Coin and Bill Values

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Resource Overview

Quantile® Measure: 470Q

Skill or Concept:

Determine the value of sets of coins and bills. Create equivalent amounts with different coins and bills. (QT‐M‐147) Estimate and compute the cost of items greater than $1.00; make change. (QT‐M‐148)

Excerpted from:

Gourmet Learning 1937 IH 35 North Suite 105 New Braunfels, TX 78130 www.gourmetlearning.com © Gourmet Learning

Gourmet Curriculum Press, Inc.© 1

3rd Grade Number Concepts

Unit 1 – Lesson 3

The student uses place value to communicate about increasingly larger whole numbers in verbal and written form, including money. The student is expected to determine the value of a collection of coins and bills.

Study the TEKS . . .

Next Steps

In 4th grade, students will use place value to read, write, and compare and order decimals to the hundredths place – including money. Then, in 5th grade, money is not emphasized, but this is the first year in which students add and subtract using decimals. Therefore, manipulating money is included in these applications.

In 3rd grade . . .

The 3rd grade TEKS are the last to specify that students should use concrete models to combine coins and bills. After 3rd grade, using money provides applicable problem-solving opportunities. Therefore, 3rd grade is a very important year to solidify concepts in determining the value of a collection of bills and coins.

3rd

Grade

Student Expectation: Students will determine the value of a collection of coins and bills

Prior Knowledge

As early as 1st grade, students learned the value of individual coins and the relationships between them. In 2nd grade, they started combing coins – but only to make collections less than one dollar.

Gourmet Curriculum Press, Inc.©2

Unit 1 – Lesson 3 Number Concepts

Focus Activity—Part I

Coin and Bill Values

Teacher note: This activity reviews students on coin values and introduces bill values using a chart, transparency page 3. The chart may be copied and given to students after the activity for reference.Group size: whole classMaterials: Instructional Strategy, below; chart, transparency page 3; small Post-it notes Before class: Use 12 small Post-it notes to cover each box in the middle and right columns of the chart.

Say: Let’s begin reviewing the value of money by naming each bill or coin. (Allow students to respond.) Ask: How do we write each with numbers? (Most students will put dollar signs with the bills and cent signs with the coins, which is acceptable.)(You will remove the sticky notes to reveal the values as students list them.)Ask: Can we rewrite the bill values with the cent sign? (Yes)Ask: How many cents are in one dollar? (100) Ask: How many cents are in 5 dollars? (If students stumble, break it down.) Ask: How many one dollar bills are in 5 dollars? (5) (If there are 100 cents for each one dollar, there must be five 100 cents in five dollars, etc.)Ask: How many dollars are in a quarter? (A quarter is less than a dollar.) Say: This is why we use the decimal sign. You will study decimals in-depth in later grades, but if you see a decimal in front of numbers, those numbers are less than one.Say: It is easy to write the coin values with dollar signs. Simply place a decimal before the same number you identified with the cent sign.Ask: How many cents are in a quarter? (25)Say: So we write $0.25. Try the rest. (Remove the individual sticky notes as they respond correctly.)• Write this on the board: 0.10¢ = 1 dimeAsk: What is wrong with this? (Answers may vary - but get the students to realize that putting a decimal point says that it is less than 1. There is not less than one cent in a dime.)Ask: How many pennies does it take to make a nickel? (5) How many pennies does it take to make a dime? (10) Ask: How many pennies does it take to make a quarter? (25) Ask: How many pennies does it take to make a dollar? (100) Ask: How are the answers to these questions related to how we write the value using the cent sign? (the same) Ask: What do we need to add to write the value with a dollar sign? (add a decimal point)Ask: What is the value of 2 dimes? (20¢) What is the value of 3 quarters? (75¢) What is the value of 4 nickels? (20¢)Ask: How many of each coin will it take to make one dollar? (This question will lead you into the next activity.)

CK

Instructional Strategy

Questioning Technique


Gourmet Curriculum Press, Inc.© 3 ( T )


Picture of currency Written with dollar sign Written with cent sign

$5.00 500¢

$1.00 100¢

$0.25 25¢

$0.10 10¢

$0.05 5¢

$0.01 1¢

Focus Activity—Part I—Chart





Focus Activity—Part II


Optional Reading Activity

Teacher note: Simple rhymes and large, clear photographs in The Coin Counting Book by Rozanne Lanczak Williams instruct children on coin denominations, grouping, and counting. Children start with lower denominations and work through larger coin values, finding combinations that equal $1.00.

Group size: pairs

Materials: a copy of The Coin Counting Book; Instructional Strategy, below; examples, transparency page 5; play money (either commercially-purchased or copies of the coins found on page 8)

Before class: Create sets of play money for the students to use. Each set should contain at least 100 pennies, 30 nickels, 20 dimes, and 10 quarters.

Directions:

• Read the book to the class, or allow the students to take turns reading it aloud.

Ask: What are some items you can buy for no more than $1.00? (Answers will vary.)

Say: Find the quarters in your set.

Ask: How many quarters do you need to buy something for $1.00? (4)

Ask: How do you know that is the number you will need? (Answers will vary. Have the students discuss that each quarter is 25 cents. 25 + 25 + 25 + 25 = 100. There are 100 cents in a dollar.)

• Repeat this process for each of the coins. Reveal the pictures on the transparency as the students create the sets of coins.

Ask: Is there a relationship between the number of coins you need to make a dollar and the value of a coin? (Students should realize that the lower-value coins require more to make a dollar.)

Ask: How many nickels does it take to make a dollar? (20) How many dimes does it take to make a dollar? (10)

Ask: Is there a relationship between the 2? (Answers will vary. Students should realize that there are 2 nickels in each dime, so it takes twice as many nickels as dimes to make a dollar).

Ask: Are there any other coins not included in your set? (half dollars, dollars)

Ask: Why did we not include these? (Answers will vary. These are the least commonly used values of coins.)

K

Student Expectation: Students will determine combinations of single coins that make $1





Focus Activity—Part II—Examples


= $1.00

25¢ + 25¢ + 25¢ + 25¢ = 100¢ = $1.00

10¢ + 10¢ + 10¢ + 10¢ + 10¢ + 10¢ + 10¢ + 10¢ + 10¢ + 10¢ = 100¢ = $1.00

5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ +5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ = 100¢ = $1.00

100 pennies = $1.00 too!

Student Expectation: Students will determine combinations of single coins that make $1



Focus Activity—Part III


Brainstorm Activity

Teacher note: In this activity, students will combine coins in order to make $1.

Group size: three to four students

Materials: play money, pages 7-8; group chart, page 9; class data table, transparency page 10; overhead markers

Before class: Copy 1 set of play money, coins, and bills per group on cardstock and laminate (a set includes 6 quarters, 10 dimes, 12 nickels and 10 pennies), cut pieces out, and clip them together. Copy the chart, page 9, for each group. Cut out 1 overhead set of play money, and have the overhead data table, page 10, available.

Directions:

• Give each group a set of play money and a chart.

• Have each group come up with four different ways of combining their coins so that they have $1.00. Groups will record each combination on their chart.

• When the group has completed their charts, have them transfer their answers to the class data sheet using an overhead marker.

• Use the Instructional Strategy below to evaluate the combined class data with students.

Say: Look at the combined class data.

Say: Identify some patters that you see.

Ask: How are your combinations alike?

Ask: How are your combinations different?

Ask: Can you give me an example of when it might be better to have a combination with fewer coins rather than a combination with a lot of coins? (Repeat the last question, asking its opposite.)

Student Expectation: Students will determine combinations of multiple coins that make $1

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Unit 1 – Lesson 3 Number ConceptsStudent Expectation: Students will determine combinations of multiple coins that make $1

Focus Activity—Part III—Play Money


Gourmet Curriculum Press, Inc.©8 ( T )

Unit 1 – Lesson 3 Number ConceptsStudent Expectation: Students will determine combinations of multiple coins that make $1

Focus Activity—Part III—Play Money




Focus Activity—Part III—Group Chart


Q D PN

Draw the coins used List the coins used Show the math

Key: When drawing the coins, use the following pictures:

Quarter Dime Nickel Penny




Focus Activity—Part III—Class Data Table


Group Number

Quarters Dimes Nickels Pennies

Teacher 1 2 1 50




Initial Instruction—Part I


Vocabulary

Definitions:

money – currency

bills – paper money

dollar – 100 cents

coins – metal money

quarter – 25 cents (It takes 4 quarters to make a dollar.)

dime – 10 cents (It takes 10 dimes to make a dollar.)

nickel – 5 cents (It takes 20 nickels to make a dollar.)

penny – 1 cent (It takes 100 pennies to make a dollar.)

value – the dollar amount of a collection of coins and/ or bills

change – amount of money returned to a customer if he/she gives the clerk more money than an item is worth when buying it

exact – matches perfectly

combination – mixture

Student Expectation: Students will learn vocabulary for coin and bill values



Initial Instruction—Part II


Teacher note: This Part of the Initial Instruction and Parts III and IV help students develop strategies to count combinations of coins and bills totalling more than $1.00. Several strategies are provided throughout the investigation, but in every example, it is acceptable for students to share other strategies.

Group size: whole class

Materials: class sets and overhead set of play money from pages 7-8; Instructional Strategy, pages 12-13; example, transparency page 14

Before class: If not already made, each student will need one set of play money. A set consists of every coin from page 8 and 5 each of the bills.

Directions: Engage the students in a class discussion using the Instructional Strategy provided on the example and solution strategies, page 14.

Example: Find the amount shown.

Have each student come up with a strategy to count the money. Have some students share their strategies with the class. Some strategies will be more efficient than others. Help the students by discussing similarities and differences to determine the best way to count money. Use a set of overhead coins to show various methods.

Strategy 1: Group like coins together and add the cents.

$1 300 cents

$0.25 + 50 cents

$0.10 + 30 cents

$0.05 + 10 cents

$0.01 + 1 cent = 391 cents = $3.91

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C






Initial Instruction—Part II


Strategy 2: Group simpler combinations together - like all of the dollars, all the quarters, etc. Then “make” quarters using 2 dimes and a nickel.

Three dollars.

2 quarters is 50 cents. 2 dimes and a nickel There is 16 cents make another 25 cents. “leftover.”Bills = $3.00

Coins = 50 + 25 + 16 = 91

Total = $3.91

Ask: Did anyone use another strategy? (It is important for the students to see multiple ways to solve the problem.)

Repeat this process with multiple strategies using an overhead set of the play money. Try some combinations in which the coins are more than $1.

TexasEducators

It is important to note that adding decimals is not an expectation for students identified in the TEKS until 5th grade. If students use addition to combine the values, do not use this time to teach adding using decimal points. Simply add the “cents” version, and place the decimal point in at the end.

Ex: 75 + 26 = 101; $1.01 - instead of .75 + .26 = 1.01






Example: Find the amount shown.

Strategy 1: Group like coins and add the cents.

$1

.25

.10

.05

.01

Strategy 2: Group simpler combinations.

Your Solution Strategies:

Initial Instruction—Part II—Example





Initial Instruction—Part III


Teacher note: This part of the Initial Instruction continues using solution strategies to assist students with determining the value of a collection of coins.Group size: whole classMaterials: Instructional Strategy, below; example, transparency page 16; class sets of play money; overhead set of money

Example: Jake needs $2.53 to buy orange juice and a granola bar. He pulled his money out of his pocket. Does he have enough money to buy the items? Explain.

Ask: What value are we trying to find? What is one way that we can organize the money from Jake’s pocket? (Answers may vary, but one popular response might be to put the like amounts together as shown below.)

• Start counting with the largest value, and end with the smallest value. 100 + 100 + 30 + 10 + 3 = 243; $2.43

• Determine if this amount is greater than, less than, or equal to $2.53.

• Since the dollar amounts are the same (2), look at the cents. 43 < 53.

• Therefore: Jake does not have enough money to buy both the orange juice and granola bar.

Ask: Did anyone use another strategy? (Answers may vary. It is important for students to share solution strategies, compare methods, and determine strategies that work for them. One additional strategy might be to start with the $2.53 and pair up the coins in Jack’s pocket. Each time you find a match, remove the coins from the desk until either the money he needs is completely gone (when he wouldn’t have enough money) or the amount in his pocket is completely gone (meaning he has enough money).

CAp

Student Expectation: Students will determine the value of a collection of coins and bills using a real-life situation





Initial Instruction—Part III—Example


Example: Jake needs $2.53 to buy orange juice and a granola bar. He pulled his money out of his pocket. Does he have enough money to buy the items? Explain.

Strategy 1:

Your Solution Strategy:

Student Expectation: Students will determine the value of a collection of coins and bills using a real-life situation



Initial Instruction—Part IV


Teacher note: In this lesson, students will combine coins and bills to make a specific dollar amount. Sometimes they will reorganize their money to make a collection of money that uses a different set of bills and coins.

Group size: whole class

Materials: Instructional Strategy, below; example, transparency page 18; class sets of play money, pages 7-8; overhead set of play money; overhead marker

Directions:

• Allow students time using play money to determine a way to make $3.64.• Have them record the number of dollar bills, quarters, dimes, nickels, and pennies that

it takes to make their combinations.• Find one student in the class that does not have the lowest combination of bills and coins.

Have him/her show the class his/her combination, and allow the class to come to a consensus that it is in fact $3.64. Have him/her record it in the table on the transparency.

Example: Determine a way to make $3.64.Is there a way to make this same amount using fewer coins or bills?• Begin to substitute. Show students that five pennies can be exchanged for one

nickel, or four quarters are exchanged for a dollar bill.• Again, come to a consensus that it is the same amount with fewer coins or bills.• Continue to record combinations on the table transparency.• Repeat this process until you have the least number of bills and coins needed to make

exactly $3.64.

Ask: How will we know that we have the least number of bills and coins? Is there a method we could use while counting to ensure this? (As you start with the largest denomination and work your way down to the pennies, it will always be the smallest amount. Illustrate this with the following example.)

3 one dollar bills is all we can have. If we went to 4, it would be too much. This is $3.

2 quarters is all we can have. If we went to 3, it would be too much. This is $.50. With the $3 before, we are now at $3.50.

1 dime is all we can have. If we went to 2, it would be too much. This is $.10. With the $3.50, we are now at $3.60.

There is only 4 cents left – not enough for a nickel; therefore, we must use 4 pennies.

So, the least number of coins and bills is 3 dollar bills, 2 quarters, 1 dime, and 4 pennies.

• Try some other money amounts to give the students practice with this skill.

Student Expectation: Students will determine the least amount of coins and bills needed for a specific value

SAp





Dollar Quarters Dimes Nickels Pennies

Initial Instruction—Part IV—Example


Example:

• Determine a way to make $3.64.

• Is there a way to make this same amount using fewer coins and bills?

Student Expectation: Students will determine the least amount of coins and bills needed for a specific value



Initial Instruction—Guided Practice


Teacher note: This Guided Practice is provided to give students more practice combining coins. Although identifying the correct answer is preferred, it is just as important that the students discuss their strategies and reasoning. Allow students to use sets of play money to develop strategies and arrive at answers.

Group size: individual with class discussion

Materials: individual sets of play money, pages 7-8; examples, transparency pages 19-21; answer key, page 51

Directions: Students will work the problems individually, describing how they arrived at their answers. Discuss the students’ answers as well as the strategies they used to solve the problems.

1. What amount is shown in this collection of money?

2. Show this same amount with your play money using the least amount of bills and coins.


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Initial Instruction—Guided Practice—Examples


3. José needs $1.86 to buy a toy. Which combinations of bills and/or coins will make exactly this amount?

4. Which combination uses the least amount of bills and coins to show the same amount of money in this collection?




Initial Instruction—Guided Practice—Examples


5. Rachel wants to buy a shirt. She empties her piggy bank on the floor and finds the following. How much does she have to spend?

Bonus: The shirt she really wants is $8.90. How much more must she save to buy the shirt?


Coin and Bill Values

Documents

Transcript of Coin and Bill Values