If tools do not appear on bottom of screen go to View/Toolbars and place a check next to Drawing. The drawing tool is more practical, since students can create and resize coins using oval shape, and use color fill to color their coins appropriately. Numbers can then be typed on top of coins to label. Also demonstrate how to copy a completed coin, so that student will only have to create each type of coin they use one time. (Click on coin to be copied, then right mouse click, select Copy. Move mouse to location for new coin, right mouse click, select Paste.) Have students open and save 2nd_mptemplate PowerPoint template (file 2) to their student drive. Using the drawing tools, students will insert coins on the first slide to represent the coins they will put into the magic pot. In addition, they will complete the sentence to describe their coins and enter their name. On the second slide, the students will create a number sentence to represent their doubled coins. They will also write a sentence and copy coins from the first slide to show their doubled coins. On the third slide, the students will represent another way of showing their coin collection using different coins. They will also describe the coins in words and in a number sentence. If students have time, they can go to Slide Show/Custom Animation to personalize the animation or add sound.

Reteach: To be determined by the teacher based on student needs

Extension: Students can exchange seats with partners and solve their Magic Pot riddles by viewing the slide show and predicting the coin total.Teacher can combine all slides into one master slide show for the class, which can then be used in center time or shared with other classes. Students can write about what coins would give them the greatest or least amount of money and why. Students can view a class slide show and create a table listing the children's names and the values of the coin combinations they created. This data can then be entered into an Excel spreadsheet.

Guiding Questions: What coin combinations equal one another?Is there more than one way to represent ten cents? Is there more than one way to represent the coins you put into the Magic Pot?

Summary Questions: Why did you select the coins you used originally?If you wanted to have the smallest amount (value) of money, what coins would you put into the magic pot? If you wanted the largest value of money, what coins would you use? If you could exchange Magic Pot riddles with someone else in the class, who would you exchange with, and why?

Reflection:
