Global Concept Guides: Identify the Value of Coins, Value of Combinations (dimes and pennies), Relate Coins to a Dollar
Prior Learning:In unit 6, students learned how to count on by 1s and 10s from any given number. They also learned to mentally find 10 more/less than a given number. Students also learned about place value: trading 10 ones for 1 ten which will help them understand trading 10 pennies for 1 dime.
Show What You Know Task:Modified Unit 8 Show What You Know
Common Core State Standards for Mathematical Content :
Tell and write time.
MAFS.1.MD.2.a Identify and combine values of money in cents up to one dollar working with a single unit of currency1.
- Identify the value of coins (pennies, nickels, dimes quarters).
- Compute the value of combinations of coins (pennies and/or dimes).
- Relate the values of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (1Students are not expected to understand the decimal notation for combinations of dollars and cents).
This parent flyer and included video can be utilized by both you and parents to build content knowledge and understanding of the strategies highlighted in this unit.
Notes on Assessment:
Use Modified Assessment
The performance task will be given during GCG 2 Day 2.
See common performance task link below
Unpacking the Standards for this Unit:
“This is the first time money is introduced formally as a standard. Therefore, students will need numerous experiences with coin recognition and values of coins before using coins to solve problems. Once students are solid with coin recognition and values, they can then begin using the values coins to count sets of coins,…, make and recognize equivalent collections of coins (same amount but different arrangements), select coins for a given amount, …Solving problems with money can be a challenge for young children because it builds on prerequisite number and place value skills and concepts. Many times money is introduced before students have the necessary number sense to work with money successfully.” NCDOE
Common Performance Task with Rubric for this Unit:
The students will identify each coin by the name and value. They will also determine the value of a given set of dimes and pennies.
Click herefor performance task and rubric.
Future learning:
In second grade, students will have to represent a set of coins and dollars in different ways. They will also start to solve one and two step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) and coins (pennies, nickels, dimes, and quarters). The word problems will include addition, subtraction and equal groups. They will also have to relate the value of coins to other coins as well as the dollar.
1st / Global Concept 1 of 3for this Unit of Study (Click to view PowerPoint in slide show mode): Identify the value of coins
Students will identify pennies, nickels, dimes, quarters and their values. / Projected Time Allotment:
3 days
Essential Questions:
Day 1: How can you use the attributes to name a coin?
Day 2:How can you use the attributes to identify the value of a coin?
Day 3: Why is it important to understand the value of different coins?
Related Go Math Chapter Test Questions: 1, 4, 7, 10, 11
Instructional
Manipulatives:
- Coins (real, plastic, and printed): Students should be exposed to all 3 representations of the coins. Students will visually identify and be able to tell the value associated with a particular coin.
- Ten Frameto help visualize the value of each coin.
- CPalms Lesson Mystery Coins:Day 1focuses on building an anchor chart as studentsexplore the attributes of different coins and discover knowledge about each coin. Anchor Chart this is a sample and should be completed as a whole group, recording student discoveries as they occur. Day 2 focuses on the identifying the value of each coin.
- Voyages Money Matching Cards: This can be used as independent practice on Day 2. These cards can be cut up and given to each student in a baggie. Students will match the picture, name, value in numbers, and the value in words. Students should glue them next to each other on a piece of paper and then write one or two attributes of a particular coin next to it.
- Voyages Lesson-Heads and Tails: “Putting into Action” can be used on Day 3 to build conceptual knowledge of the attributes and values of all 4 coins.
- Voyages Task “Penny Wise”: This can be used as independent practice on Day 2. Students will draw the amount of pennies that equals each other coin.
- Independent Practice: Students use coin manipulatives on their comparison matto answer each statement.
- Learning Coins provides background information on each coin.
- Names and Values Name the Value of coins displayed.
- Identify Coins Match the coin to the name
Sample HOT Questions: Select or create appropriate questions to facilitate student discussion.
- How would you compare these two coins?
- Why do you think we have coins of different values?
- What would happen if you bought a toy with only pennies?
- Would you rather have 25 pennies or a quarter? Explain.
Our students are better able to…
- Identify and describe coins (penny, nickel, dime, quarter) (SMP 7)
- Identify and apply the values of coins (penny, nickel, dime, quarter) (SMP 7)
- Explain why coins have value (SMP 3)
- Provide opportunities for students to do hands on exploration of different coins. (SMP 7)
- Facilitate discussion about the values of coins. (SMP 7)
- Facilitate discussion about why we have different values of coins (SMP 3)
1st / Global Concept 2 of 3 for this Unit of Study (Click to view PowerPoint in slide show mode): Value of Combinations with Dimes and Pennies
Students will count the value of a set of dimes and pennies. / Projected Time Allotment:
2 days
Essential Questions:
Day 1:How can I count sets of dimes and pennies?
Day2: What strategies can I use to find the value of a set of dimes and pennies?
Related Go Math Chapter Test Questions: 5, 6, 9, 13, 14
Instructional
Manipulatives:
- Coins (real, plastic, and paper): Students should be exposed to all 3 representations of the coins. Students will visually identify and be able to tell the value associated with a particular coin.
- Ten Frameto help build the connection between pennies and dimes.
- CPalms Lesson Combinations of Pennies and Dimes: students will be using real world situational problems, ten frames, base ten blocks, pennies, and dimes to add combinations. Dimes and Pennies Exit Ticket: This can be used as a lesson closure.
- Exchange Pennies/Dimes Game: This can be used on Day 2 to build conceptual knowledge of regrouping 10 pennies for a dime. They will roll a die for the number of pennies to add to the mat. They will regroup 10 pennies for a dime. The goal is to get 10 dimes.
- Voyages Task-Counting Island: This can be used on Day 2 as independent practice. Students will choose an item card and then represent the amount of money needed using just pennies, just dimes, or a combination of pennies and dimes. (Students should not be using nickels or quarters. Counting combinations of these coins is not part of the first grade standard.) As an extension, students can represent the amount of money in more than one way.
- The One Dollar Store Students show the cost of an item, students drag over the coins to equal that amount.
- Pennies and Dimes Fruit Shoot students shoot at fruit to match the value of the coins
- Coin Box games for students build mastery w/ coin values
Sample HOT Questions: Select or create appropriate questions to facilitate student discussion.
- What is an efficient way to count dimes and pennies?
- How does place value help you count dimes and pennies?
- How can you represent that amount of money in a different way?
- Jack had 12 pennies and 5 dimes. He said that he has 17 cents. Do you agree with him? Explain.
Our students are better able to…
- Efficiently determine the value of a set of dimes and pennies. (SMP 7, 8)
- Explain how they found the value of a set of dimes and pennies. (SMP 3)
- Encourage students to share their strategies and discuss their efficiency. (SMP 7, 8)
- Facilitate discussion about the strategies used to count sets of dimes and pennies. (SMP 3)
1st / Global Concept 3 of 3 for this Unit of Study (Click to view PowerPoint in slide show mode): Relate Coins to a Dollar
Students will relate coins to a dollar. (For example, there are 100 pennies in a dollar.) / Projected Time Allotment:
2 days
Essential Questions:
Day 1:How can you show the value of one dollar with like coins?
Day 2: How do coins relate to a dollar?
Related Go Math Chapter Test Questions: 2, 3, 8, 12
Instructional
Manipulatives:
- Money Hundred chart to help make connection of different ways to count to 1.00 on a hundred chart
- Coins (real, plastic, and paper): Students should be exposed to all 3 representations of the coins. Students will use combinations of like coins to represent one dollar.
- Build A Dollar student use a hundred chart to model how each coin is related to a dollar.
- Day 1 Problem Solvingreal world problems solving scenarios involving money.
- CPalms Lesson: Roll a Dollar students use like coins to make a dollar using a spinner to determine which coin to add to their Money Mat.
- Day 2 Problem Solving Task requires students to solve different types of problems involving ways to make a dollar.
- iTools(Measurement-Money- choose money under activities tab)
Sample HOT Questions: Select or create appropriate questions to facilitate student discussion.
- What is the least amount of coins you can use to make a value equal to a $1.00?
- Paul has 20 nickels and Mark has 10 dimes. Their mom said they have the same amount of money. Is this true? Why or why not?
Our students are better able to…
- Use strategies for counting money that represents the value of a dollar. (SMP 3)
- Manipulate coins to represent the value of a dollar or more using different coin representations. (SMP 4)
- Apply counting money to the value of a dollar or more to real world context. (SMP 1)
- Highlight student strategies for counting money that represents the value of a dollar.
- Provide opportunities for students to represent the value of a dollar or more using different coin representations. (SMP 4)
- Provide opportunities for students to apply their knowledge to real-world money situations. (SMP 1)