[PDF] Identify and Count Money - Free Download PDF (2024)

1 CHAPTER 5 Planner The BIG Idea Identify and Count Money Students most likely have had some informal experiences using ...

CHAPT E R

Identify and Count Money

Planner

Skills Trace

The

BIG Idea

Vertical Alignment

Students most likely have had some informal experiences using money in real-world situations. As a second grader’s number sense, familiarity with place value, and computational fluency continue to develop, so will his or her conceptual understanding of the monetary system. Such knowledge includes knowing how to skip count flexibly in order to quantify the different coin values within an assortment of change, and to add and subtract money amounts.

Previous Grade In the previous grade, students learned to: • Read and write numbers to 100. • Model and create addition and subtraction problems with concrete objects.

Targeted Standard GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.

This Grade During this chapter, students learn to: • Use skip counting to find the value of coins and bills. • Compare values of money in cents and in dollars. • Add and subtract amounts of money. After this chapter, students learn to: • Identify place value through 1000.

Next Grade In the next grade, students learn to: • Relate decimals and money.

Print and Online Professional Development articles can be found in the Teacher Resource Handbook. These articles on current issues will allow you to implement new mathematical strategies and enhance your classroom performance. Digital Videos The McGraw-Hill Professional Development Video Library provides short videos that support McGraw-Hill’s Math Connects. For support for this chapter, the following video is available. Problem Solving with Money Other videos, program walkthroughs, online courses, and video workshops are available at mhpdonline.com. 197A Identify and Count Money

Vertical Alignment and Backmapping McGraw-Hill’s Math Connects program was conceived and developed with the final results in mind: student success in Algebra 1 and beyond. The authors developed this brand-new series by backmapping from Algebra 1 concepts, and vertically aligning the topics so that they build upon prior skills and concepts and serve as a foundation for future topics.

Chapter at a Glance Lesson Multi-Part Lesson

Count Coins

GLE 0206.1.7

Pennies, Nickels, and Dimes

GLE 0206.1.7

Quarters and Half-Dollars

GLE 0206.1.7

Count Coins

GLE 0206.1.7

Equal Value in Cents

GLE 0206.1.7

Problem-Solving Strategy: Act It Out

Multi-Part Lesson

5 days

Materials and Manipulatives hundred chart, overhead coins, connecting cubes, base-ten blocks, WorkMat 4: Number Lines Lines, pennies, pennies nickels, nickels dimes, dimes quarters, quarters half-dollars

Dollars

Leveled Worksheets Explore Worksheet Visual Vocabulary Cards Lesson Animations Daily Transparencies Problem of the Day Hands-On Activity Tools and Resources

Self-Check Quiz Virtual Manipulatives eGames Graphic Novel Animation Math Song Animations Real-World Problem Solving Readers

3 days

Materials and Manipulatives two-color counter, coins, hundred chart, overhead coins, chart paper, bills, sale flier from local store, store overhead projector

GLE 0206.1.7

Coins and Dollar Signs Dollars and Cents

Get ConnectED

GLE 0206.1.2

Count Dollars and Coins

B C

Resources

Identify Coins and Their Values

Multi-Part Lesson

Pacing

Get ConnectED

GLE 0206.1.7

Add and Subtract Money

Add Money

GLE 0206.2.3

Subtract Money

GLE 0206.2.3

Problem-Solving Investigation: Choose a Strategy

Leveled Worksheets Explore Worksheet Virtual Manipulatives Visual Vocabulary Cards Graphic Novel Animation eGames

GLE 0206.1.7

GLE 0206.1.2

3 days

Problem of the Day Daily Transparencies Self-Check Quiz Lesson Animations Hands-On Activity Tools and Resources

Materials and Manipulatives admission tickets, coins, bills, small items for a “store,“ price tags Get ConnectED

Leveled Worksheets Visual Vocabulary Cards Lesson Animations Daily Transparencies

Self-Check Quiz Virtual Manipulatives eGames Problem of the Day

Identify and Count Money

197B

CHAPT E R

Vocabulary and Language Connections

Planner

Math Vocabulary Glossary The following math vocabulary words are listed in the glossary of the Student Edition. Get ConnectED

Find interactive definitions in 13 languages in the eGlossary and review vocabulary eGames at connectED.mcgraw-hill.com. bills A name for paper money.

nickel 5¢ or 5 cents

cent ¢ 1¢ or 1 cent head head

tail

penny 1¢ or 1 cent

dime 10¢ or 10 cents head head tail

tail

quarter 25¢ or 25 cents

dollar one dollar = 100¢ or 100 cents. Also written as $1. head front

tail

back

dollar sign $ A symbol used to show dollar amounts. half-dollar 50¢ or 50 cents

head

tail

Activity Write the word doubles on the board. Explain that adding two dimes, two nickels, or two pennies is the same as adding doubles because the addends are the same. Have students find the value of 2 dimes, 2 nickels, and 2 pennies. 10 + 10 + 5 + 5 + 1 + 1 = 32¢

Visual Vocabulary Cards Use Visual Vocabulary Cards to reinforce the vocabulary in this chapter in English and Spanish. (The Define/Example/Ask routine is printed on the back of each card.) ISBN: 978-0-02-101738-6 MHID: 0-02-101738-7

197C Identify and Count Money

ELL

Support

Multi-Part Lesson

Count Coins

Level AL

Beginning

Activity Phonemics

Intermediate

Recognize and Act It Out

Logical, Auditory, Intrapersonal

Advanced Extend

Memory Device

Linguistic, Social, Visual

Cooperative Learning

On and Beyond Level

Multi-Part Lesson

Modality Kinesthetic, Visual, Auditory

Count Dollars and Coins

Level AL

Beginning

Activity Word Recognition

Intermediate

Writing Forms

Logical, Visual, Intrapersonal

Advanced Extend

Public Speaking

Auditory, Visual, Social

Cultural Exchange

Beyond Level

Multi-Part Lesson

Modality Visual, Auditory, Interpersonal

Add and Subtract Money

Level AL

Beginning

Activity Word Recognition

Intermediate

Scaffold

Logical, Visual, Intrapersonal

Advanced Extend

Public Speaking

Linguistic, Social, Interpersonal

Real-World Applications

Beyond Level

Get ConnectED

Modality Visual, Auditory, Interpersonal

Find other English Language Learner strategies.

ELL Resources The Professional Development articles listed below can be found in print and online in the Teacher Resource Handbook. • “English Learners and Mathematics: Best Practices for Effective Instruction” by Kathryn Heinze (pp. TR32–TR33) • “Engaging English Language Learners in Your Classroom” by Gladis Kersaint

• Multilingual eGlossary • Visual Vocabulary Cards • Language Alerts (pp. 216, 220, 232, 240) • ELL Guide (pp. 20–24, 64–65, 72–75)

(pp. TR34–TR35)

Identify and Count Money

197D

CHAPT E R

Learning Stations

Planner

pairs

Dollars

AUDITORY , LINGUISTIC

Materials:

• Read Dollars by Mary Hill with a partner.

• Dollars by Mary Hill

• Examine the real dollars on the table.

• 2 real dollar bills

• Look at the price list your teacher made.

• price list

• On the paper, make a list of all the items on the price list that cost less than or equal to one dollar. Teacher Note: Make a price list for each pair of students.

VISUAL / VISUAL SPATIAL

pairs pair

How Much Is That Cat? • Make a cat. First, fold the construction paper in half. Then cut out a half circle from the open end of the paper. • Use one half circle as the cat’s head and glue it to the paper. Cut a tail from the other half circle and glue it to the back of the cat. • Cut out and glue two round eyes, one triangle nose, two triangle ears, and six thin rectangle whiskers. • Look at the sign. Add up the cost of each part of the cat.

Materials: • construction paper • scissors • glue • posted sign with these money values: body = quarter; head, nose, tail = dime; eye, ear = nickel; whisker = 2¢

individual

Money Words

Materials:

• Choose a vocabulary word from the chapter.

• vocabulary cards: penny, nickel, dime, quarter, half-dollar, dollar, dollar sign, decimal point

• On the bottom of the paper, write a sentence using the vocabulary word. • Above the sentence, draw a picture that shows the meaning of the vocabulary word. • Use all of the pages to make a class book about money.

23 197E Identify and Count Money

LINGUISTIC

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individual

Coin Weights

LOGICAL

Materials:

• Guess which weighs the most: 5 pennies, 5 nickels, 5 dimes, or 5 quarters.

• several pennies, nickels, dimes, quarters

• Place 5 pennies on one side of the balance and 5 nickels on the other side. The side of the balance that is lower has the coins that weigh the most.

• bucket balance

• Continue to compare the weights of the different coins until you find the coin that weighs the most. • If you have time, compare the weights of different combinations of coins.

group

The Presidents on Our Coins

VISUAL

Materials:

• Look at the picture on the front of each coin. Which president is pictured there?

• book about U.S. Presidents

• Use a book about presidents to help you. Write your answers on your paper. • President Abraham Lincoln is on the

. cent or penny

• penny, nickel, dime, quarter

• President Thomas Jefferson is on the

. nickel

• paper and pencil

• President Franklin D. Roosevelt is on the

. dime

• President George Washington is on the

. quarter

Teacher Note: Visit the United States Mint’s Web site for additional activities for students.

25 IWB

You may wish to use the virtual calendar for this Calendar Time activity.

A Penny A Day • Point out today’s date on the calendar. Focus on the number of days in the current month. • On the board, write the number of days in the current month. • If you find a penny every day this month, how much money would you have at the end of the month? Sample answer: 31¢ • Using the calendar, point to each day and show how you would count to find the total value of the pennies. Write the total value on the board. • How much money would you have if you found a nickel every day this week? Sample answer: 35¢ For additional calendar activities, see the Math Routines on the Go cards. Identify and Count Money

197F

CHAPTER

5 CHAPTE R

Introduce the Chapter E

Identify and Count Money

Essential Questions The

• What would you be unable to do if you did not understand money? Sample answer: You could not buy groceries, pay bills, see movies, etc.

Key Vocabulary

BIG Idea How do I name, compare, and combine money in cents and dollars?

• Why is it important to study money? Sample answers: If you do not know how to identify, count, add, or subtract money, you would not be able to buy anything. You need money to buy everything.

English cent (¢) dollar ($) half-dollar quarter

JJulie, Sophia and Andre in

Tomorrow is my little sister’s birthday, and she loves pinwheels.

Pinwheel, Please!

Review the key vocabulary in the chapter using the routine below. Define: A dime equals 10 cents. Example: I used one dime to buy a marble. Ask: What are some ways you have used a dime? •

Student Glossary

•

Graphic Organizer

• What larger concept underlies finding the value of money? Sample answers: Adding and subtracting. If you do not know how to add, subtract, regroup, skip count, or count on, you will not know how to find the value of money.

Key Vocabulary

Cool! The Party Store! I wonder if they have pinwheels! Oh boy! PINWHEELS!

Pinwheel, Please!

I have some change, but I don’t know if it’s enough.

I hope it’s enough! I LOVE this one!

Two dimes and a nickel.

Read the story together. You may wish to use the blank Graphic Novels provided in Hands-On Activity Tools and Resources to help develop writing and speech skills. • Read the story together. • What is happening? Sample answer: Sophia is looking for a pinwheel to buy for her sister’s birthday. • What will happen next? Sample answer: Julie, Sophia, and Andre have to decide if Sophia has enough money to buy the pinwheel. For additional reading and language arts activities, including support for reading a graphic novel, see Reading and Language Arts Support in the Grade 2 Math Connects Program Overview.

Your Turn! In Lesson 1E, students will learn more about equal amounts in cents and solve a problem related to the graphic novel. ✔ 0206.1.15 Use age-appropriate books, stories, and videos to convey ideas of mathematics.

197

Identify and Count Money

Oh! There they are!

Pinwheels? What for?

How much do you have? I love the red one!

Español centavo (¢) dólar ($) medio dólar quarter

You love this one? Isn’t this for your sister?

Yoursolvl eTthisurn! ill You will . problem in the chapter

one hundred ninety-seven

197_197_C05_CO_103028.indd 197

Animated Graphic Novel Visit connectED.mcgraw-hill.com to download the animated version of “Pinwheel, Please!”

197

3/10/10 12:38 PM

Chapter Connections Real World: Do I Have Enough Money?

Chapter Project

Share with students that they are going to learn about money and the value of different coins.

Classroom Store

• Hold up two quarters. Each is worth 25¢. Together they make 50¢.

• Have students set up a classroom store which will open for one day when the chapter has been completed.

• How can I know if I have enough money to buy a pencil for 34¢ and an eraser for 22¢? Find if 34 + 22 is more or less than 50 cents. • How much money do I need to buy both items? 56 cents Do I have enough money? no

• Explain that they will earn money (play money) for working at school each day throughout the chapter, and that they will use the money they earn to shop at the classroom store. • Ask students to bring in small items from home to donate to the store: stuffed animals, pencils, old books, small used toys, notebooks, baseball cards, etc. Have students price each item $1 or less. (Make sure students have permission to donate items.) • On the shopping day, have groups of students take turns counting their money and buying items.

WRITE MATH Ask students to write in their Math Journal about a real-life situation in which they would need to determine the value of a collection of coins. Situations may include buying an item or paying a library fine.

Reading and Language Arts Support For activities to connect reading and language arts to this chapter’s math concepts, see Reading and Language Arts Support in the Grade 2 Math Connects Program Overview.

Dinah Zike’s Foldables® Guide students to create their own 10-tab or 4-tab Foldable graphic organizer for money. Fold a sheet of 11” × 17” or 12” × 18” paper in half along the long axis, like a hot dog.

Cut the top section of this Foldable into 10 tabs. Do not cut the bottom paper.

Glue a picture of a nickel on the front of each tab.

When to Use It Lessons 1B, 1C, 1E. (Additional Instructions for using the Foldable with these lessons are found in the Mid-Chapter Check and Chapter Review/Test.).

Repeat the 10-tab Foldable, having students glue dimes on each tab.

Make a 4-tab Foldable for quarters.

Repeat so that students have two 10-tab Foldables for nickels.

Identify and Count Money

197G

Diagnostic Assessment 1 ASSESS You have two options for checking Prerequisite Skills for this chapter.

Text Option “Are You Ready for the Chapter?” SE

Name

Student Edition 1. Skip count by 5s. 5, 10,

Online Option Take the Online Readiness Quiz.

15 ,

20 ,

25 ,

2. Skip count by 10s. 10, 20,

30 ,

40 ,

50 ,

3. Circle the brown cats. Mark an X on the white dogs.

pairs

5. There are 3 vases. Each vase has 10 flowers. How many flowers in all?

30 Online Option

198

one hundred ninety-eight

198_C05_AYR_103028.indd 198

198

Identify and Count Money

4. Kimi is counting her mittens. She skip counts by 2s. She counts up to 12. How many pairs of mittens does Kimi have?

flowers

Take the Online Readiness Quiz.

This page checks skills needed for the chapter.

3/10/10 12:39 PM

2 DIAGNOSE AND PRESCRIBE

3 REASSESS

RtI (Response to Intervention)

Administer the Diagnostic Test.

Based on the results of the Diagnostic Assessment, use the charts below to address individual needs before beginning the chapter.

Diagnostic Test 001_004_C05_101868.indd

TIER T

_____________________

On Level

001_004_C05_101868.indd

Are You Ready for the

Page 1 12/10/09 8:23:36 PM u u-s089 s089

students miss one in Exercises 1–5

1. 5 + 5 + 5 + 5 = _________

2. 10 + 10 + 10 + 10 + 10 = 3. 10 + 10 + 5 + 1 + 1= 4. 25 + 10 + 1 =

Practice

1. 5 + 1 + 1 + 1 =

choose a resource:

2. 10 + 10 + 10 + 5 = 3. 10 + 10 + 5 + 5 + 1

32 + 9

+1=

78 - 51

10.

44 - 26

11.

Companies, Inc. Hill, a division of The McGraw-Hill

7. 25 + 5 + 5 + 1 + 1 +

Write the name of the

10.

63 - 38

12.

87 - 65

13. ¢

81 + 35

11.

29 + 18

12.

14.

47 + 39

¢ 15.

Subtract. 13.

57 + 52

coin and its value.

8. 25 + 25 + 10 + 10 = 75 + 23

McGraw-Hill Companies,

Self-Check Quiz

6. 10 + 5 + 5 + 5 + 5 +

66 + 35

14.

56 - 26

15.

75 - 68

16.

63 - 35

Inc.

84 - 47

5. 25 + 10 + 10 + 10 =

Are You Ready? Practice Get ConnectED

49 + 18

Subtract.

4. 25 + 25 + 5 =

Learning Stations

Chapter?

Add.

/Volumes/111/GO00395/Math_Conn ects_CRM_G2_NA%0/Application_Fi les/C05_1018 les/C05_101868

Name __________________ _________

_____________________

Diagnostic Test

Add.

Then

/Volumes/111/GO00395/Ma th_Connects_CRM_G2_NA %0/Application %0/Application_Files/C05_1 _Files/C05_10 01868 18

Name ______________ _______

___________________________

Page age 4 12/10/09 8:23:55 PM u-s089

16.

Grade 2 • Identify and Count Money

¢ Grade 2 • Identify and Count Money

TIER T

Strategic Intervention approaching grade level

001_004_C05_101868.indd

Page 2 12/16/09 12:53:31 AM Mu u-s089 s089

/Volumes/111/GO00395/Math_Conn ects_CRM_G2_NA%0/Application_Fi les/C05_1018 les/C05_101868

Name __________________ _________

___________________________

students miss two or three in Exercises 1–5

_________

Review Add.

Then

1. 25 + 10 + 5 + 5 = 2. 10 + 10 + 10 + 1 + 1= 3. 10 + 10 + 5 + 5 + 5+5= 4. 25 + 25 + 10 + 10 +5+1= 5. 63 6. 74 7. + 58 + 37

choose a resource: Strategic Intervention Guide

(pp. T25, T26, T28, T88, T90, T91)

44 + 36

94 - 38

10.

78 - 15

Count to find the value 13.

11.

87 - 62

12.

54 - 37

of the coins.

Hill, a division of The McGraw-Hill

14.

15.

Companies, Inc.

Lesson Animations

Are You Ready? Review Get ConnectED

84 + 29

Subtract.

16.

Grade 2 • Identify and Count Money

PDF P

TIER T

3 If

Then

Intensive Intervention 2 or more years below grade level students miss four or more in Exercises 1–5 use Math Triumphs, an intensive math intervention program from McGraw-Hill Chapter 1: Whole Numbers Chapter 2: Place Value

Beyond Level

001_004_C05_101868.indd

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/Volumes/111/GO00395/Math_Conn ects_CRM_G2_NA%0/Application_Fi les/C05_1018 les/C05_101868

Name __________________ _________

___________________________

students miss none in Exercises 1–5

Apply Count to find the value

of the coins.

choose a resource: Chapter Project

47¢

2. ¢

Hannah has

the doll?

to buy

How much does Hannah

have?

6. Luke has

How much do they have

His brother has

. altogether?

¢+

¢=

eGames: Counting Coins with Diego Dog

Hill, a division of The McGraw-Hill

Companies, Inc.

. Does she have enough

Are You Ready? Apply Get ConnectED

Solve. 5.

Then

_________

Circle the coins that can

buy the shirt.

Grade 2 • Identify and Count Money

PDF P

Identify and Count Money

198A

Dear Family, Today my class started the chapter Identify and Count Money. In this chapter, I will learn to add and compare money. Here are my vocabulary words, an activity we can do, and a list of books we can find in our local library.

Before you begin the Chapter: • Read the Math at Home letter with the class and have each student sign it. • Practice the activity so that students are familiar with it before trying it with their parents or guardians.

Love, Key Vocabulary

• Send home copies of the Math at Home letter with each student.

Activity

ins ifferent co ss Look at d and discu ild ch ur with yo . em entify th ways to id one child tell ur yo ve a H in. co ch ut ea tell thing abo have them , le p m a hat w For ex r o e, me, valu you its na coin. is on the

• Use the Spanish letter for Spanish-speaking parents or guardians who do not read English fluently.

For more information about parent involvement, read the article, “The Role of Parents and Guardians in Young Children Learning Mathematics” by Paul Giganti, Jr. See the Teacher Resource Handbook pp. TR44–TR45.

Books to Read The Go-Around ound Dollar by Barbara Johnston Adams Simon & Schuster huster Children’s Publishing Co.

cent ¢ 1¢

1 cent

dollar sign $ a symbol used to show dollar amounts

dollar

worth 100 cents, 100¢, or $1

Online Option See the multilingual eGlossary link at connectED.mcgraw-hill.com to find out more about these words. There are 13 languages.

Sluggers’ Car Wash by Stuart Murphy Stu uarrt J.. M HarperCollins HarpeerC Co olllliin Children’s Books Childreen’s en B o Pigs Wil Will illl Be Pigs Axelrod by Amy A xe xe Schuster Simon & Sc ch Children’s Co. Publishing C

one hundred ninety-nine

199_200_C05_MH_103028.indd 199

199

Identify and Count Money

199

3/10/10 12:40 PM

Check with your school library or your local public library for these titles.

Estimada familia: Hoy mi clase comenzó el capítulo Identifica y cuenta dinero. En este capítulo aprenderé a sumar y comparar dinero. A continuación están mis palabras del vocabulario, una actividad que podemos hacer y una lista de libros que se encuentran en nuestra biblioteca local.

Multi-Part Lesson 1 Benny’s Pennies Pat Brisson Jelly Beans for Sale Bruce McMillan

Cariños,

26 Letters and 99 Cents Tana Hoban

Vocabulario clave d Activida

su niño junto con Observe nedas y o m s te s las diferen e manera acerca d a su discutan a d Pi s. a icarl de identif cosa diga una niño que da. Por ne o m a d sobre ca de la el nombre ejemplo, lo que o r, lo su va moneda, bado. tiene gra

centavo ¢ 1¢

1 centavo

The Penny Pot Stuart J. Murphy

signo de dólar $ símbolo para mostrar las cantidades en dólares

dólar

vale 100 centavos, 100¢ ó $1

Multi-Part Lesson 2

Opción en línea

Visiten el eGlosario políglota en connectED.mcgraw-hill.com para aprender más acerca de estas palabras. Hay 13 idiomas.

Tod To od el Apretado Daphne Skinner dee D d aphne Skinne Random R an ndom House

H Ha aciendo Dinero Haciendo dee Jeri d Jeri S. Cipriano Red R Re d Brick

The Go-Around Dollar Barbara Johnston Adams

Libros recomendados

The Mon$ter Money Book Loreen Leedy

Lemonade for Sale Stuart J. Murphy

e Included in th e Grade 2 Trad ry ra Book Lib

Dollars Mary Hill

Multi-Part Lesson 3 Subtraction Action Loreen Leedy You Can’t Buy a Dinosaur with a Dime Harriet Ziefert

200

two hundred

Alexander, Who Used to Be Rich Last Sunday Judith Viorst

199_200_C05_MH_103028.indd 200

3/10/10 12:40 PM

Pigs Will Be Pigs Amy Axelrod

Real-World Problem Solving Library Math and Social Studies: The Green Cafe Use these leveled books to reinforce and extend problem-solving skills and strategies. Ma te má

tic as y cie nc ia

Leveled for: AL Approaching Level OL On Level BL Beyond Level SP Spanish

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How the Second Grade Got $8,205.50 to Visit the Statue of Liberty Nathan Zimelman

Ma te má y es tu tic as di os so cia les

COVER_B0 7_G02LEV _SPA

Sluggers’ Car Wash Stuart J. Murphy

Resuel ve e prob lemas Ma te m 1C concre át?J ic as 6yMPes tos JBtu /diPMos @Jso CKci2 1C,? ?J 6 alMJ esTGLE RF ? MP LB JB2/MA PMG?@JJ2 CK RS2 1C, BG CQ ,? MJTG ?J? 6 R F ? RF LE ?L ? LB MPL B 2 JB 2M 2 /M MA A GG? AG PM ?J ? @JJJ2 2 2RRRS 2 CK SB S BGGGC B 2 CQ C ,? RF MJQQTG LE ? LB 2

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✔ 0206.1.15 Use age-appropriate books, stories, and videos to convey ideas of mathematics.

For additional support, see the Real World Problem Solving Readers Teacher Guide. ✔ 0206.1.15 Use age-appropriate books, stories, and videos to convey ideas of mathematics.

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Leveled Reader Database Get ConnectED

connectED.mcgraw-hill.com Search by

• Content Area • Guided Reading Level

• Lexile Score • Benchmark Level Identify and Count Money

200

Multi-Part Lesson

Count Coins

Planner PART

PART A

Identify Coins and

Identify Coins and Their

Title/Objective

Values

Their Values

Pennies, Nickels, and Dimes

Quarters and Half Dollars

Count Coins

Equal Value in Cents

Problem-Solving Strategy:

PART

Standards

Pennies, Nickels, and Dimes (pp. 203–204)

(pp. 201–202)

Explore coins and their values.

Skip count and count on to determine the value of a collection of coins.

GLE 0206.1.7

penny, cent ¢, nickel, dime penny

Vocabulary

Visual Vocabulary Cards 5, 15, 37, 45

Act It Out coins

Materials/ Manipulatives

WorkMat 4: Number Lines, pennies, nickels, dimes

Essential Question

Identify similarities and differences between pennies, nickels, dimes, and quarters. Sample answer: Quarters are bigger than the other coins. Nickels are the heaviest. All coins are round. Each coin has a different value.

Resources

Get ConnecttED

✔ 0206.1.15

Get ConnecttED

Explore Worksheet(s)

Leveled Worksheets

LLesson A Animations i ti

Visual VVi isuall VVocabulary b l Cards C d

VVirtual Manipulatives

Daily Transparencies Problem of the Day Self-Check Quiz VVirtual Manipulatives

Focus on Math Background

eGames: Starfish Theatre–Coins

Because students today have less real-life experience with pennies, nickels, and dimes than previous generations, determining the value of a collection of these coins may depend on classroom activity. “Buying and selling” activities, as well as those requiring equivalent trades (e.g., dimes for pennies), are excellent ways to connect money, place value, and beginning decimal concepts. IMPACT Mathematics: Unit C-1, C-2, C-3

Blended Approach

Counting value when coins are mixed can be quite difficult for students. Although they can easily count by tens and by fives, a mixture of dimes and nickels can be troublesome. Although adding ten to any number should be a familiar mental math activity, students find it difficult to add a dime to a quarter. Work with the hundred chart can be helpful in this regard.

IWB

All digital assets are Interactive Whiteboard ready.

Refer to the Blending Math Connects and IMPACT Mathematics guide for detailed lesson plans.

Suggested Pacing Multi-Part Lessons PART Days

201a Identify and Count Money

1 A

Math Their Way (p. 246)

(13 Days)

Assess

Count Coins

PART

Quarters and Half-Dollars

PART

Count Coins

(pp. 209–210)

Equal Value in Cents

Title/Objective

(pp. 213–214)

(pp. 205–208)

Count on to determine the value of a collection of coins.

Compare the value of coins up to 100¢.

GLE 0206.1.7

Standards

qquarters, uarters, half-dollars

Vocabulary

Visual Vocabulary Cards 25 and 51 hundred chart, coins, base-ten blocks quarters, half-dollars Get ConnecttED

coins

Get ConnecttED

two-color counters, coins

Resources

Get ConnecttED

Leveled Worksheets

Visual VVi isuall VVocabulary b l C Cards d

LLesson A Animations i ti

Daily Transparencies

Problem of the Day

Self-Check Quiz

VVirtual Manipulatives

Math Song Animation: How Many Pennies? eGames: Starfish Theater– Half Dollar

eGames: Counting Coins with Diego Dog

Graphic Novel Animation

Math Song Animation: Lemonade!

Materials/ Manipulatives

✔ 0206.1.15

eGames: Matching Money Amounts with Clara the Cat

Hands-On Activity Tools and Resources

Math Their Way (pp. 332–333)

IMPACT Mathematics: Unit C-1

IMPACT Mathematics: Unit C-2

Blended Approach

P bl SSolving Problem l i iin A Art Ch Changing i Coins (pp. 211–212)

Identify and Count Money

201b

PART Title/Objective

Problem-Solving Strategy: Act It Out

(pp. 215–216)

Use the act it outt strategy to solve problems. Standards

GLE 0206.1.2

Vocabulary

Materials/ Manipulatives Resources ✔ 0206.1.15

coins

Get ConnecttED

Leveled Worksheets Lesson Animations Daily Transparencies Problem of the Day The Green Cafe VVirtual Manipulatives

Blended Approach

Refer to the Blending Math Connects and IMPACT Mathematics guide for detailed lesson plans.

IMPACT Mathematics: Unit C-3

Mid-Chapter Check (p. 217) Spiral Review (p. 218)

201c Identify and Count Money

Notes

Count Coins

Differentiated Instruction Approaching Level Option 1

On Level

Use with 1B

Option 1

Use with 1B

Materials: pictures of toys with prices to 5¢, pennies

Materials: dimes, spinner, hundred chart

• Set up a pretend store.

• Have each partner take turns spinning the spinner. Take as many dimes as the number the spinner lands on.

• Give each student ten pennies. Instruct students to buy as many toys as they can with their money. • Have them write a subtraction sentence for each purchase, showing how much they have left to spend. Have them pay by giving their pennies to you or a partner. • Discuss with students how they spent their money. How much did you spend on the toy(s)? How much money do you have left? Sample answer: I spent 9¢ on three toys. I have 3¢ 1¢ left.

Option 2

• The first student to reach 100 cents wins the game.

5¢

Use with 1E

Materials: glue, markers, nickel cut-outs, dime cut-outs • Give each student eight paper nickel cut-outs and have them glue the cut-outs across the top of a sheet of paper. • How can you use skip counting to count the nickels? 5, 10, 15, 20, 25, 30, 35, 40 Have students skip count aloud. • Have students write the skip counting numbers below the nickels.

• On a hundred chart, each player shades in the value of the amount of dimes they take.

Option 2

Use with 1E

Have students make a table of nickels and pennies to solve the problem. Jim is starting a penny collection. He trades in his nickels for pennies. Finish the table to see how many pennies Jim has collected.

nickels

pennies

10 15 20 25 30 35 40

• Repeat activity using dimes and skip counting by 10s.

Other Options TE

Other Options Get ConnectED

Virtual Manipulatives, Math Song Animations: Lemonade, eGames: Starfish Theater–Coins, Lesson Animations

Learning Station Card 24 Get ConnectED

Virtual Manipulatives, Math Song Animations: Lemonade, eGames: Matching Money Amounts with Clara the Cat

Identify and Count Money

201d

Beyond Level

English Language Learners

Option 1

Use with 1B

Materials: blank charts, coins (pennies and dimes) • Distribute pennies and dimes to students. • Invite students to take turns showing the group an amount of money using only dimes. • Have them challenge the rest of the group to show an equal amount of money using only pennies. Dimes

ELL

This strategy helps English Learners use the terms of coins: pennies, nickels, dimes, quarters, and half-dollars. Find Core Vocabulary and Common Use Verbs in the online ELL strategies to help students grasp the math skills; use Language Alerts at point of use in the Teacher Edition. AL Beginning Phonemics Teach students the names of coins.

• Give pairs cardstock and two coins of the same value. Students tape the coins onto the cards, showing front and back. Write the name of each coin on a 3 × 5 card. Each group copies the coin name onto their card.

Pennies

• Have students record on a picture chart the relationship of pennies and dimes with equal values.

• Model the name of the coin. Repeat as each group holds up its card and repeats chorally. Intermediate Recognize and Act It Out Help students internalize the words for the coins. OL

Option 2

Use with 1E

Materials: coins (pennies, nickels, dimes) • Have students make as many combinations of coins as possible that equal 50¢. • Invite them to use coins to model different combinations and then record each one. &%

&% &%

* *

* &%

Other Options TE

Learning Station Card 25 Get ConnectED

Virtual Manipulatives, Lesson Animations, eGames: Matching Money Amounts with Clara the Cat

201e Identify and Count Money

• Write the names of the five coins on cards. Provide several coins of each value. • Practice saying the names and putting the cards and coins in order of value. Scaffold the order verbally. For example: “Five pennies are worth a nickel,” and so on. BL Advanced Memory Device Use written responses to correctly identify coins and their worth.

• Write the names of the five coins on cards. Provide at least one coin of each value for students to examine. • Ask questions about color, size, and icons (for example, buildings). Have students respond orally. Have students write descriptions of coins that help them remember which coins hold what value. Extend Have bilingual pairs model coin equivalents, taking turns providing the first coin. Pairs create a list of their matches. Repeat until all possible groupings are listed. Have pairs post the lists to check the combinations to see whether any combinations were missed. Discuss the penny and its lack of an equivalent because it is the smallest denomination. Allow groups to create a graphic organizer that illustrates their lists. Discuss as time permits.

Teacher Tip ts model different discussing the date, have studen en Wh e. Tim ar end Cal into ney le ways of Incorporate mo er there is only one way or multip eth wh s cus Dis ts. cen in ber num which way ways to show that represent the number, talk about to ys wa le ltip mu are re the If . representing the number ber of coins. would use the least or most num

Engaging and Relevant Opportunities Keep the content relevant and engaging by listening to your students. Suppose your students are interested in sports. Incorporate sports in your lessons about money. • Have students draw various sports items. • Provide price tags and the manipulative coins that are being presented in the lesson. • Allow students to assign prices to the items. If the coin being taught is a nickel, make sure that the items can only be purchased with nickels. • Set up a class store where students can buy and sell the drawings using the manipulative coins.

15¢

Notes

Multi-Part Lesson

1 A

PART

Multi-Part Lesson

Name

Count Coins E

PART

1 C

Identify Coins and Their Values

PART

A Identify Coins and Their Values

Look at the coins. Each coin has a different name and value.

Objective Explore coins and their values.

A penny has a value of 1 cent or 1¢.

Resources

A nickel has a value of 5 cents or 5¢.

Manipulatives: coins front

Explore Worksheet

back

front

back

Get ConnectED

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. Checks for Understanding ✔ 0206.1.5

1 INTRODUCE Introduce the Concept Assess prior knowledge of coins with questioning of student experiences. When have you seen coins? What were they used for? See students’ responses.

2 TEACH

A dime has a value of 10 cents or 10¢.

front

back

A quarter has a value of 25 cents or 25¢.

front

back

Sample answer: Similar: all coins are circular; all coins are used to buy things. Different: all coins are different sizes.

About It 1. In what ways are coins alike and different? GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.

Identify and Count Money

two hundred one

201

Teach the Concept • Have students find the coins shown. Ask students to examine both sides of the coin. • Discuss the names and values of each coin. Encourage students to share what they already know about coin names and values. • Have you seen more than one design for each coin? yes Talk about how different coins have different designs; for example, state quarters. Does the value change from different designs of the quarters? no

About It Assign the Think About It Exercise to assess student comprehension of similarities and differences with coins.

201 Identify and Count Money

201_202_C05_EXP_103028.indd 201

3/10/10 12:41 PM

3 PRACTICE

and Apply It Write the value of the coin. 2. dime 10¢

3. nickel

5¢

4. penny

Use the Practice and Apply It Exercises to assess students’ knowledge of coin values and identification of each coin.

1¢

For the word problem, see that students understand what the question is asking. It does not ask the total amount she has, rather which 10¢ coins she has.

Write the name of the coin. 5.

dime or 10¢

quarter or 25¢

nickel or 5¢

For more practice of the concepts presented in this Explore lesson, see Explore Worksheet.

4 REFLECT AND CLARIFY • Would you rather have a penny or a quarter? Why? See students’ explanations. • What is the value of a dime? ten cents • What is the value of a nickel? five cents

dimes

9. E Write Math Does it matter which side of a coin you use to pay for things? Why or why not?

Sample answer: It does not matter because the value of the

8. Lisa has 5 coins that are each worth 10¢. What coins does she have?

• Does the size of the coins have anything to do with their value? Sample answer: No; a dime has a greater value than a nickel, but a nickel is larger in size.

WRITE MATH Assign the Write Math Exercise to check comprehension of coin identification and value.

coin is the same whether you use the front or the back. 202

two hundred two

201_202_C05_EXP_103028.indd 202

Identify and Count Money

3/10/10 12:42 PM

Identify and Count Money

202

Multi-Part Lesson

1 A

PART

Multi-Part Lesson

Name

Count Coins E

PART

Pennies, Nickels, and Dimes

Get Ready Find the total value of these coins. Start with the coin that has the greatest value.

Main Idea

I will skip count and count on to determine the value of a collection of coins.

Objective Skip count and count on to determine the value of a collection of coins.

Vocabulary dime nickel penny cent ¢

Vocabulary cent (¢), penny, nickel, dime

dime = 10¢

nickel = 5¢

penny = 1¢

Count by 10s.

Count on by 5s.

Count on by 1s.

10 ¢ 20 ¢ 25 ¢ 30 ¢ 31 ¢ 32 32 ¢ 32 32 ¢ total Think

Resources

¢ stands for cents .

Manipulatives: pennies, nickels, dimes Leveled Worksheets

C Check

Get ConnectED

3. The cent symbol tells us that the amount is less than 1 dollar.

Count to find the total value of the coins.

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. Checks for Understanding ✔ 0206.1.5

1 INTRODUCE Activity Choice 1: Hands-On • Give each student a random combination of play money: pennies, nickels, and dimes.

10 ¢, 20 ¢, 25 ¢, 30 ¢, 35 ¢, 36 ¢

36 ¢

10 ¢, 20 ¢, 30 ¢, 40 ¢, 45 ¢, 46 ¢

46 ¢

3. E Talk Math Describe how the cent symbol is used to name the value of coins.

• Hold up a classroom item, such as a pencil. I want to sell this pencil for 22¢. Who has enough money to buy it? Have students determine the values of their coins. • What coins can you use to make exactly 22¢? 2 dimes and 2 pennies; 1 dime, 2 nickels, and 2 pennies

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.

Identify and Count Money

203_204_C05_L01_103028.indd 203

Get Ready

• Choose a different classroom item and repeat the activity with a different value.

lesson concept.

Activity Choice 2: Manipulatives

a class.

IWB

Virtual

Use the virtual coins to demonstrate various combinations of coins and as a class determine their value.

2 TEACH

two hundred three

Check

3/10/10 12:42 PM

Use the Get Ready section at the top of the page to teach the Observe students as you work through the Check Exercises as

TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.

Building Math Vocabulary

Provide small groups of students with a random combination of money: pennies, nickels, and dimes.

Discuss penny, nickel, and dime. Explain that a penny is worth 1 cent (¢), a nickel is 5¢ and a dime is equal to 10 pennies or two nickels.

• Ask students to separate their coins by value, and look at the dimes first.

Visual Vocabulary Cards

• Tell students to skip count by tens to find the value of the dimes. Have them write the value. • Have students count on from that value by skip counting the nickels by fives. Then they can count the pennies. What was the total value of your coins? 203 Identify and Count Money

203

Use Visual Vocabulary Cards to reinforce the vocabulary in this lesson in English and Spanish. (The Define/Example/ Ask routine is printed on the back of each card.)

ISBN: 978-0-02-101738-6 MHID: 0-02-101738-7

Practice

Alternate Teaching Strategy

Count to find the total value of the coins.

Then 10 ¢, 15 ¢, 20 ¢, 25 ¢, 26 ¢, 27 ¢

27 ¢ total

2 5.

10 ¢, 15 ¢, 16 ¢, 17 ¢, 18 ¢, 19 ¢

19 ¢ total

10 ¢, 20 ¢, 30 ¢, 40 ¢, 50 ¢, 51 ¢

51 ¢ total

students have trouble determining the value of pennies, nickels, and dimes . . . use one of these reteach options: Reteach Worksheet

IWB Virtual Manipulatives Use the coin virtual manipulatives to help learn the value of coins.

3 Use Real Models Show 4 dimes. How many dimes? 4 How much is this? 40¢ Repeat with different amounts of nickels and pennies. Once each value is better understood, begin using coin combinations. Line coins up from greatest to least first.

10¢, 20¢, 30¢, 40¢

Tell why Kaya is wrong. Make it right.

Sample Answer: Kaya counted the nickels as dimes.

Differentiate practice using these suggestions. Ask students to look at the symbol that comes after each coin amount. Discuss that this is the cent symbol and it names the value of a collection of coins.

7. Make It Right Kaya counted her money like this.

3 PRACTICE

She should have counted 10¢, 15¢, 20¢, 25¢. 204

two hundred four

Assignment

Approaching Level

Guide students through the exercises. Help them use coins to skip count.

On Level

Complete the exercises independently.

Beyond Level

Complete the exercises without the coins.

Math at Home Activity: Ask your child to find a combination of coins that total 48¢.

203_204_C05_L01_103028.indd 204

Level

COMMON ERROR! Students may reverse the values of a nickel and a dime because of their sizes. Display posters with the value of each coin in your classroom until students become more familiar with them.

3/10/10 12:43 PM

4 ASSESS Formative Assessment Ask students to use skip counting to add 3 pennies, 2 nickels, and 4 dimes. What is the total? 53¢ Ask students to tell in what order they counted the coins. greatest to least; dimes, nickels, then pennies.

Are students continuing to struggle with skip counting to find the value of a group of coins? During Small Group Instruction If Yes

AL AL AL

If No

OL BL

Differentiated Instruction Option 1 Daily Transparencies Strategic Intervention Guide (p. 88) Skills Practice Worksheet Enrich Worksheet

(p. 201d)

Identify and Count Money

204

Multi-Part Lesson

1 A

PART

Multi-Part Lesson

Name

Count Coins E

PART

Get Ready A quarter is worth 25 cents. ts.

Main Idea

I will count on to determine the value of a collection of coins.

Objective Count on to determine the value of a collection of coins.

Vocabulary quarter half-dollar

Vocabulary quarter, half-dollar

Materials: How Many Pennies? from Hands-On Activity Tools and Resources (p. 71) Manipulatives: quarters, half-dollars, base-ten blocks

C Check

• Give each student four quarters and two half-dollars. • Hold up a classroom item. Say that this item costs 50¢. What coin or coins can you use to buy it? 2 quarters or 1 half-dollar • Which coin do you need two of to make a dollar? half-dollar

Get ConnectED

Activity Choice 1: Hands-On

Count by 25s for quarters. Count by 50s for half-dollars.

25 25¢

50 50¢

3. The value equals 25¢ + 10¢ + 10¢ + 5¢ or 50¢ in all.

Count to find the total value of the coins. 1.

71¢ 50

¢,

60 ¢,

70 ¢,

71 ¢

¢, 75 ¢, 85 ¢, 90 ¢ 95 ¢

95¢

3. E Talk Math Explain how you would write the value of 1 quarter, 2 dimes, and 1 nickel using the ¢ symbol. GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.

Identify and Count Money

two hundred five

205_208_C05_L01_103028.indd 205

Building Math Vocabulary Discuss the terms quarter and half-dollar and write them on the board. Pass coins around so that students can see each coin’s detail.

Arrange students in small groups. Provide students with quarters and half-dollars.

• Explain that a quarter is worth 25¢. Hold up a quarter for students to see. How many quarters equal one dollar? 4

• Have students separate their coins by value.

• Explain that a half-dollar is worth 50¢. How many halfdollars equal one dollar? 2

• Start with quarters. Tell students to skip count by twenty-fives to make one dollar. They should see that four quarters make a dollar. • Have students use the half-dollars and skip count by fifties to make one dollar. How many half-dollars make one dollar? 2 half dollars

205 Identify and Count Money

Visual Vocabulary Cards Use Visual Vocabulary Cards to reinforce the vocabulary in this lesson in English and Spanish. (The Define/Example/ Ask routine is printed on the back of each card.)

205

3/10/10 12:43 PM

Activity Choice 2: Music

2 TEACH

80¢ 80¢

• Which coin do you need four of to make a dollar? quarter

Use Math Song Animation: How Many Pennies? and Hands-On Activity Tools and Resources, (p. 71) to introduce the lesson.

A half-dollar is worth 50 cents. w

50 75¢, 80 80¢ 50¢, 75

Leveled Worksheets

1 INTRODUCE

Find the total value of these coins. Start with the coin that has the greatest value.

Resources

Checks for Understanding ✔ 0206.1.5

Quarters and Half-Dollars

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.

ISBN: 978-0-02-101738-6 MHID: 0-02-101738-7

Use the Get Ready section at the top of the page to teach the lesson concept. Guide students as they count as to determine the value of coins. Get Ready

Practice Count to find the total value of the coins. 4.

Check

25 ¢, 50 ¢, 75 ¢, 85 ¢, 90 ¢, 91 ¢

Observe students as you work through the Check Exercises as a class.

91¢

TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.

50 ¢,

75 ¢,

80 ¢,

81 ¢,

82 ¢,

Alternate Teaching Strategy

82¢

If Then

1 25 ¢, 50 ¢, 60 ¢, 65 ¢, 70 ¢

70¢

25 ¢,

50 ¢,

55 ¢,

56 ¢,

57 ¢,

57¢

50 ¢,

206

75 ¢,

85 ¢,

use one of these reteach options: Reteach Worksheet

Virtual Manipulatives Use virtual coin manipulatives to practice using quarters and half-dollars. IWB

3 Models Give students several base-ten blocks.

students have trouble understanding quarters and half-dollars . . .

• Tell students that one rod equals 10 pennies or one dime, and one unit equals one penny. • Show two rods and five units. How many quarters? 1 quarter • Show five rods. How many quarters? 2 quarters How many dimes? 5 dimes How many pennies? 50 pennies

95¢

3 PRACTICE

two hundred six

Differentiate practice using these suggestions. 205_208_C05_L01_103028.indd 206

COMMON ERROR! Students may have difficulty remembering how many quarters or half-dollars make one dollar. Along with the other coins, display posters with the value of each coin.

3/10/10 12:43 PM

Level

Assignment

Approaching Level

Guide students through the exercises. Help them use coins to skip count.

On Level

Complete the exercises independently.

Beyond Level

Complete the exercises without coins.

Homework Practice Worksheet Problem-Solving Practice Worksheet

Identify and Count Money

206

Name

4 ASSESS Formative Assessment Ask students to show 55¢. Sample answer: 2 quarters and 1 nickel

Solve. 9. BAR DIAGRAM Nicole has 2 quarters. Her sister has 1 quarter. How much money do they have altogether?

WRITE MATH Have students write their own problem that is similar to Exercise 9.

75 ¢

WRITE MATH Have students write how they would count a combination of 1 quarter, 1 nickel, 2 dimes, and 5 pennies. Sample answer: I would separate the coins by value and then count starting with the greatest value.

10. Luke wants a bouncy ball for 25 cents. He has five pennies, a dime, and two nickels. Does Luke have enough money to buy the ball?

yes 25 ¢

How much does Luke have?

• Students should take pictures of both sides of the coins. • Print the pictures and laminate them. Encourage students to work in groups to pick four of the coins and find the total value.

Are students continuing to struggle with quarters and half-dollars? During Small Group Instruction If Yes

AL AL

If No

OL BL

Daily Transparencies Strategic Intervention Guide Skills Practice Worksheet Enrich Worksheet

207 Identify and Count Money

11. Chase has 5 dimes, and Dan has 10 nickels. Who has more money? Explain.

• Using a digital camera, have students take pictures of pennies, nickels, dimes, and quarters. Download the pictures to a computer and manipulate the images so that they are close-up and the coins are the only images that can be seen.

Chase has 50 cents. Each dime is worth 10 cents. 10¢ + 10¢ + 10¢ + 10¢ + 10¢ = 50¢. Dan has 10 nickels. Each nickel is worth 5 cents. 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ = 50¢.

Identify and Count Money

(pp. T26, T88)

two hundred seven

205_208_C05_L01_103028.indd 207

Call out two coin combinations. Have a student tell which has the greater value. If they are correct, let the student line up.

207

3/10/10 12:44 PM

Getting Started

Practice Use

• The activities and exercises on the Practice with Technology page use the Money Tool in Math Tool Chest. They may be completed as a class, in pairs, or individually.

(Level 1) to count money.

•

Choose the Open workmat.

•

Stamp out 6 dimes.

•

Stamp out 3 nickels.

•

Stamp out 4 pennies.

• As a class, read and then work through the information and instructions on the top of the page. • Guide students as they work through the practice exercises.

Count by 10s.

Count by 5s.

Using Math Tool Chest

Count by 1s.

Money The in the Math Tool Chest program allows students to quickly stamp out different coins. • Students can experiment by stamping out many different combinations of coins to learn more about the value of money. The total amount is

79¢.

• Have students skip count by tens as they stamp out the 6 dimes. They should count 10, 20, 30, 40, 50, 60.

14. 1 quarter 4 dimes 4 pennies

208

two hundred eight

69 ¢

15. 3 dimes 2 nickels 6 pennies

85 ¢

Use the money button. Stamp out each coin combination to find the total value. 12. 5 dimes 13. 3 quarters 3 nickels 1 nickel 2 pennies 67 ¢ 5 pennies

• Have them skip count by fives as they stamp out the 3 nickels. They should count 65, 70, 75. • Have them count on to find the total as they stamp out the 4 pennies: 76, 77, 78, 79. • Students can click on the star at any time to check the value of the coins they have stamped so far. • Once they have finished stamping, they can click on the question mark and enter the value of the coins. • They can then click on the star to check their final answer.

46 ¢

Math at Home Activity: Ask your child to count a collection of pennies, nickels, and dimes totaling less than $1.

205_208_C05_L01_103028.indd 208

3/10/10 12:44 PM

Math Tool Chest: Money Tool Bar Move Students click to move money on their mat. The cursor changes to a pointing finger. A red line highlights each coin or bill as the cursor moves over it. Flip Students click opposite side.

and then click a coin or bill to see the

Trade Up exchanges coins for coins or bills of a higher denomination. Students click , click the coins they want to regroup, then click again. The highest denomination students can trade up to is $1. Trade Down Trade Down exchanges coins or bills for lower denominations. Students click and then click the bills or coins they want to exchange. Sum automatically totals all the money in the two sections of the Addition mat. There is also a Subtraction mat and an Open mat.

Identify and Count Money

208

Multi-Part Lesson

1 A

PART

Count Coins C

PART

Multi-Part Lesson

Name

Count Coins

Get Ready

Count Coins

Main Idea

I will count on to determine the value of a collection of coins.

Objective

Count on to determine the value of a collection of coins.

Find the total value of the coins. Start with the coin that has the greatest value. Is there enough money to buy the hat?

Resources Materials: Lemonade! from Hands-On Activity Tools and Resources, (p. 73) Manipulatives: coins

yes no

50 ¢, 75 ¢, 85 ¢, 86 ¢

Leveled Worksheets Get ConnectED

3. Sample answer: It helps to put coins in order by their value because you start counting with the Use coins. Count to find the value. Do you have coins of greatest value enough money to buy the item? Circle yes or no.and count on to the coins of least value.

C Check

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. Checks for Understanding ✔ 0206.1.5

1 INTRODUCE Activity Choice 1: Hands-On • Give each student a random combination of play money: pennies, nickels, dimes, and quarters. • Hold up a classroom item, such as a pencil. I want to sell this pencil for 32¢. How can you determine if you have enough money to buy it? Separate the coins by value, and count starting with the greatest value.

yes

50 ¢, 60 ¢, 65 ¢, 66 ¢

yes

10 ¢, 20 ¢, 30 ¢, 31 ¢, 32 ¢

3. E Talk Math Why is it helpful to put coins in order by their value before you count them? GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.

Identify and Count Money

two hundred nine

209

• Does anyone have enough money to buy it? See students’ responses. 209_210_C05_L01_103028.indd 209

Activity Choice 2: Music Introduce the lesson using Math Song Animation: Lemonade! A lesson plan can be found online.

3/10/10 12:45 PM

Get Ready

Use the Get Ready section at the top of the page to teach the lesson concept. Skip count and count on. Check

Observe students as you work through the Check Exercises as a

class.

2 TEACH Scaffolding Questions Provide small groups of students with a random combination of money: pennies, nickels, dimes, and quarters. • Ask students to separate their coins by value, and look at the quarters first. • Tell students to start with the quarter(s). Have them add 25 to find the value of the quarters. Write the value down. • Tell students to skip count by tens from that number to find the value of the dimes. Have them write the value. • Have students count on from that value by skip counting the nickels by fives. Then they can count the pennies. What was the total value of your coins? See students’ responses.

209 Identify and Count Money

TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.

Practice Use coins. Count to find the value. Do you have enough money to buy the item? Circle yes or no.

Alternate Teaching Strategy

Remember

Put the coins in order. Start with the coin that has the greatest value. Count on.

students have difficulty counting coins . . .

Then

use one of these reteach options:

1 yes

25 ¢, 50 ¢, 55 ¢, 60 ¢, 65 ¢

yes

Reteach Worksheet

Virtual Manipulatives Use virtual coins to practice counting coins. IWB

3 Use Real Models Show 2 quarters. How many quarters? 2 How much is this? 50¢ Repeat with different amounts of coins and coin combinations.

25 ¢, 50 ¢, 75 ¢, 80 ¢, 81 ¢

3 PRACTICE

Practice yes

25 ¢, 50 ¢, 55 ¢, 60 ¢, 65 ¢

7. Jewel has 1 half-dollar, 2 pennies, and 2 dimes. She wants to buy this hat for 75¢. Does she have enough money? Explain.

No. Jewel has 72¢, which is less than 75¢. 75

210

two hundred ten

COMMON ERROR! Instead of counting on, some students may start counting from 0 each time they switch to a different type of coin. Have students use coins and a hundred chart to help them see that they are not starting over at the beginning, but rather building on.

Level

Assignment

Approaching Level

Guide students through the exercises.

On Level

Complete the exercises independently.

Beyond Level

Complete the exercises without coins.

Homework Practice Worksheet Problem-Solving Practice Worksheet

4 ASSESS

Formative Assessment

Math at Home Activity: Give your child a group of coins. Have your child put the coins in order starting with the coin of greatest value.

209_210_C05_L01_103028.indd 210

Differentiate practice using these suggestions.

3/10/10 12:45 PM

Ask students to use skip counting to add 3 pennies, 2 nickels, 2 dimes, and 1 quarter. What is the total? 58¢ Ask students to tell in what order they counted the coins. greatest to least; quarters, dimes, nickels, then pennies

WRITE MATH How would students write a combination of 1 quarter, 1 nickel, 2 dimes, and 5 pennies. Sample answer: Separate the coins by value and then count starting with the greatest value.

As students line up, ask the value of coin A combinations. How much are 2 nickels and 2 pennies worth? 12¢ Repeat using different collections of coins.

Are students continuing to struggle with counting coins? During Small Group Instruction If Yes

AL AL AL

If No

OL BL OL BL

Daily Transparencies Differentiated Instruction Option 2 (p. 201d) Strategic Intervention Guide (pp. T26, T88) Differentiated Instruction Option 1 (p. 201d) Differentiated Instruction Option 1 (p. 201e) Skills Practice Worksheet Enrich Worksheet Identify and Count Money

210

Making a coin begins with an artist. The artist makes a drawing of both sides of the coin. Then a model of the coin is made.

An artist draws a design for a quarter, nickel, and penny. What is the value of these coins? 31¢ B 3/10/10 12:48 PM

Objective

211_212_C05_CC_103028.indd 211

This book belongs to

3/10/10 12:48 PM

211_212_C05_CC_103028.indd 212

A machine stamps new, blank coins out of sheets of metal. Then a different machine stamps the artist’s design onto o the coins.

Activate Prior Knowledge

Solve problems using coins.

Before you turn students’ attention to the pages, discuss the value of each coin used in the United States.

Vocabulary

• What coin is worth 1¢? penny

penny, nickel, dime, quarter

• What coin is worth 5¢? nickel • Which coin is worth five cents more than a nickel? dime

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. ✔ 0206.1.15 Use age-appropriate books, stories, and videos to convey ideas of mathematics.

211 Identify and Count Money

• Which coin do you need four of to make $1? quarter • Place the coins in order from least value to greatest value. Students place coins in order: penny, nickel, dime, quarter.

Peo tha

nk .

People use coins to buy things that they want and need.

Marcus wants to buy a toy tank for 47¢ and a toy car for 33¢. How much money does he need? 80¢

Today there are new designs for nickels and quarters. This table shows how many designs had been made by the end of 2008.

Coin

Number of Designs

ppenny

nickel n

dime

quarter

35 C

Fun Facts F • The U.S. Mint is the largest manufacturer of medals and coins. • The Lincoln cent is the only circulating coin in which the portrait faces to the right. • Sacagawea, Helen Keller and Susan B. Anthony are the only women honored on a circulating coin. • The first coin to feature an African American was the Booker T. Washington Memorial half-dollar. • Have you ever seen any of these coins? See students’ responses.

cents

FOLD DOWN

If you had one nickel for every nickel design, how much money would you have?

Use the Student Pages Have students work individually or in pairs to read the information on pages B–D and solve the problems on pages B–D. Page B Students should read about how coins are made, and compare what they look like before they are stamped to what they look like after they are stamped. Students will determine the value of a quarter, nickel, and penny. 31¢ Page C Discuss with students that money is used to make purchases. Students will determine how much money is needed to buy the two objects. 80¢ Page D Students need to study the table and find how many nickel designs have been made. Students can count by fives to find the solution. 35¢

WRITE MATH Explain to students that there are 50 state-specific quarters. Ask students to create their own quarter for their state and write about what they chose as the image and why. Also, have students write about how they think states select the images that represent their state. Identify and Count Money

212

Multi-Part Lesson

1 A

PART

1 C

Equal Value in Cents

PART

Multi-Part Lesson

Name

Count Coins

Get Ready

Equal Value in Cents

Main Idea

One Way

I will compare the value of coins up to 100¢.

Objective Compare the value of coins up to 100¢.

25 ¢

Resources

5¢

5¢ ¢,

5¢

Leveled Worksheets

Another Way = 10 ¢

Get ConnectED

25 ¢

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1 INTRODUCE Activity Choice 1: Hands-On • Explain that addition facts can be different, yet equal. For example, 3 + 4 = 7 and 5 + 2 = 7. • Have students use two-color counters to explore and identify different addition facts that equal the same sum. • Explain that different combinations of coins can also have equal value.

5¢

10 ¢

10 ¢, 20 ¢, 25 ¢, = 25¢

3. Sample answer: For one, I used all nickels; for the other, I used 5 pennies and 2 dimes.

C Check

Checks for Understanding ✔ 0206.1.5, ✔ 0206.1.15

5¢

10 ¢, 15 ¢, 20 ¢, 25 ¢, = 25¢

Here are ttwo ways I can sshow 25 cents.

Manipulatives: two-color counters, coins

5¢

Use coins. Draw to show the value of each coin in two ways. 1.

One Way

Another Way

= See students’

work. 2.

work.

One Way

Another Way

= See students’

work.

3. E Talk Math Explain the difference between the two combinations that you used to solve Exercise 2. GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.

Activity Choice 2: Graphic Novel

Identify and Count Money

two hundred thirteen

213

Play the Graphic Novel Animation “Pinwheel, Please!” 213_214_C05_L01_103028.indd 213

How can Sophia determine if she has enough money? Count the coins What are the amounts she needs to add together? 10¢ + 10¢ + 5¢ = 25¢ Discuss if she can buy the pinwheel. When have they been in similar situations?

3/10/10 12:51 PM

Get Ready Use the Get Ready section at the top of the page to teach the lesson concept. Guide students to compare value of coins. Check

Observe students as you work through the Check Exercises as a

class.

2 TEACH Scaffolding Questions • Give groups of students 1 quarter, 3 dimes, 4 nickels, and 10 pennies. • Is 1 dime equal to 2 nickels? yes • Describe the relationship between 1 nickel and 5 pennies. They are equal in value. • What are some ways you can show 10¢? Sample answers: 1 dime; 2 nickels; 10 pennies • What are some ways you can show 25¢? Sample answers: 25 pennies; 2 dimes and a nickel; 1 quarter • Encourage students to investigate all of the different possibilities that exist when finding equal amounts in coins.

213 Identify and Count Money

TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.

Building Math Vocabulary Materials: pennies, nickels, dimes or class-size coins • Write the review vocabulary term equal to on the board. Write 10¢ on the board. Ask students to show 10¢ using one coin. 1 dime Explain that one dime is equal to 10¢. • Have students show 10¢ with two kinds of coins. 1 nickel and 5 pennies Make sure students understand that one nickel and five pennies are equal to one dime or two nickels. They are all equal to 10¢.

Practice

Alternate Teaching Strategy

4–7. See students’ work.

Use coins. Draw to show the value of each coin in two ways. 4.

One Way

If Another Way

Then

1 5.

One Way

Another Way

One Way =

Reteach Worksheet

IWB Virtual Manipulatives Use virtual coins to reteach the concept.

3 Provide Explicit Cues Have students work in pairs. Have one student make 26¢ with a combination of dimes and pennies and the other use quarters and pennies.

Another Way

Remember, tomorrow is my little sister’s birthday, and I want to get her a pinwheel.

3 PRACTICE

Another Way

Practice

Sophia has two dimes and a nickel. The sign says they cost 25¢ each. Does she have enough?

Use the th information to solve the problem. Pinwheel, Please! P

two hundred fourteen

Differentiate practice using these suggestions. Level

Assignment

Approaching Level

Guide students through the exercises with coins for support.

On Level

Complete the exercises independently with coins for support.

Beyond Level

Complete the exercises without coins.

Homework Practice Worksheet Problem-Solving Practice Worksheet

10 ¢, 20 ¢, 25 ¢ = 25 ¢ Does Sophia have enough? yes

214

use one of these reteach options:

One Way

students are having difficulty comparing the value of coins . . .

Math at Home Activity: Have your child tell you what coins can make up 60¢.

4 ASSESS Formative Assessment

213_214_C05_L01_103028.indd 214

COMMON ERROR! When asked to match the value of a set of coins with another combination of coins, students might create a new combination but with a different total. Have students first show the amount using only pennies and then trade their pennies for other coins. Ask them to count their final combination and then count the original one again.

3/10/10 12:52 PM

Have students show 14¢ using several different combinations of coins. Sample answers: 1 dime, 4 pennies; 2 nickels, 4 pennies

WRITE MATH Have students write about how they can show the same amount of money using different combinations of coins. Sample answer: 25¢ can be 25 pennies, one quarter, or two dimes and a nickel.

A students line up, give them an amount. As Have them tell you what coins they would use to equal that amount.

Are students continuing to struggle comparing the value of coins? During Small Group Instruction If Yes

AL AL

If No

OL OL BL

Daily Transparencies Strategic Inter vention Guide (pp. T90–T91) Differentiated Instruction Option 2 (p. 201d) Skills Practice Worksheet Enrich Worksheet Identify and Count Money

214

Multi-Part Lesson

1 A

PART

Multi-Part Lesson

Count Coins B

PART

1 C

Name

Problem-Solving Strategy: Act It Out

Act It Out Main Idea

Objective

Gavin has 1 quarter, 3 dimes, 2 nickels, and 4 pennies. Does he have enough money to buy this toy?

I will act it out to solve a problem.

Use the act it out strategy to solve problems.

Resources

Manipulatives: coins What do I know? Underline what you know. What do I need to find? Circle the question.

Leveled Worksheets Get ConnectED

How will I solve the problem? I will use coins to act out or show how much money Gavin has. I will count the total and compare it to the cost of the toy. Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

GLE 0206.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. Also addresses GLE 0206.1.7.

1 INTRODUCE Activity Choice 1: Review Write on the board and read out loud the following: Larissa had 40¢. She bought a snack for 28¢. How much money did she have left? 12¢ • What number sentence helps solve this problem? 40¢ – 28¢ = 12¢ How did you find the answer? See students’ responses.

Act it out.

25¢, 35¢, 45¢, 55¢, 60¢, 65¢, 66¢, 67¢, 68¢, 69¢ 69 ¢ > 65 ¢ Does Gavin have enough money to buy the toy? yes

Is my answer reasonable? How do I know?

See students’ explanations.

GLE 0206.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. Also addresses GLE 0206.1.7.

• Have students use coins to model.

Identify and Count Money

two hundred fifteen

215

Activity Choice 2: RWPS Reader Activate prior knowledge by asking students what restaurants they like in their neighborhood. Read The Green Cafe together as a class. Display page 16 of the story for students. Ask them whether they would some day like to own a restaurant.

215_216_C05_PSS_103028.indd 215

Alternate Teaching Strategy If Then

2 TEACH

students have difficulty acting out the problem . . . use one of these reteach options: Reteach Worksheet

Have students read the problem at the top of page. Guide them through the problem-solving steps.

Understand

3 Show a Model Draw 20 stars on a piece of paper. Have students find the coins that equal the amount of stars. They could exchange one group of 10 stars for a dime and two groups of five stars for 2 nickels.

Using the questions, review what students know and what they need to find out.

Plan Have them discuss their strategy. Solve Guide students to use coins to act it out. What do we already know? Gavin has 1 quarter, 3 dimes, 2 nickels, and 4 pennies.

Check Have students look back at the problem to make sure that the answers are reasonable. • Does Gavin have enough money to buy the toy? yes How do you know? He has 69¢ and the toy costs 65¢. 215 Identify and Count Money

Virtual Manipulatives Use virtual coins and bills manipulatives to reteach the concept. IWB

3/10/10 1:01 PM

Remember

As a class, complete the Try It Exercises.

3 PRACTICE

Act it out to solve. 1. Maria has 1 quarter in her piggy bank. Her mom gives her a nickel. Her dad gives her a dime. How much money does Maria have in all?

Your Turn Have students complete the Your Turn Exercises. Encourage students to use coin manipulatives to model the coins needed to solve the problem.

40¢

2. Mark has 2 quarters, 1 dime, and 1 penny. He wants to buy a toy truck for 55¢. Does he have enough money to buy the toy truck?

Homework Practice Worksheet

yes

4 ASSESS Formative Assessment Have students find the fewest possible coins needed to purchase a toy for 28¢. 2 dimes, 1 nickel, 3 pennies

Act it out to solve. 3. Wesley has 2 quarters, 3 dimes, and 2 nickels. He has enough money to buy a race car. What is the greatest amount of money that the race car could cost?

ELL

hom*onyms: Students might need clarification on the dual meanings of operation. operation Prompt students to explain the difference between a medical and a math operation. operation

90¢

60¢ 5. Kenya is at the toy store. She has 1 half-dollar. Kenya’s friend Paige tells her she can buy a toy that costs 2 quarters. Does Kenya have enough to buy the toy?

216

two hundred sixteen

yes

Math at Home Activity: Have your child show you the coins needed to buy a toy that costs 64¢.

215_216_C05_PSS_103028.indd 216

4. José does not have enough money to buy this boat. He needs 15¢ more. How much money does José have?

3/10/10 1:01 PM

Are students continuing to struggle with acting out the problem?

COMMON ERROR! Students may have difficulty deciding which coins to count out. Remind them to count the coins with the greatest value first.

During Small Group Instruction If Yes

AL AL

A students line up, ask the value of coin As combinations. How much are 2 nickels and 2 pennies worth? 12¢ Repeat using different combinations of coins.

If No

OL BL

Differentiated Instruction Option 1 Daily Transparencies Skills Practice Worksheet Enrich Worksheet

(p. 201d)

Multi-Part Lesson 1 What are some things you learned about coins in this multi-part lesson? Sample answers: There is more than one way to show the same value in coins. It is easier to count coins by starting with the coin that has the greatest value, and then count on with the additional coins. Identify and Count Money

216

Mid-Chapter Check

Name Count to find the value of the coins.

Formative Assessment

Use the Mid-Chapter Check to assess students’ progress in the first half of the chapter.

10 ¢, 20 ¢, 30 ¢, 35 ¢, 36 ¢, 37 ¢

= 37 ¢

50 ¢, 60 ¢, 70 ¢, 75 ¢, 80 ¢

= 80 ¢

25 ¢, 35 ¢, 40 ¢, 41 ¢, 42 ¢

Customize and create multiple versions of your Mid-Chapter Check and answer keys.

Dinah Zike’s Foldables® Use these lesson suggestions to incorporate the Foldable during the chapter.

Lesson 1B Use the two Foldables that were made with nickels to find the value of different amounts of nickels.

Lesson 1C Use the Foldable that was made with quarters to find the value of different amounts of quarters. Lesson 1E Use all of the Foldables to compare equal amounts in cents.

Lesson 1B Use the Foldable that was made with dimes to find the value of different amounts of dimes.

42 ¢

Use coins. Draw to show the value of the coins in two ways. 4. See students’ work

One Way

Another Way

5. Tara has 2 quarters, 3 dimes, and 1 nickel. What is the value of Tara’s coins? Identify and Count Money

85¢ two hundred seventeen

217_218_C05_MC_103028.indd 217

3/10/10 1:02 PM

Data-Driven Decision Making Based on the results of the Mid-Chapter Check, use the following resources to review concepts that continue to give students problems.

Exercises

Tennessee Standards

What’s the Math?

Error Analysis

1–3

GLE 0206.1.7

Solve problems by adding mixed value coins.

Does not add correctly.

GLE 0206.1.7

Show equal value in cents.

Draws wrong coins. Does not understand equal value.

GLE 0206.1.7

217 Identify and Count Money

Count coins.

217

Adds incorrectly.

Resources for Review Chapter Resource Masters Get ConnectED

Lesson Animations Self-Check Quiz

Write the sum. 6.

54 + 22

22 + 69

68 + 10

Objective Review and assess mastery of skills and concepts from previous chapter(s).

Write the fact family. 9.

5 6

10.

6 8 + 6

11.

5 7 + 4

12.

8 9 + 9

13.

10 6 + 3

Write the the missing numbers. Then describe the pattern. 14. 53, 55,

Skip counting by

218

two hundred eighteen

217_218_C05_MC_103028.indd 218

15. 30,

57 , 59 2s

40 , 50,

Find each sum.

Skip counting by 10s Identify and Count Money

3/10/10 1:02 PM

Identify and Count Money

218

Multi-Part Lesson

Count Dollars and Coins

Planner PART

PART A Dollars B

Dollars

Title/Objective

Coins and Dollar Signs

(pp. 219–222)

Use coins to make one dollar

Represent and count amounts of money using the cent (¢) symbol or decimal point and the dollar ($) sign.

GLE 0206.1.7

Dollars and Cents Standards

(pp. 225–226)

Coins and Dollar Signs

PART

Essential Question

How is it possible for different groupings of bills to have the same value? Sample answer: Different bills are worth different amounts. Twenty-five $1 bills is the same value as two $10 bills and a $5 bill.

Focus on Math Background Because bills of all denominations are the same size, students might think they have the same value. It is not unusual for students to refer to all paper money as “dollars.” Counting groups of bills, starting with the largest first, is a good “counting on” experience with tens, fives, and ones.

dollar, dollar sign g $

Vocabulary

Visual Vocabulary Card 16 hundred chart, chart paper, bills, coins

Materials/ Manipulatives Resources

coins

Get ConnecttED

✔ 0206.1.15

Get ConnecttED

Leveled Worksheets

Explore Worksheet

VVisual isual Vocabulary Cards

VVirtual irtual Manipulatives

Lesson Animations

eGames: Starfish Theater–Dollars and Cents

Daily Transparencies Problem of the Day Self-Check Quiz VVirtual Manipulatives eGames: Starfish Theater–Dollars and Cents Hands-On Activity Tools and Resources

Blended Approach

Extra Practice (p (p. 223) Game Time

Money “Cents” (p. 224)

IWB

All digital assets are Interactive Whiteboard ready.

Suggested Pacing Multi-Part Lessons PART Days

219a Identify and Count Money

1 A

(13 Days)

Assess

Count Dollars and Coins

PART

Notes

Dollars and Cents

(pp. 227–230)

Title/Objective

Use a decimal and dollar sign to show money amounts. GLE 0206.1.7

Standards

Vocabulary

sale flier from local store, overhead projector, bills, coins Get ConnecttED

Leveled Worksheets

Materials/ Manipulatives Resources ✔ 0206.1.15

Daily Transparencies Problem of the Day VVirtual Manipulatives eGames: Starfish Theater–Dollars and Cents Hands-On Activity Tools and Resources

Math Their Way, pp. 332–333

Blended Approach

Identify and Count Money

219b

Differentiated Instruction Approaching Level

On Level

Option 1

Use with 2A

Materials: 1 of each bill ($1, $5, $10, $20), number cube

Option 2

• Ask another student in the group to make sure the total is correct.

Use with 2C

Materials: bills • Review with students the different ways to use coins to make 50¢. • Have students make as many combinations of bills as possible that equal $50.

• Using a large construction paper circle as the body of an octopus, have students write an amount of money up to $100 in the circle. • Have students work together using bills to find different ways to show the amount. • Have students cut out the bills and glue them to long strips of construction paper to represent the different ways to show the amount on the body. Attach these “tentacles” to the octopus body.

* &%

Use with 2B

&% &%

Option 1

Materials: photocopies of bills, construction paper, scissors, glue

• Have students select one of the bills from the pile. • Roll the number cube. Students add the value of the bill they selected as many times as displayed on the number cube.

• Invite students to use bills to model different combinations and then record each one.

Option 2

Use with 2C

Materials: money (coins) • Give students a handful of coins. Have students write a word problem that involves money. • Have students trade problems. Each student should try to solve the partner’s problem by either drawing a picture, acting it out, or solving a simpler problem. • Ask students to trade papers again to check each other’s work.

Other Options TE

Learning Station Card 21 Get ConnectED

Virtual Manipulatives, Lesson Animations, eGames: Starfish Theater–Dollar and Cents

Other Options Get ConnectED

219c Identify and Count Money

Virtual Manipulatives, Lesson Animations, eGames: Starfish Theater–Dollar and Cents

Count Dollars and Coins

Beyond Level Option 1

English Language Learners

Use with 2C

Materials: pictures of toys, coins (pennies, nickels, dimes) • Display a picture of a toy with a price marked on it. • Display two different combinations of coins that each equal the price of the toy. Ask students which combination shows the fewest coins that could be used to purchase the item. • Display another toy and have students select coins that they could use to buy the item. Ask whether they can make any trades to use fewer coins.

ELL

This strategy helps English Learners learn and use the language required to identify and count coins. Find Core Vocabulary and Common Use Verbs in the online EL strategies to help students grasp the math skills; use Language Alerts at point of use in the Teacher Edition. AL Beginning Word Recognition Help students associate words with coins and the ¢ symbol.

• When students have the fewest number of coins possible, have them draw their combination.

• Hold up various coins. Call out the name of each one. Practice saying the names of the coins in pairs. One student names the coin, and the other points to the correct coin. Switch roles.

• Ask students to explain the strategy they used. Sample answer: Starting with the coin of greatest value helps to find the fewest coins needed.

• Label a T-chart, “Coin” and “Cent ¢.” Post enlarged copies of coins. Write 1¢ across from the penny. Continue with other values.

Option 2

OL Intermediate Writing Forms Help students internalize the words for the coins.

Use with 2B

Materials: paper bag, classroom items with price labels up to $5.00, coins, bills • Review the value of each type of coin. Give each group of students a paper bag filled with priced items. • Have one student reach into the bag and pull out one item. Another student uses coins to show how to pay for the item. He or she gives the coins to the other student to pay. Other group members check that the student gives the correct amount. • Have students repeat the activity so that everyone gets a chance to choose an item and pay.

• Hold up coins while students write the name of each. Have partners check each other’s work. • Ask students to write a sentence for each coin, following this pattern: “A nickel is 5¢.” Partners check each other’s work. BL Advanced Public Speaking Help students speak about a topic.

• Have students work in groups of four. Assign each student a penny, nickel, dime, or quarter. Have each group use a rhyme or memory device to help automate the coin’s name and value. • Model the activity, using a dime. Say, “This is a dime. It is worth 10¢. It is smaller than a nickel, but it is worth more.” Give students time to plan what they will say. Use questions to clarify understanding. Extend Provide newer and older versions of coins, such as the quarter. Ask multilingual groups to make a list of all the differences they can find among the designs.

Other Options Get ConnectED

Virtual Manipulatives, eGames: Starfish Theater–Dollars and Cents

Repeat with foreign currencies. Allow students to discuss coin values. For example, what will 50 centavos buy compared to 50 cents?

Identify and Count Money

219d

Multi-Partt Lesson

2 A

PART

Dollars

PART

Multi-Part Lesson

Name

Count Dollars and Coins

Get Ready

Dollars

A dollar has a value of 100 cents or 100¢. When you write one dollar, you use a dollar sign .

Main Idea

I will use coins to make one dollar.

Objective

one-dollar bill $1

Vocabulary dollar dollar sign $

Use coins to make one dollar.

Vocabulary

dollar sign

dollar, dollar sign $

You can use different coins to make $1.

Resources

100 pennies = 20 nickels = 10 dimes = 4 quarters = 2 half-dollars = $1 $1 $1 $1 $1

Materials: hundred chart, chart paper Manipulatives: bills, coins Leveled Worksheets

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. Checks for Understanding ✔ 0206.1.5

1 INTRODUCE Activity Choice 1: Hands-On • Give each student a dollar bill, two half-dollars, and four quarters. • Let students examine the dollar bill. What do you notice about the bill? George Washington is on the front and the number 1 is in each corner. • Have students fold the bill in half. Which coin is worth half of a dollar? a half-dollar How many do you need to make a dollar? 2 Students place two half-dollars under the bill.

Get ConnectED

Gina needs $1 to buy some pencils. Here are the coins she has.

How much does Gina have?

87¢ 87¢

Think 87¢ < 100¢

Does she have enough money to buy the pencils? yes

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.

Identify and Count Money

two hundred nineteen

219_222_C05_L02_103028.indd 219

3/10/10 1:03 PM

• Have students fold the bill in half again. Point out the four equal sections. What coin do you need four of to make $1? quarter Students place four quarters under the dollar bill and two half-dollars.

Activity Choice 2: Learning Stations– Reading, Card 21 • Read the directions on the Learning Station Card–Dollars aloud. Have students gather necessary materials. • Put students into small groups. Have them complete the activity. • To extend, ask students to repeat with additional examples.

Building Math Vocabulary Write the terms dollar and dollar sign $ on the board. Pass around a dollar bill for students to inspect. • Explain that a dollar is equal to 100 cents. • Explain that a dollar sign, $, shows dollars.

Visual Vocabulary Cards Use Visual Vocabulary Cards to reinforce the vocabulary in this lesson in English and Spanish. (The Define/Example/Ask routine is printed on the back of each card.) 219 Identify and Count Money

219

ISBN: 978-0-02-101738-6 MHID: 0-02-101738-7

10. $ shows dollar and cent amounts. ¢ shows only cents. Both $ and ¢ are used to name Use these coins to make one dollar. amounts of money.

C Check

2 TEACH Give each pair of students over 100 pennies, a blank hundred chart, and a few dollar bills.

Write the number of coins you used.

• Instruct pairs of students to count out 100 pennies. How can you count the pennies without counting one-by-one? by 2s, 5s, or 10s

Amount

100

You need $1 to buy stickers. Count the coins. Write the value. Circle the combinations that equal $1. 6.

• Have them check their work by filling in a blank hundred chart with their pennies.

• Show a dollar bill. Write $1 on the board. Point to the dollar sign, and describe how it is used to name values. Which is easier to count, 100 pennies or a $1 bill? Why? the $1 bill, because you don’t have to count up to 100

Remember

Label your answer with a $ or a ¢.

• How many pennies equal $1? 100 Use the Get Ready section at the top of the page to teach the lesson concept: using coins to make a dollar. Get Ready Check

77¢ 9.

Observe students as you work through the Check Exercises as a class.

TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.

10. E Talk Math Describe how $ and ¢ are different. How are they alike?

220

two hundred twenty

219_222_C05_L02_103028.indd 220

3/10/10 1:03 PM

COMMON ERROR! Students might forget that $1 is equal to 100 cents. To remind them, write $1 = 100¢ on the board.

ELL

Respond to Guided Questioning: One-by-One Students might need clarification of the meaning of “count one-by-one.” Write the phrase and demonstrate it, continuing with two-by-two, and so on. Use the song “The Ants Go Marching,” allowing students to act it out.

Identify and Count Money

220

Alternate Teaching Strategy If

students have difficulty using coins to make one dollar . . .

Then 1

Name

Think

Practice You need $1 to buy bottled water. Count the coins. Write the value. Circle the combinations that equal $1.

use one of these reteach options:

12.

11.

Reteach Worksheet

Use a dollar sign to write dollars. Use a cent sign to write cents.

IWB Virtual Manipulatives Use the virtual coins and bills manipulatives to reteach the concept.

53¢

3 Show a Model Draw a dollar on chart paper. Write $1 =20 nickels. Have a student count nickels by fives up to 100. Then write $1 = 10 dimes. Have a student count by 10s up to 100. Repeat with quarters and half-dollars.

13.

14.

60¢

3 PRACTICE

16.

Differentiate practice using these suggestions. Level

Assignment

Approaching Level

Guide students through the exercises. Help them use coins to find one dollar.

On Level

Complete the exercises independently.

Beyond Level

Complete the exercises without the coins.

Practice

15.

50¢

$1 17.

Identify and Count Money

219_222_C05_L02_103028.indd 221

221 Identify and Count Money

18.

46¢

Homework Practice Worksheet Problem-Solving Practice Worksheet

$1 two hundred twenty-one

221

3/10/10 1:04 PM

19. Natasha has 1 quarter, 2 dimes, 10 nickels, and 4 pennies. Does she have enough coins to make one dollar?

4 ASSESS Formative Assessment

• Write this problem on the board and say it out loud: I have 4 different kinds of coins that add up to $1. I have 14 coins in all. What coins do I have? 2 quarters, 2 dimes, 5 nickels, 5 pennies

How much does she have?

99 ¢

• Ask students to tell how they solved the problem.

20. Chip says he has a dollar. He has three quarters and one dime. Does he have a dollar?

WRITE MATH Have students complete Exercises 19 and 20 in their math journals. Have them explain how they found their answer. You may choose this exercise as an optional formative assessment.

no How much does he have?

85 ¢ How much more does he need to make a dollar?

Sample answer: 3 nickels or 15¢

21. Max has 4 Tennessee state quarters. s. How much money does he have?

This is the Tennessee state quarter. The quarter has “Tennessee 1796” on it. t. This is the year that Tennessee became e a state. The quarter shows images of the he fiddle, the trumpet, and the guitar.

Have students use a computer to design their own dollar bill. Ask students to explain why their bill looks the way it does.

Are students continuing to struggle with using coins to make one dollar? During Small Group Instruction If Yes If No

Daily Transparencies

Differentiated Instruction: Option 1 Differentiated Instruction: Option 2 Skills Practice Worksheet Enrich Worksheet

222

two hundred twenty-two

Math at Home Activity: Ask your child to show you coin combinations that equal $1.

219_222_C05_L02_103028.indd 222

Fun Facts F

(p. 219c) (p. 219d)

3/10/10 1:04 PM

• What two quarters in the Statehood quarter collection have George Washington on both the front and the back of the coin? His bust appears on the front of all 50 of the state quarters, but he also appears on the back of the 1999 New Jersey quarter as he crosses the Delaware, and on the reverse of the 2006 South Dakota quarter, on Mt. Rushmore. • What determined the order that they were released and how many were released each year? They were released in the order that they were admitted to the Union. There were 5 new quarters each year. • Is there any food (not including animal meat) shown on any of the quarters? If so, what? Yes there is, the peach on Georgia’s, corn and cheese on Wisconsin and maple syrup on the Vermont quarter.

Have students say a combination of coins that equal one dollar and line up. Identify and Count Money

222

Extra Practice

Extra Practice e

Name Write the amount. Is there enough money to buy the item? Circle yes or no.

Review Lessons 1A to 2A

What I Want to Buy

Objective: Review and assess mastery of previous lessons skills and concepts.

How Much I Have

• Review with students how to count change using pennies, nickels, dimes, and quarters.

yes

• Review with students how to skip count coins by 1s, 5s, 10s, or 25s up to one dollar.

• Students may wish to use coins to make models of each amount to check their work.

80¢

2. yes

Practice with Technology

Get ConnectED

Find additional practice with online activities, games and quizzes.

yes no

4. yes no

Identify and Count Money

223_C05_EP_103028.indd 223

223 Identify and Count Money

35¢

For extra practice of basic facts the students have learned, see Fast Facts.

Do I Have Enough?

65¢ two hundred twenty-three

223

3/10/10 1:04 PM

Money “Cents” Add Coins

Play with a partner. Take turns. Put your

1 4 5

paper and pencil coins

Money “Cents” Add Coins

You Will Need

on Start.

Roll the 1 4 and move that number of spaces. Show that amount of money. If you land on $1, take another turn. When you both get to Finish, put your coins in groups that equal $1. Count your money. The player with more money wins.

Materials: two game pieces, paper, and pencil Manipulatives: number cube, coins Introduce the game to students to play as a class, in small groups, or at a learning workstation to review concepts introduced in this chapter. You may wish to use the available Game Board to play the game.

• Students take turns rolling the number cube. • The first player rolls and moves his or her game piece the number of spaces rolled. • The student looks at the money amount and shows it with coins. As a player takes turns, he or she adds all coins to a pile. • The second player takes a turn. • If a player lands on $1, he or she takes another turn. • At the end of the game, players put their coins in groups that equal $1. • The player with more money when both players reach the finish wins the game.

224

two hundred twenty-four

Identify and Count Money

224_C05_GT_103028.indd 224

3/10/10 1:05 PM

Differentiated Practice Use these leveled suggestions to differentiate the game for all learners. Level

Assignment

Approaching Level

Allow students to work together to model the money amounts.

On Level

Have students play the game with the rules as written.

Extend the Game

• Have students exchange for greater valued coins when possible. • Have students add the coins as they go without making models. • For another game focusing on the same mathematical concept, see Game Time.

Identify and Count Money

224

Multi-Partt Lesson

PART

Multi-Part Lesson

Name

Count Dollars and Coins

PART

2 C

Coins and Dollar Signs

PART

B X Coins and Dollar Signs

Look at the coins. You can also use a decimal point and dollar sign to write the value of coins.

Objective

A penny has a value of 1 cent.

Represent and count amounts of money using the cent (¢) symbol or a decimal point and the dollar ($) sign.

Resources

1¢ or $0.01

A nickel has a value of 5 cents.

5¢ or $0.05

Manipulatives: coins A dime has a value of 10 cents.

Explore Worksheet

A quarter has a value of 25 cents.

Get ConnectED

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. Checks for Understanding ✔ 0206.1.5

1 INTRODUCE Introduce the Concept • Tell students they can use a decimal point and dollar sign to write the value of coins. Explain that there are several ways using different signs to show equal values.

10¢ or $0.10

25¢ or $0.25

A half-dollar has a value of 50 cents.

50¢ or $0.50

About It

• Show the students examples of each of the coins being studied. Ask them to tell you their value.

1. How would you read $0.25? zero dollars and twenty-five cents

• Tell the class you are now going to look at how they can write those values in several ways.

Identify and Count Money

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.

225_226_C05_EXP_103028.indd 225

2 TEACH Teach the Concept • Review the dollar sign ($), the decimal point, and the placement of both in $1.00. • Tell students that amounts of money less that $1.00 can be written with a cent sign or with a decimal point and dollar sign. • Look at the first page of the Explore lesson. Demonstrate the two ways to write the value of 1 cent. Then have each student follow along as you invite a student up to write the value for each of the remaining coins. • Have the students each write the values in both ways in their Foldable or on a piece of paper.

225 Identify and Count Money

two hundred twenty-five

225

3/10/10 1:05 PM

• Explain to students $0.10 could be read zero dollars and 10 cents. How would you read $0.01, $0.05, $0.25, and $0.50? zero dollars and 1 cent; zero dollars and 5 cents; zero dollars and 25 cents; zero dollars and 50 cents (Note: You may want to point out to students that although we generally do not read money this way it is done here to reinforce the use of the zero in the dollars place.)

and Apply It Write each value. 2.

15¢

89¢

15 ¢ or $ 0.15 4.

48¢

48 ¢ or $ 0.48

89 ¢ or $ 0.89 5.

• How would you write 43¢ using a decimal point and dollar sign? $0.43 How would you read this? zero dollars and 43 cents

76¢

76 ¢ or $ 0.76

About It

Count to find the value of the coins. 6.

Assign the Think About It Exercise to assess student comprehension of reading monetary values when using decimal points and dollar signs. $ 0.53

$ 0.38 8. E Write Math Erik has the coins shown below. He wants to buy popcorn that costs $0.32. Does he have enough to buy the popcorn? Explain.

3 PRACTICE

Use the Practice and Apply It Exercises to assess comprehension of reading values using decimal points and dollar signs. For more practice of the concepts presented in this Explore lesson, see Explore Worksheet.

4 REFLECT AND CLARIFY

No, Erik only has $0.27. He needs $0.32 to buy the popcorn.

226

two hundred twenty-six

225_226_C05_EXP_103028.indd 226

Money can be written and read in several ways. One of the ways is given to you. Can you fill in the missing one?

Identify and Count Money

3/10/10 1:06 PM

• Copy the money amounts below, either in small groups or as a class, fill-in the blanks, then read them aloud. Be sure to read them written both ways so that students see and here the difference but that they are equal amounts. 68¢

$0.68

42¢

$0.42

74¢

$0.74

99¢

$0.99

WRITE MATH Assign the Write Math Exercise to check comprehension of Exercise reading and understanding values when using decimal points and dollar signs.

Identify and Count Money

226

Multi-Partt Lesson

2 A

PART

2 C

Dollars and Cents

PART

Multi-Part Lesson

Name

Count Dollars and Coins

Get Ready

Dollars and Cents

Marcy and Max have money to spend at the toy store.

Main Idea

I will use a decimal and dollar sign to show money amounts.

Objective Use a decimal and dollar sign to show money amounts.

= 25¢ = $0.25

How much money does Marcy’s wallet have in it?

Resources Materials: store fliers, Counting Coins–Hands-On Activity Tools and Resources, (p. 43) Manipulatives: bills and coins

$0.25, $0.50, $0.75, $0.85, $0.95, $1.05, $1.15

Leveled Worksheet

Marcy’s wallet has

Get ConnectED

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.

1 INTRODUCE Activity Choice 1: Hands-On • Display a sale flier from a local store. Have a volunteer choose an item under $2.00 to buy. • Write the cost on the board. Give each student play dollar bills and coins. Ask students to use the bills and coins to model the cost of the item. • What bills and coins did you use to buy the item? Have students share models with the class.

in it.

How much money does Max’s wallet have in it? $1.00, $1.10, $1.20, $1.21 Max’s wallet has in it. dollars cents

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.

Identify and Count Money

two hundred twenty-seven

227

• Choose a different item in the flier and repeat. 227_230_C05_L02_103028.indd 227

Activity Choice 2: Poem “Counting Coins” by Jack Silbert • Have students read chorally the poem that is found in the Hands-On Activity Tools and Resources (p. 43). • How much does Ruthie have when she gets to 100 each time? one dollar Have a student write that amount on the board using the correct symbols learned in this chapter. $1.00 • Can you do this with other coins? Yes. Students should work as a group to write another stanza of the poem and then share it with the class.

Building Math Vocabulary Write the term decimal point on the board. • Review what a decimal point is and where it goes when writing dollars and cents. • Does the number to the left of the decimal point name dollars or cents? dollars What do the numbers to the right of the decimal point name? the cents 227 Identify and Count Money

3/10/10 1:06 PM

C Check

5. Yes, because you can write cents with a ¢ sign or $ dollar sign and decimal point.

2 TEACH

Count the money. Write the amount in dollars and cents.

Arrange two half-dollar coins and one quarter on the overhead projector.

• Before turning on the overhead projector, tell students to look closely at the coins. Turn the overhead projector on for five seconds, then turn it off. • Was the total you saw more or less than $1.00? more How did you figure this out? Sample answer: There were 2 half-dollars, and they equal $1.00. Plus there was a quarter.

$1.60 total 2.

• Turn on the overhead projector so students can confirm. • Repeat the activity with seven dimes and four nickels. Use the Get Ready section at the top of the page to teach the lesson concept. Focus on dollar signs and decimals. Get Ready

$1.20 total Draw the bills and coins needed to buy each item. 3. bottle of glue that costs $2.20 Sample answer for $2.20:

5. E

228

TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.

Talk Math Is $0.63 the same as 63¢? Explain.. two hundred twenty-eight

227_230_C05_L02_103028.indd 228

4. baseball that costs $4.57 Sample answer for $4.57:

Check Observe students as you work through the Check Exercises as a class.

3/10/10 1:06 PM

COMMON ERROR! Understanding the decimal point is difficult for students who are working on place value. Students may write $1.5 instead of $1.05; they confuse the tens and ones places. Have students write amounts in a series of three boxes, each of which designates a place for a single digit. Place the decimal between the first and second boxes. Tell students that the box to the right of the decimal holds a place for the number of tens and ones in the cent value.

Identify and Count Money

228

Alternate Teaching Strategy If

Name

students have difficulty understanding a decimal and dollar sign to show money amounts . . .

Then

Practice Count the money collected on each day. Write the amount in dollars and cents.

use one of these reteach options:

Remember 25¢ = $0.25

1 2

Reteach Worksheet

(p. 31)

IWB Virtual Manipulatives Use the virtual coins and bills to reteach the concept.

Monday’s total: $1.05 7.

3 Show a Model Draw three boxes on the board with a $ to the left of them and a decimal point to the right of the first box.

Tuesday’s total: $2.27

• In the far left box, write 2. Explain that 2 shows the dollars.

• In the remaining boxes, write 38. Explain that 3 shows the tens, and 8 shows the ones.

• Ask students to use play money to model $1.38. 1 dollar bill, 3 dimes, 8 pennies

3 PRACTICE Practice

Differentiate practice using suggestions. Level

Assignment

Approaching Level

Guide students through the exercises. Help them use dollar bills and coins to model the money amounts.

On Level

Complete the exercises independently.

Beyond Level

Complete the exercises without the dollar bills and coins.

229 Identify and Count Money

• Emphasize that cents are parts of a whole. The decimal point shows this. 38 cents are 38 out of the 100 cents that make a whole dollar.

Thursday’s total: $1.05 10.

Friday’s total: $2.12

Identify and Count Money

227_230_C05_L02_103028.indd 229

two hundred twenty-nine

229

3/10/10 1:07 PM

Draw the bills and coins needed to buy each item.

4 ASSESS

11. box of crayons that cost $1.05 Sample answer for $1.05:

Formative Assessment Have students model and count three half-dollars, one quarter, and three dimes. What was the total in dollars? $2.05

WRITE MATH Have students complete the Write Math Exercise in their math journals. Ask them to explain how they got their answer. You may choose this exercise as an optional formative assessment.

12. scissors that cost $3.35 Sample answer for $3.35:

13. markers that cost $3.10 Sample answer for $3.10:

Are students continuing to struggle with using a decimal dollar sign to show money amounts?

14. notebook that costs $1.35 Sample answer for $1.35:

During Small Group Instruction

Yes, Jenny’s 5 coins are worth more than Carla’s 7 coins.

230

two hundred thirty

15. E Write Math Jenny has 5 coins in her pocket and Carla has 7 coins in her purse. Jenny has more money than Carla. Is that possible? Explain.

If Yes If No

Reteach Worksheet

Differentiated Instruction Option 2 Skills Practice Worksheet Enrich Worksheet

OL BL

(p. 319c)

Math at Home Activity: Give your child one dollar and several coins. Have your child count the total amount of money.

227_230_C05_L02_103028.indd 230

3/10/10 1:07 PM

When students line up for recess, lunch, or W dismissal, write dollars and cents values, such as $1.27, on the board. Have a student read the value out loud. Repeat using different values until all students are in line.

Identify and Count Money

230

Multi-Part Lesson

Add and Subtract Money

Planner PART A Add Money B

Subtract Money

Problem-Solving Investigation: Choose a Strategy

Essential Question

How are adding and subtracting money different from adding and subtracting numbers? Sample answer: It is the same except for adding the use of signs and symbols with the money to show it is money.

PART

Add Money

Title/Objective

Standards

Materials/ Manipulatives

(pp. 233–234)

Regroup to subtract money.

GLE 0206.2.3

admission tickets, coins, bills

small items for a “store,” price tags, coins, bills

Get ConnecttED

Focus on Math Background It is important for students to understand that adding and subtracting money is not any different from adding and subtracting other numbers. The difference is adding the use of signs indicating that it is money. A common error is to use all of the signs for the same amount of money; use a dollar sign when totaling the amount of bills, and use the cent symbol when totaling the amount of coins.

Get ConnecttED

Leveled Worksheets

Daily Transparencies

VVisual Vocabulary Cards

Problem of the Day

Daily Transparencies

Self-Check Quiz

Problem of the Day

VVirtual Manipulatives

Self-Check Quiz

eGames: Scrambled Egg City–Add Money Amounts

eGames: Scrambled Egg City– Subtract Money Amounts

Math Their Way, (p. 317)

Blended Approach

Math Their Way, (p. 317)

Suggested Pacing Multi-Part Lessons PART Days

231a Identify and Count Money

Subtract Money

(pp. 231–232)

Vocabulary

✔ 0206.1.15

All digital assets are Interactive Whiteboard ready.

Add money amounts.

Resources

IWB

PART

1 A

(13 Days)

Assess

Add and Subtract Money

PART

Notes

Problem-Solving Investigation: Choose a Strategy

Title/Objective

(pp. 235–236)

Choose the best strategy to solve a problem. GLE 0206.1.2

Standards

Vocabulary

coins, bills Get ConnecttED

Leveled Worksheets

Materials/ Manipulatives Resources ✔ 0206.1.15

Lesson Animations Daily Transparencies Problem of the Day VVirtual Manipulatives

Blended Approach

Chapter Ch t R Review/Test i /T t (pp. ( 237–238) 2 2 8) Test Practice (pp. 239–240)

Identify and Count Money

231b

Differentiated Instruction Approaching Level

On Level

Option 1

Use after 3B

Option 1

Use with 3A

Materials: index cards and money (coins)

Materials: plastic sandwich bag, coins, 2 number cubes

• On index cards, write story problems that include adding and subtracting coins. On another index card, write “+” on one side and “– “ on the other.

• Fill a bag with 20 pennies, 10 nickels, 10 dimes, 8 quarters, and 4 half-dollars.

• Students may get input from other group members if they need it.

• Students take the number of pennies rolled on the cubes. • Each student takes a turn to roll for pennies. Then they continue for any other coins. • Students trade for coins of higher value when possible. • Play continues until one player reaches $1.

• After the problem has been acted out, have students hold up the operation sign used to solve the problem.

2 1 56

• Have a student choose a story card. As you read the story problem, have group members act out the problem using the coins.

Option 2

Use with 3C

Materials: bills, paper, pencil • Have students work in pairs. Have one student write a dollar amount on paper. • The other student draws two ways to form that dollar amount. He or she can use bills to demonstrate his or her response.

Option 2

Use after 3A

• Repeat the activity, switching roles.

Materials: poster menu • Show students the poster and tell them to choose one sandwich and one drink. How much will your lunch cost? See student responses. Accept reasonable answers. • Have students write each sandwich/drink combinations and find the cost for each. HVcYl^X]Zh

9g^c`h

Ijg`Zn(%

B^a`&%

8]ZZhZ'%

?j^XZ&*

IjcV'*

AZbdcVYZ*

Other Options TE

Learning Station Card 22 Get ConnectED Virtual Manipulatives, Lesson Animations, eGame: Scrambled Egg City–Add Money Amounts

Other Options Get ConnectED

Virtual Manipulatives, eGame: Scrambled Egg City–Subtract Money Amounts

231c Identify and Count Money

Add and Subtract Money

Beyond Level

English Language Learners

Option 1

Use after 3C

Materials: play money (coins and bills) Have students make the following money amounts using the fewest number of bills and coins: • $2.21 2 dollar bills, 2 dimes, 1 penny

ELL

This strategy helps English Learners use the language required to identify and count bills. Find Core Vocabulary and Common Use Verbs in the online ELL strategies to help students grasp the math skills; use Language Alerts at point of use in the Teacher Edition. AL Beginning Word Recognition Teach words associated with bills.

• $1.45 1 dollar bill, 1 quarter, 2 dimes • $3.18 3 dollar bills, 1 dime, 1 nickel, 3 pennies

• Hold up a one-dollar bill. Say, “This is a dollar bill.” Ask students to find the numbers on all four corners. Then show pictures of other bills, and ask students to find the numbers.

• $1.72 1 dollar bill, 1 halfdollar, 2 dimes, 2 pennies You can continue the activity by giving them additional amounts or having them work in pairs and give amounts to challenge each other.

• Write $1, $5, and so on the board. Point to the $. Say, “This is the dollar sign.” Read the dollar amounts again as students repeat chorally. Write dollar amounts ($5) and words (five dollars) on cards. Have partners match the words with amounts. Intermediate Scaffold Help students internalize the words for bills. OL

• Hold up pictures of bills. Ask students to point out and read the numbers on each. Write $ on the board. Say, “This is the dollar sign. A dollar is equal to 100 cents or pennies, 20 nickels, 10 dimes, 4 quarters, or 2 half-dollars.”

Option 2

Use with 3A

Materials: bills, paper, pencil, index cards with word problems • Give students index cards with a word problem such as the following: Emma has 3 five-dollar bills. She earns 2 more fivedollar bills for completing her chores. How much money does she have now? • Encourage students to draw a bar diagram to solve the problem. Make sure they write their explanation on paper. Emma has $25. She started with $15 and earned $10 more.

Other Options TE

Learning Station Card 23 Get ConnectED Virtual Manipulatives, Lesson Animations, eGame: Scrambled Egg City–Add Money Amounts

• Show pictures of a five and 5-one-dollar bills. Ask, “What are these worth?” Students respond, “Ten dollars.” Use the format as a scaffold and repeat. Advanced Public Speaking Help students speak about a topic. BL

• Model the activity, using a dollar bill. Say, “This is a dollar bill. It is the smallest bill. It is worth $1.” • Work in small groups. Assign each student a copy of a $5 bill, a $10 bill, a $20 bill, or a $50 bill. Tell them to describe the bill for the group. Encourage students to ask each other questions for ideas of what to say. Extend Provide two recent onedollar bills. Have one multilingual group list all the things they can find on the face and the other multilingual group list things on the reverse. Repeat with foreign currency. Have groups share their lists with the class in a graphic organizer.

Identify and Count Money

231d

Multi-Part Lesson

3 A

PART

Add Money

PART

Multi-Part Lesson

Name

Add and Subtract Money

Get Ready

Add Money

You add money the same way you add other numbers. Just remember to write either ¢ or $ and a decimal point in your answer.

Main Idea

I will add money.

Objective Add money amount.

Resources Materials: admission tickets Manipulatives: play money (coins)

Find 21¢ + 18¢.

Find $0.34 + $0.10

2 1¢ + 1 8¢

$0 + 0

3 9¢

Leveled Worksheets

.3 .1

4 0

$0 .4 4

Get ConnectED

7. Sample answer: When you add money, you have to label it with the cent sign or the dollar sign and decimal point.

C Check GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multi-digit addition and subtraction. Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Add.

1 INTRODUCE Activity Choice 1: Hands-On • Give pairs of students a pile of coins. Tell students that Jaime had 31¢ in his piggy bank. He saved another 24¢ and put it in his bank. Jaime wants to know how much money he has. • Have students use coins to model 31¢ and 24¢ while you write 31¢ + 24¢ vertically on the board. What is the total? 55¢

Have students complete the activity on Learning Station Card 22How Much Is That Cat?

9 1¢

Give each student a ticket for “admission” to the playground for 37¢. Tell them that admission for a teacher is 58¢. Show them your ticket for this amount. Also show the students that 37¢ and 58¢ can be written as $0.37 and $0.58.

$0 + 0

.6 .1

5 6¢ + 2 5¢

8 1¢

3 7

$0 .8 0

$0 + 0

.7 .2

4 3¢ + 2 9¢

7 2¢

9 0

$0 .9 9

$0 + 0

.3 .4

$0 .8 6

two hundred thirty-one

• What is the total cost? 95¢ or $0.95 Have students show their white boards with their answers.

Get Ready

3/10/10 1:08 PM

Use the Get Ready section at the top of the page to teach the

lesson concept. Observe students as you work through the Check Exercises as a

class.

TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.

Building Math Vocabulary Write the term regroup on the board. • Tell students when they add numbers with two or more digits, they may need to regroup. • Write 43¢ + 29¢ on the board vertically and review how to add the numbers using regrouping. Write 72¢ as the sum.

231 Identify and Count Money

231

231_232_C05_L03_103028.indd 231

• Tell students that you want to know how much it will cost for one student and one teacher to go to the playground. • Write 58¢ + 37¢ and $0.58 + $0.37 vertically on the board. Have students copy the problem on a white board.

8 8

GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multi-digit addition and subtraction.

Identify and Count Money

Check

2 TEACH

7 2¢ + 1 9¢

7. E Talk Math How is adding money different than adding two-digit numbers?

• Have students help you add to find the total to check their work.

Activity Choice 2: Learning Stations: Art, Card 22

Remember

43¢ + 29¢ is the same as 43 + 29

Remember

Add. 8.

2 5¢ + 5 0¢

7 5¢

10.

31¢ + 29¢

$0.25 + 0.50

$0.73 0.07

If Then

9 4¢ 11.

12.

60¢ + 11¢

15.

16.

$0.80

17.

20. +

$0.64

21. +

$0.97

Reteach Worksheet

• Then write 59¢ + 35¢ on the board vertically. Point out that it is the same as the previous problem, except that the ¢ is added. Show this problem as $0.59 + $0.35 vertically, too.

$0.82

$0.95 0.02

use one of these reteach options:

• Have students help you add. 94

$0.32 + 0.50

$0.90

$0.48 0.16

students have trouble understanding how to add money . . .

2 Show a Model Write 59 + 35 vertically on the board.

75¢

$0.45 + 0.45

$0.78

20¢ + 55¢

90¢

$0.49 + 0.29

19.

13.

85¢ + 5¢

71¢

$0.75 18.

When you add money amounts, write the ¢ or $ and a decimal point in the answer.

9 1¢ + 3¢

60¢ 14.

Alternate Teaching Strategy

Practice

$0.77 0.18

$0.95

3 PRACTICE Differentiate practice using these suggestions. Level

Assignment

Below Level

Guide students through the exercises. Help them use coins to add.

On Level

Complete exercises independently.

Above Level

Complete exercises without the coins.

Homework Practice Worksheet

Problem-Solving Practice Worksheet

$0.

22. You have two quarters, two pennies, and two nickels. Which item could you not buy with these coins? Circle it.

232

two hundred thirty-two

Math at Home Activity: When at a store, find two itemss that are priced in cents only. Have your child add up the two items.

4 ASSESS Formative Assessment

231_232_C05_L03_103028.indd 232

ELL

Word Meaning Tell students that one meaning of admission is an amount of money that is paid to be let in to an event, such as a movie or a circus.

3/10/10 1:08 PM

Ask students to add 26¢ + 48¢. 74¢ Also show the problem as $0.26 + $0.48 vertically. Ask students to show their work.

WRITE MATH Have students make up a word problem that involves addition of dollar bills and coins.

COMMON ERROR! Students may have difficulty using decimal notation when writing money. Help students understand that the number before the decimal represents dollars and the numbers after the decimal represent cents.

Are students continuing to struggle with adding money? During Small Group Instruction

W When students line up for recess, lunch, or dismissal, write a dollar money amount on the board. Have students add a quarter to the money amount mentally. Repeat using different coin values.

If Yes

AL AL

If No

OL BL OL BL

Differentiated Instruction Option 2 (p. 219c) Reteach Worksheet Differentiated Instruction Option 2 (p. 219c) Differentiated Instruction Option 2 (p. 219d) Skills Practice Worksheet Enrich Worksheet Identify and Count Money

232

Multi-Part Lesson

3 A

PART

Subtract Money

PART

Multi-Part Lesson

Name

Add and Subtract Money

Get Ready

Subtract Money

You subtract money the same way you subtract other numbers.

Main Idea

I will regroup to subtract money.

Objective

Find 7 8 -2

Subtract money amounts.

Resources

82¢ - 27¢. 12 2¢ 7¢

Find $0.56 - $0.21. $0 - 0

5 5¢

Materials: small items for a “store,” price tags Manipulatives: play money (coins)

.5 .2

6 1

$0 .3 5

Oh, I remember doing this! I need to regroup tens as ones.

Leveled Worksheet Get ConnectED

1 INTRODUCE Activity Choice 1: Hands-On • Play store. Put price tags on several small items. Give the students each a handful of play coins. • Have the students count their coins, write down the amount, and then work by themselves or with a partner to figure what they can buy with their money. • Guide students as necessary by asking questions such as, How much does that cost? How much do you have? Do you have enough to buy it? How much will you have left? Will you be able to buy anything else?

Activity Choice 2: Learning Stations: Language Arts, Card 23 Have students complete the activity on Learning Station Card 23 Money Words.

2 TEACH

Subtract. 1.

5 7¢ - 2 8¢

2 9¢

$0 - 0

.1 .0

Remember

7. Sample answer: When you subtract money, you subtract the numbers the same way.

C Check

GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multi-digit addition and subtraction.

6 6¢ - 3 9¢

2 7¢ 3 9

$0 .0 4

$0 - 0

.3 .2

40¢ – 15¢ is the same as 40 – 15.

4 0¢ - 1 5¢

2 5¢ 9 8

$0 .1 1

$0 - 0

• Take the money out of the jar and put it on the overhead. Have a volunteer count the money. • Do I have enough money to buy the eraser? yes How can I figure out how much money I will have left? subtract; $0.87 - $0.42 = $0.45

233 Identify and Count Money

8 5

$0 .2 3

7. E Talk Math How is subtracting money like subtracting other two-digit numbers? GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multi-digit addition and subtraction.

Identify and Count Money

two hundred thirty-three

233

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Use the Get Ready section at the top of the page to teach the lesson concept. Guide students to regroup to subtract money. Get Ready Check

Observe students as you work through the Check Exercises as a

class.

TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.

Place $0.87 worth of coins in a clear container (2 quarters, 3 dimes, 1 nickel, 2 pennies). • Explain that the jar contains all of the change that you have. Say that you need to use the money to buy an eraser that costs $0.42.

.7 .5

Building Math Vocabulary Discuss the term subtract and write it on the board. • Remind students that to subtract is to find the difference between two numbers. • Write $0.63 - $0.21 on the board vertically. Point out how the $ and decimal are used in the answer, $0.42.

Multi-Part Lesson

Name

PART

Alternate Teaching Strategy

Add Money Get Ready I will add money.

Find 21¢ + 18¢.

Find $0.34 + $0.10

2 1¢ + 1 8¢

$0 + 0

3 9¢

7 2¢ + 1 9¢

9 1¢

$0 + 0

.6 .1

• Then write $0.32 - $0.13 on the board vertically. Model for students how to line up the digits and bring the decimal point straight down. $0.19

4 0

5 6¢ + 2 5¢

8 1¢

3 7

$0 .8 0

$0 + 0

.7 .2

3 PRACTICE

Remember

43¢ + 29¢ is the same as 43 + 29

Differentiate practice using these suggestions.

4 3¢ + 2 9¢

Level

Assignment

Approaching Level

Guide students through the exercises. Help them make place value charts to subtract.

8 8

On Level

Complete exercises independently.

$0 .8 6

Beyond Level

Complete exercises without making place value charts.

7 2¢

9 0

$0 .9 9

$0 + 0

.3 .4

Homework Practice Worksheet Problem-Solving Practice Worksheet

GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multi-digit addition and subtraction.

Identify and Count Money

Reteach Worksheet

• Ask students to help you find the difference. 19

7. E Talk Math How is adding money different than adding two-digit numbers? two hundred thirty-one

231_232_C05_L03_103028.indd 231

use one of these reteach options:

2 Show a Model Write 32 - 13 on the board.

7. Sample answer: When you add money, you have to label it with the cent sign or the dollar sign and decimal point.

Add.

.3 .1

$0 .4 4

C Check 1.

Then

You add money the same way you add other numbers. Just remember to write either ¢ or $ and a decimal point in your answer.

Main Idea

students have difficulty understanding how to subtract money . . .

COMMON ERROR! Students might have difficulty subtracting money when dollar signs and decimal points are used. Help students line up numbers in the appropriate columns, and bring the decimal point straight down into their answer.

231

3/10/10 1:08 PM

4 ASSESS Formative Assessment Subtract $0.38 - $0.16. What is the difference? $0.22 Have students show their work.

WRITE MATH Have students write how they will remember where to place the dollar sign and the decimal point in a money amount such as $4.15.

W When students line up for recess, lunch, or dismissal, call out subtraction problems using money. The answers should be 5s or 10s. Students who respond with the correct answer may get in line.

Are students continuing to struggle with subtracting money? During Small Group Instruction If Yes

If No

Differentiated Instruction Option 1 Reteach Worksheet Skills Practice Worksheet Enrich Worksheet

(p. 231c)

Identify and Count Money

234

Multi-Part Lesson

3 A

PART

X C

Multi-Part Lesson

Add and Subtract Money B

PART

3 C

Name

Problem-Solving Investigation

Main Idea

Objective

I will choose a strategy to solve the problem.

Choose the best strategy to solve a problem.

Resources Manipulatives: coins, bills

I want to buy two gallons of juice. One gallon costs $3. A half-gallon costs $2. Should I buy two one-gallon jugs of juice or four half-gallon jugs to spend the least amount of money? Your Mission: Find how many gallons he should buy. Find which type he should buy.

Leveled Worksheets What do I know? Underline what you know. What do I need to find? Circle it.

Get ConnectED

How will I solve the problem? One way is to solve a simpler problem.

1 INTRODUCE Activity Choice 1: Review Write on the board and read out loud the following: Yang earned 23¢ on Monday, 42¢ on Tuesday, and 31¢ on Wednesday for helping around the house. How much did he earn in all? • What operation did you choose to solve? addition • How much money did Yang earn? 23¢ + 42¢ + 31¢ = 96¢

GLE 0206.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. Also addresses GLE 0206.1.7.

Solve a simpler problem. 4 half-gallon jugs at $2: 2+2+2+2 Or, 2 one-gallon jugs at $3: 3+3 He should buy

2 one-gallon jugs.

4 half-gallons = $8 2 one-gallons = $6

See students’ Is my answer reasonable? How do I know? explanations.

2 TEACH Understand

Using the questions, review what students know and what they need to find.

Plan Have them discuss their plan. Solve Guide students to solve a simpler problem. • What do you know? One gallon of juice costs $3 and a half-gallon of juice costs $2. • How many gallons of juice do you need to buy to have two gallons total? 2 How much would that cost? Why? $6 because $3 + $3 = $6 • How many half-gallons of juice do you need to buy to have two gallons total? 4 How much would that cost? Why? $8 because $2 + $2 + $2 + $2 = $8 • Which option is cheaper? buying 2 one-gallon jugs

Check

Have students evaluate their solutions.

• What can you do to make sure your answer is correct? Sample answer: I can read the question again and repeat drawing a picture to make sure I get the same answer both times.

235 Identify and Count Money

GLE 0206.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. Also addresses GLE 0206.1.7.

Identify and Count Money

235_236_C05_PSI_103028.indd 235

two hundred thirty-five

235

3/10/10 1:09 PM

• Act it out • Draw a picture • Solve a simpler problem

Alternate Teaching Strategy If

Choose a strategy. Solve.

Then

1. Paco has 1 half-dollar, 4 pennies, and 1 dime to buy a snack. How much money does he have?

1 2 64¢

students have trouble choosing a operation . . . use one of these reteach options: Reteach Worksheet

Virtual Manipulatives Use virtual bills to practice using money. IWB

3 Use Manipulatives Give students sets of coins. Ask them to place a row of ten nickels in front of them.

2. Tess has 2 quarters. She buys a pencil for 15¢. How much money does she have now?

• Remove every other nickel and replace it with a penny. Have students find the total value of the coins now shown. 30¢

35¢

3. A glass of lemonade costs 50¢. Megan pays for it with two coins. What two coins does she use?

3 PRACTICE

quarters

Mixed Problem Solving

5. Abby is buying kites for a party. She invited 6 friends from school, 3 friends from dance, and 2 cousins. How many kites will she need to buy if everyone gets 2?

22 236

To assess mastery of GLE 0206.1.7, see your Tennessee Assessment Book.

Homework Practice Worksheet

4 ASSESS Formative Assessment Ask students to explain how they solved Exercise 5.

kites

• What strategy worked best for you to solve this problem? Some students will draw a picture, some will solve a simpler problem, and some will act it out.

Math at Home Activity: Take advantage of problem-solving opportunities during daily routines such as riding in the car, bedtime, doing laundry, putting away groceries, planning schedules, and so on.

235_236_C05_PSI_103028.indd 236

Exercises 1–5 For each exercise, students must choose the best plan for solving the problem. For some problems, students may want to use manipulatives to act out the problem.

4. Riley spends 2 dollars on a drink. Then he buys a pretzel for 3 dollars. How much money does he spend?

3/10/10 1:10 PM

COMMON ERROR! Students may have difficulty solving problems with multiple steps. Encourage them to reread problems to make sure they understand what to do in each step.

Are students continuing to struggle with choosing a strategy? During Small Group Instruction If Yes

If No

W When students line up for recess, lunch, or dismissal, talk about this problem. • Mandy has 42¢. She loans 18¢ to her sister. How much money does she have left? 24¢

OL BL

Daily Transparencies Differentiated Instruction Option 1 Differentiated Instruction Option 2 Skills Practice Worksheet Enrich Worksheet

(p. 231c) (p. 231c)

• Have students write their responses on paper and hold them up for you to see. Students with the correct response should line up. • Continue with different amounts until all students are in line.

Multi-Part Lesson 3 What are some things you learned about adding and subtracting money in this multi-part lesson? Sample answer: It is just like adding and subtracting two-digit numbers, but you have to remember to add $ or ¢ to your answer. Identify and Count Money

236

Chapter Review/Test

Vocabulary

The

Draw lines to match. 1. cent

BIG Idea As a class revisit this chapter’s Big Idea. How can I name, compare, and combine money in cents and dollars? Sample answer: I will use the knowledge I have gained to identify the coins and bills by their appearance and then combine them and count up their value using skip counting and addition.

b. 37 ¢

3. decimal point

c. $ 1. 00

Concepts Count to find the total value of the coins. 4.

Use the lesson suggestions to incorporate the Foldable during the chapter. Students can then use their Foldable to review for the test.

• eGlossary Reflecting on the Chapter

Chapter Test Get ConnectED

Find alternative summative assessment

options.

• Visual Vocabulary Cards (5, 15, 16, 25, 37, 45, 51, 60)

75¢ total

Vocabulary Review Review chapter vocabulary using one of the following options.

a. $1 . 25

2. dollar sign

Dinah Zike’s Foldables®

•

Chapter Review/Test

Name

$1.10

$1.20

$1.21

$1.22

$1.22 total

6. A book costs $3.67. Draw the bills and coins needed to buy the book. Sample answer for $3.67:

Use coins. Draw to show the value of each coin in two ways. 7.

One Way = See students’ work.

Identify and Count Money

Another Way = See students’ work.

two hundred thirty-seven

237_238_C05_CR_103028.indd 237

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Chapter Project Classroom Store Have students discuss the results of their completed chapter project as a class.

237 Identify and Count Money

237

Count. Is there enough money to buy the item? Circle yes or no.

Summative Assessment

Use these alternative leveled chapter tests to differentiate assessment for the specific needs of your students.

yes $2

$1.00

$2.00

$2.10

.15

$2.20

Level

Add or subtract. 9.

$0.54 + $0.19

10.

$0.73 13.

$0.69 + $0.03

11.

$0.88 - $0.08

$0.27 + $0.72

$0.80 14.

$0.72

12.

$0.47 - $0.11

$0.99 15.

$0.64 + $0.05

$0.75 - $0.25

$0.69

16.

$0.45 - $0.36

$0.50

$0.09

Multiple Choice

Multiple Choice/Free Response

Free Response

$0.62

18. Alexa buys a pencil for 35 cents. She gives the clerk 50 cents. How much change will she get?

Form

$0.36

17. Write sixty-two cents two different ways.

62¢

Chapter Tests Type

Vocabulary Test

Oral Assessment

Listening Assessment

= approaching grade level

= on grade level

= beyond grade level

Alexa should get 15¢ or $0.15.

238

two hundred thirty-eight

Customize and create multiple versions of your Chapter Test and their test answer keys.

Identify and Count Money

237_238_C05_CR_103028.indd 238

3/10/10 1:11 PM

Data-Driven Decision Making Based on the results of the Chapter Test, use the following to review concepts that continue to present students with problems.

Exercises 1–3

Tennessee Standards GLE 0206.1.7

What’s the Math? Know and use decimal notation and dollar and cent symbols for money.

Error Analysis Does not recognize symbol for cent or dollar sign. Cannot read words for money vocabulary.

4–8

GLE 0206.1.7

Solve problems by adding amounts of money.

Does not add money correctly. Does not circle coins that make a dollar. Does not circle “yes” or “no.”

9–16

GLE 0206.1.7

Solve problems by representing, adding, and subtracting amounts of money.

Does not regroup when adding. Does not subtract both numbers.

GLE 0206.1.7

Subtract amounts of money.

Does not rename ones to subtract.

Resources for Review Chapter Resource Masters Get ConnectED

Lesson Animations • Self-Check Quiz

Identify and Count Money

238

Test Practice

Name Listen as your teacher reads each problem. Choose the correct answer.

1 INTRODUCE

A. Look at the groups of coins. Which group of coins has the greatest value?

For the Teacher • Review the names and values of each coin before having students begin the test.

B. What is another way to write one dollar?

• Make sure students understand each problem before they work to solve it. $1

$10

on e lla r

$100

$1000

For the Student • Remind students to work slowly and check over their test. 1. Mirna has a quarter, a dime, and a nickel. How much money does she have?

• Remind students to completely fill in the bubble.

Before beginning the practice test, give students an opportunity to solve the Additional Example. p

How much is 1 quarter, 2 dimes, and 3 pennies worth? ○ 75¢

○ 60¢

48¢

○ 33¢

IWB INTERACTIVE WHITEBOARD READY

• Use Student Edition pp. 239–240 as practice and cumulative review. The questions are written in the same style as many standardized tests. • You can use these two pages to benchmark student progress, or as an alternative homework assignment.

35¢

40¢

45¢

50¢

2. How many cents do these stickers cost in all?

14 12¢

4. Manny has 1 quarter, 2 dimes, 1 nickel, and 3 pennies. How much money does he have?

8¢

21¢

22¢

32¢

30¢

48¢

53¢

$1.00

two hundred thirty-nine

239_240_C05_TP_103028.indd 239

239

3/10/10 1:11 PM

Additional Practice •

Standardized Test Practice

•

Get ConnectED

•

239 Identify and Count Money

Identify and Count Money

3 ASSESS Formative Assessment

3. Percy buys pencils for $2. He pays with a five dollar bill. How much change should he get back?

Find additional test practice. Create practice worksheets or tests that align to your state’s standards.

5. Bob has the money you see in the box. How much money is this?

8. Which of these can be used to check the answer to the problem in the box?

Test Directions for Teachers

5+4=9

$1.27

$1.57

$1.62

$1.77

6+3=9

13 - 4 = 9

9 + 4 = 13

9-5=4

Read the following directions to students before they begin the test. Then read each question followed by a pause to allow students time to work on the problem and choose an answer. The first test item can be worked as a class example. • Write your name at the top of the page. • I am going to read each question to you. Listen carefully to the entire question before you choose an answer.

6. Lenora has 75¢ in her bank. Look at the coins below. Which group could be the coins in Lenora’s bank?

9. Emma has the money you see in the box. How much money is this?

10. Isabella buys an apple for 60¢. She pays with dimes. How many dimes does Isabella use?

7. What is another way to write twenty-five cents?

25¢

240

52¢

205¢

cents

2.05¢

two hundred forty

A. Look at the groups of coins. Which group of coins has the greatest value? B. What is another way to write one dollar? 1. Mirna has a quarter, a dime, and a nickel. How much money does she have? 2. How many cents do these stickers cost in all? 3. Percy buys pencils for $2. He pays with a five-dollar bill. How much change should he get back? 4. Manny has 1 quarter, 2 dimes, 1 nickel, and 3 pennies. How much money does he have?

Multiple Choice

• Turn the page over. 5. Bob has the money you see in the box. How much money is this? 6. Lenora has 75¢ in her bank. Look at the coins below. Which group could be the coins in Lenora’s bank? 7. What is another way to write twenty-five cents? 8. Which of these can be used to check the answer to the problem in the box?

dimes

Identify and Count Money

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Short Response

ELL

Understanding Directions: Testing Students may need clarification and modeling of directions that include unfamiliar English terms pause, listen carefully, entire question, before. Pantomime following the directions to help scaffold meaning.

If You Missed Question...

Go to Lesson...

For Help With...

GLE0206.1.7

GLE0206.2.3

GLE0206.1.7

1-3A

GLE0206.2.3

GLE0206.1.7

9. Emma has the money you see in the box. How much money is this? 10. Isabella buys an apple for 60¢. She pays with dimes. How many dimes does Isabella use?

Identify and Count Money

240

Photo Credits: Unless otherwise credited, all currency courtesy of the US Mint. 197C Michael Houghton/StudiOhio; 197F Richard Hutchings/Digital Light Source Inc.; 219c (l to r, t to b)Michael Houghton/ StudiOhio, Michael Houghton/StudiOhio, Mark Steinmetz, Jacques Cornell/The McGraw-Hill Companies, Mark Steinmetz; 219d (l)Richard Hutchings/Digital Light Source Inc., (r)Stockbyte/PunchStock; 231c (l)Mark Steinmetz, (r)PhotoLink/ Photodisc/Getty Images; 231d (l to r, t to b)Michael Houghton/StudiOhio, Mark Steinmetz, The McGraw-Hill Companies, Michael Houghton/StudiOhio, Michael Houghton/StudiOhio.

Copyright © 2012 by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the Chapter Resource Masters material on pages 1–82 on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with Tennessee Math Connects. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher. No additional parts of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Send all inquiries to: Macmillan/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-02-103068-2 (Teacher Edition) MHID: 0-02-103068-5 (Teacher Edition) ISBN: 978-0-02-103028-6 (Student Edition) MHID: 0-02-103028-6 (Student Edition)

Tennessee Math Connects, Grade 2

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