1. Value of a Coin Unit of Study 7: Money and Time Global Concept Guide: 1 of 4

2. Content Development  These standards were added to 1 st grade –  Knowing the values of a penny, nickel, dime, and a quarter.  Compute the value of the combination of pennies and dimes. (1s and 10s)  Relate the value of pennies, dimes, and quarters to the dollar. (100 pennies=10dimes=4quarters=1 dollar).  These standards were added to 1 st grade after the GCGs were written so 2 nd graders may not have been exposed to this content. To preassess your students you this diagnostic. This should be done prior to planning this unit! diagnostic.  Throughout the money GCGs you may want to expose your students to black and white representations of coins in addition to the manipulatives and color representations shown in the book. The assessment will use 2-D black and white versions of the coins. See Manipulatives on GCG 1 Desk CoinsDeskCoins  As students explore the value of groups of coins it is important to connect the content to flexible representations of numbers from Unit of Study 2 - Place Value.  Provide opportunities for students to make real world connections with money. Create real-world problem solving tasks involving money.

3. Day 1  Essential question: How do I identify and find the values of coins? (penny, nickel, dime, and quarter)  The diagnostic test included in content development will be vital for deciding where to start.  If your students are unable to identify names and values of coins, start by discussing characteristics of each coin. Create anchor charts and have students complete sorts.  Use proportional money manipulatives and the hundred chart to help students discover the values of coins. For more help read the article “Teaching the Values of Coins”.proportional money manipulatives hundred chart “Teaching the Values of Coins”  Once they understand the values of coins, then you could give them a value such as 30 cents and they choose the coins to build this value using the hundred chart and their proportional money manipulatives. Discuss how students are going to draw pictures of their coins and include on anchor chart.  Possible Day 1 activity for identifying coins and their values.Day 1 activity  By the end of Day 1, students will be able to identify coins and name their values. Possible daily journal questions.daily journal questions.

4. Day 2  Essential question: How can I count coins?  Skip counting may be helpful to them. Them may struggle with skip counting by 5s and 25s because this has not been in the content this year.  Sample engage question:  Give students a number such as 35 and have them count by 1s, 5s, and 10s. TE 341A ~ Daily Routines Activity  Bag up groups of coins and label. Keep a record of the value of each bag. Give a bag to pairs of students and have them find the value of the coins and record their thinking it in their journal. Highlight students who sorted like coins together to count and/or started with the coin that has the greatest value. Students may use a number line to keep track the counting of the coins. Students may benefit from drawing the coins in order of value.  Money word problems Money word problems  Depending on students’ needs, the “Get to a Dollar” game will provide multiple opportunities to see relationships between coin value and various combinations that equate to a dollar.  Students will develop an understanding of why counting coins from largest amount to smallest may be helpful.  Teachers will need to be explicit on how to use the cent symbol and dollar symbol correctly. For example 37 ¢ = $0.37  Students may also notice “making a ten” strategy is sometimes efficient. E.g. The student may pair a quarter and nickel to make 30¢ then count the two dimes.  By the end of Day 2, students will be able to count coins. Possible daily journal questions.daily journal questions.

5. Day 3  Essential question: How do you represent an amount of money in different ways with groups of coins?  The focus of this day is to represent the same amount of money with different amounts of coins.  Children will use the concept of equivalence to make trades. E.g. 2 nickels could be traded for 1 dime or 10 pennies.  Students can make connections to trading in place value with the base ten system. Lesson Ideas: Give groups a card with a value amount on it. Groups will select coins that represent that value and leave the coins by the card. Groups will rotate to the next card and build that value using different coins. Groups continue to rotate until the return to their original card. At that time, they will discuss the responses left by other groups and decide whether those are correct representations of their value or not. Students should realize that the same value can be represented using different coins.card Problem solving questions Problem solving questions with different money amounts. By the end of Day 3, students will be able to represent an amount of money in different ways with groups of coins. Possible daily journal questions.daily journal questions.

6. Enrich/Reteach/Intervention Reteach  Reteach - TE 337B Tier 1 and Tier 2  If students need extra practice identifying coins and values see the “Coin Match” link under Lesson Ideas in GCG 1.  Animated Math Model Skill 39 - Dimes, Nickels, and PenniesDimes, Nickels, and Pennies  Animated Math Model Skill 40 - Count Collections of CoinsCount Collections of Coins  TE p. 343 Go Deeper  Coins/Dollar Reteach Identify coins and value of coins Coins/Dollar Reteach  Peter’s Pigs- Practical Money Skills Peter’s Pigs  Coin Box -games for students build mastery w/ coin values Coin Box Enrich  Enrich 7.2 – E67 Students find the missing coin to make a given value.  Enrich 337B  Have students show a value with the least possible coins.  Money Riddles Money Riddles

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