PROFESSIONALDEVELOPMENT

Daily Routines

Daily Routines

Daily RoutinesLESSON AT A GLANCE

LESSON AT A GLANCE

LESSON AT A GLANCELESSON AT A GLANCE

About the Math

About the Math

Professional Development Video PodcastsProfessional

PROFESSIONALDEVELOPMENT

Daily RoutinesDaily Routines

Daily Routines

151142 143 144 145 146 147 148 149150 151142 143 144 145 146 147 148 149150 151142 143 144 145 146 147 148 149150

FL21A Chapter 9

Count Collections

Mathematics Florida StandardTell and write time.MAFS.1.MD.2.a.b Identify and combine values of money in cents up to one dollar working with a single unit of currency. Compute the value of combinations of coins (pennies and/or dimes).

Digital Path Animated Math Models

iTools: Measurement

HMH Mega Math

eStudent Edition

Problem of the DayCalendar Math Ron is 7 years old. He has 2 pennies for each year of his age. What date has the same number as the total value of Ron’s pennies? What day of the week is it? 14th; day of the week will vary depending on the calendar month being used

Ask a volunteer to show how to solve the same problem if Ron is 9 years old.

Lesson ObjectiveIdentify the value of a group of coins that includes pennies and/or dimes.

Essential QuestionHow can you count a group of pennies and dimes?

MaterialsMathBoard, Coins: pennies, dimes (see Teacher Resources)

LESSON 9.9B

Why Teach ThisAs children learn to count collections of coins, they soon discover that a group with a fewer number of coins may have a greater total value than a group with a greater number of coins. Challenge children to fi nd ways to make amounts using the fewest possible coins. Trading coins will build fl uency in making equivalent amounts and future work with money concepts.

Fluency BuilderCounting TapeMaterials Counting Tape

As you approach Day 150, ask questions related to that landmark.

• How many days until Day 150? Answer will depend on current Day.

• Today is Day 150. How many days of school have we had since Day 100? 50

Using the Counting Tape, remind children that 50 was the halfway point to 100.

• Where do you think 200 will be on our Tape? Why do you think so? Accept reasonable answers.

For the remainder of the year, continue to model discussion questions on past examples. As the end of school nears, you might tell children how many days are in the school year, and ask some questions that focus on how many days are left.

Fluency BuilderCounting TapeMaterials Counting Tape

As you approach Day 150, ask questions related to that landmark.

• How many days until Day 150? Answer will depend on current Day.

• Today is Day 150. How many days of school have we had since Day 100? 50

Using the Counting Tape, remind children that 50 was the halfway point to 100.

• Where do you think 200 will be on our Tape? Why do you think so? Accept reasonable answers.

For the remainder of the year, continue to model discussion questions on past examples. As the end of school nears, you might tell children how many days are in the school year, and ask some questions that focus on how many days are left.

Differentiated Instruction ActivitiesDifferentiated Instruction Activities

Differentiated Instruction Activities

Tier 2Tier 1

EnrichLanguage SupportELL

1

2

3

Response to Intervention

?

Lesson 9.9B FL21B

Visual / Verbal Small Group

Visual / Verbal Whole Class / Small Group

Visual / Verbal Small Group

Visual / VerbalSmall Group

Materials Coins: pennies, dimes (see Teacher Resources)

• Display a row of 2 dimes and 3 pennies. I have these coins. Can I count the number of coins to fi nd the total value? No, different coins have different values.

• How many pennies can I put below each coin to show its value? 10 pennies below each dime Put the pennies below the coins.

• Cover the dimes. Work together to count the groups of pennies: 10, 20, 21, 22, 23. The value of the pennies is 23¢. Cover the penny trades and count the top row of mixed coins in the same way: 10¢, 20¢, 21¢, 22¢, 23¢. The total value of my coins is 23¢.

Materials Coins: pennies, dimes (see Teacher Resources)

• Show children a dime and have them name the coin. How can we show the value of the dime with pennies? 10 pennies have the same value as 1 dime. Place 10 pennies beneath the dime.

• Cover the dime and have children count the pennies. We have 10 pennies in all.

• Then cover the pennies and have children count the value of the dime as you point to the respective coin, 10¢. 1 dime has a total value of 10¢.

Materials Coins: pennies, dimes (see Teacher Resources)

• Give children the following problem to solve:

I have 2 dimes and 2 pennies. A friend gives me 1 coin. Now I have 32¢. What coin did I get? a dime

• Have children fi ll in their own word problems.

I have I have and and . A friend gives me 1 coin. Now I have me 1 coin. Now I have ¢. What coin did I get?

• Have partners exchange problems and check the solutions by acting out the story.

Strategy: Model ConceptsMaterials Coins: pennies, dimes (see Teacher Resources)

• Show a row of 3 dimes and 3 pennies. Tell the children you want to count to fi nd the total value of the coins. Put 10 pennies below each dime. Why would we put 10 pennies below each dime? A dime has a value of 10 cents.

• Cover the dimes. Model how to count the groups of pennies, starting at ten, then counting on by ones to fi nd the total value: 10¢, 20¢, 30¢, 31¢, 32¢, 33¢.

See ELL Activity Guide for leveled activities.

LESSON 9.9B

Standards Practice 9.9B

GOOnline

iTools

GOOnline

AnimatedMath Models

Name HANDS ON

© H

ough

ton

Mif

flin

Har

cour

t Pub

lishi

ng C

omp

any

Lesson 9.9B

Chapter 9 FL21

FOR THE TEACHER • Juan has some pennies and dimes. He chooses one kind of coin to show 20 cents. How can Juan show 20 cents?

Use coins to show the problem. Draw and label the coins.

Count CollectionsEssential Question How can you count a group of pennies and dimes?

What coin has the same value as

10 pennies? Explain.

Possible answers: 20 pennies or 2 dimes.

Math Talk: Possible answer: 1 dime; 1 dime or 10 pennies all have a total value of 10 cents.

1_MFLAESE500785_C09L09B.indd 21 5/30/14 10:31:23 PM

PFL12 twelve

Lesson Check

1. What is the total value?

20¢ 22¢ 26¢ 31¢l l l l

2. What is the total value?

4¢ 31¢ 35¢ 40¢l l l l

Spiral Review3. Which yarn is the longest?

(Lesson 9.1)

l

l

l

l

4. What is the sum? (Lesson 3.3)

6 1 6

_

l 10

l 11

l 12

l 13

© H

ough

ton

Mif

flin

Har

cour

t Pub

lishi

ng C

omp

any

1_MFLAEPB501683_C09L09B.indd 12 5/31/14 10:13:02 AM

Name

Chapter 9 eleven PFL11

Lesson 9.9B

Count Collections

Count. Write the total value.

1.

2.

3.

4. A banana costs 24¢. Draw coins you could use to buy the banana.

© H

ough

ton

Mif

flin

Har

cour

t Pub

lishi

ng C

omp

any

Draw and label coins to solve.

24¢

42¢

15¢

Possible answer: 2 dimes and 4 pennies

1_MFLAEPB501683_C09L09B.indd 11 5/31/14 10:05:28 AMFL21 Chapter 9

1 ENGAGE

Materials iTools: Money • Show Amounts • Show Amounts of Money

Access Prior Knowledge Demonstrate how to use the iTools money to stamp coins, select the ¢ button to enter the total amount, and then click the Check button to see if they are correct.Have children show a group of 9 pennies and fi nd the total value. Repeat the activity, showing a group of 9 dimes.

2 TEACH and TALK

Listen and Draw Materials Coins: pennies, dimes (see Teacher Resources)

Read the following problem aloud.Juan has some pennies and dimes. He chooses one kind of coin to show 20 cents. How can Juan show 20 cents?

Have children draw to show how Juan might use only pennies or only dimes to show 20 cents. 20 pennies or 2 dimes Discuss the different solutions.

• Did each child in the class show the same number of coins? Why or why not? No; Possible answer: Not everyone chose the same coin to use. Each kind of coin has a different value, so you need different numbers of each coin to make the same amount.

• 2 dimes have a total value of 20 cents. What if I trade one dime for 10 pennies? What is the total value of my coins now? Explain. 20 cents; Possible answer: 10 pennies have the same value as 1 dime, so the total value of a group of 1 dime and 10 pennies is the same as a group of 2 dimes.

Use Math Talk to focus on children’s understanding of how the value of coins relate to each other.

c

MAFS.1.MD.2.a.b Identify and combine values of money in cents up to one dollar working with a single unit of currency. Compute the value of combinations of coins (pennies and/or dimes).

1

2

3

1

2

3

Enrich 9.9BReteach 9.9B

COMMON ERRORS

COMMON ERRORS

Model and Draw

Model and Draw

© H

ough

ton

Mif

flin

Har

cour

t Pub

lishi

ng C

omp

any

© H

ough

ton

Mif

flin

Har

cour

t Pub

lishi

ng C

omp

any

FL22

Share and ShowCount. Write the total value.

Count to fi nd the total value. Why would you start with the dimes?

1.

2.

3.

33¢ — 30 _ ¢ 31 _ ¢ 32 _ ¢ 33 _ ¢ 20 _ ¢ 10 _ ¢totalvalue

10 — ¢

10 — ¢

20 — ¢

20 — ¢

21 — ¢

30 — ¢

22 — ¢

31 — ¢

23 — ¢

32 — ¢

23¢ —

32¢ —

10 — ¢ 20 — ¢ 30 — ¢ 40 — ¢ 50 — ¢ 51 — ¢ 51¢ —

1_MFLAESE500785_C09L09B.indd 22 5/20/14 4:21:31 PM

© Houghton Mifflin Harcourt Publishing Company

Name

Grade 1RFL6Reteach

Lesson 9.9BReteach

Count Collections

Find the total value of the coins.Count the coins with the greatest value first.

To find

Count 10 ¢ 20 ¢ 21 ¢ 22 ¢ 22 ¢total value

Count. Write the total value.

1.

10 ¢ 20 ¢ 21 ¢ 22 ¢ 23 ¢ 23 ¢

2.

10 ¢ 20 ¢ 30 ¢ 40 ¢ 41 ¢ 41 ¢

3.

10 ¢ 20 ¢ 30 ¢ 31 ¢ 32 ¢ 32 ¢

1_MFLAERT501744_C09L09B.indd 6 6/9/14 5:10:49 PM

Enrich Grade 1

Name

© Houghton Mifflin Harcourt Publishing Company

EFL6

Money to SpendJuan and Lisa go to the toy store. Juan has 51¢ to spend. Circle the coins Juan could have. Lisa has 44¢ to spend. Put an X on the coins Lisa could have.

Writing and Reasoning Who has a greater amount of money to spend, Juan or Lisa? Explain.

Juan does, because 51¢ is more than 44¢.

Lesson 9.9BEnrich

Answers will vary, but circled coins should total 51¢ and coins with Xs should total 44¢.

1_MFLAEEN501874_C09L09B.indd 6 6/3/14 5:58:58 PM

Quick Check

If

Rt I RR1

2

3

Then

GOOnline

AnimatedMath Models

Lesson 9.9B FL22

Model and DrawWork through the model, showing how to count the coins by tens and then by ones. Have children count again and write the numbers as they count each coin.

• How are the coins arranged? The coins are in order from greatest value to least value.

Show children that counting money is more orderly when you start with the coins of greater value.

3 PRACTICE Share and Show • Guided Practice

Exercises 1–3 connect to the learning model.• Will a collection with a greater number of

coins always have a greater total value? Explain. No, it depends on the values of the coins in the collection.

• Can two different collections of coins have the same total value? Why or why not? Yes, groups can have different combinations of coins that count to the same total value.

Exercises 2 and 3 may be used for Quick Check. Children should use their MathBoards to show their solutions.

c

c

Error After counting dimes, children may continue to count pennies by tens.

Example In Exercise 1, children write a total value of 50¢.Springboard to Learning Remind children to identify the value of each coin being counted.

a child misses Exercises 2 and 3

Differentiate Instruction with • RtI Tier 1 Activity FL21B

• Reteach 9.9B

© H

ough

ton

Mif

flin

Har

cour

t Pub

lishi

ng C

omp

any

Name

© H

ough

ton

Mif

flin

Har

cour

t Pub

lishi

ng C

omp

any

Chapter 9 • Lesson 9B FL23

Write the total value.

On Your OwnCount. Write the total value.

8. 9.

4.

5.

6.

7.

42¢ —

24¢ —

33¢ —

51¢ —

32¢ — 23¢ —

1_MFLAESE500785_C09L09B.indd 23 6/4/14 2:10:21 PM

Extend the Math Activity

FL23 Chapter 9

On Your Own • Independent Practice

If children answered Exercises 2 and 3 correctly, assign Exercises 4–9. They are now writing only the total value of each group. Children can use their MathBoards to continue to write values as they count if they need to.

Problems Exercises 8 and 9 require children to count coins that are not in an ordered row.

Go Deeper To extend thinking, challenge children to draw to show two different collections of coins that have the same total value as the group shown in Exercise 4. Have volunteers share their solutions.

c

Equal AmountsMaterials Coins: pennies, dimes (see Teacher Resources)

Investigate Have children use coins and write or draw to show two different groups of coins that have the same total value. Then have children fi nd the ways to make the same amount using the greatest number of coins and the least number of coins.Math Talk As you go through the following questions, have children model their groups and explain their methods. Answers will vary. Possible answers are shown for a child making groups of coins that total 45¢.

• What two groups of coins did you make? Possible answer: 3 dimes, 15 pennies; and 2 dimes, 25 pennies

• What is the total value of each group? 45¢

• How can you make the same amount using the greatest number of coins? 45 pennies

• How can you make the same amount using the fewest coins? 4 dimes and 5 pennies

• Can there be any more ways to make the same amount? Possible answer: Yes, for example, 1 dime and 35 pennies.

• Why are there so many ways to make the same amount? There are many ways to trade coins to make groups that have the same total value.

Summarize Children choose coins to represent the same total value in two different ways. Then they trade coins to fi nd ways to make the same amount using the greatest and least number of coins.

PROBLEM SOLVING

© H

ough

ton

Mif

flin

Har

cour

t Pub

lishi

ng C

omp

any

FL24

TAKE HOME ACTIVITY • Have your child count to identifythe total value of groups of pennies and/or dimes, up to 50 cents.

Draw and label coins to solve.

10. Cindy has 4 coins. The total value is 22¢. Draw the coin that is missing.

11. A pencil costs 31¢. Draw coins you could use to buy the pencil.

12. Karl has 30 pennies. Show the same amount with fewer coins.

13. Test Prep What is the total value?

40¢ 31¢ 26¢ 4¢

Children should draw and label a dime.

Possible answer: 3 dimes, 1 penny

Children should draw and label 3 dimes.

1_MFLAESE500785_C09L09B.indd 24 6/9/14 4:56:51 PM

Differentiated Centers KitDifferentiated Centers Kit

INDEPENDENT ACTIVITIES

Differentiated Instruction

DifiDi

Games

Lesson 9.9B FL24

Problem SolvingHave children solve each problem.Children may use different strategies to solve Exercise 10. Encourage children to share their methods.

Problem In Exercise 12, children use higher order thinking skills to meet two criteria.

Test Prep CoachTest Prep Coach helps teachers to identify common errors that children can make.

In Exercise 13, if children selected:• 40¢, they counted the entire group by tens.• 26¢, they counted one of the dimes as a

nickel.• 4¢, they counted the number of coins.

4 SUMMARIZE Essential QuestionHow can you count a group of pennies and dimes? Possible answer: Start with the dimes and count by tens. Then count on the pennies by ones to get the total value.

Math Journal Explain how to fi nd the total value of a group of 3 pennies and 3 dimes.

c

Animated Math Models

iTools

HMH Mega Math

Soar to Success Math

e Student Edition

Children read this book and use clues to fi nd hidden coins.

Children complete orange Activity Card 15 by showing sets

of pennies and their values.

LiteratureKen’s Coins

ActivitiesA Pretty Penny

Children practice counting money.

GamesBank It