www.everydaymathonline.com

Lesson 3�7 219

Advance Preparation

Teacher’s Reference Manual, Grades 1–3 p. 106

Key Concepts and Skills• Count by 1s, 5s, 10s, and 25s. 

[Number and Numeration Goal 1]

• Write money amounts using cents notation. [Number and Numeration Goal 2]

• Make change by counting up. [Operations and Computation Goal 2]

• Show coin combinations for an amount. [Operations and Computation Goal 2]

Key ActivitiesChildren identify combinations of coins that can be used to make a purchase. They make change by counting up from the cost of an item to the amount tendered. They practice making change by acting out the roles of customer and clerk.

Key Vocabularymake change by counting up

MaterialsMath Journal 1, pp. 56 and 73Home Link 3�6per partnership: 10 pennies, 10 nickels, 5 dimes, 3 quarters, and one $1 bill � overhead coins in the quantities given above (optional) � slate

Playing the Digit GameMy Reference Book, pp. 132 and 133per partnership: 4 each of number cards 0 –9 (from the Everything Math Deck, if available)Children practice forming and comparing numbers.

Ongoing Assessment: Recognizing Student Achievement Use an Exit Slip (Math Masters, page 415). [Number and Numeration Goal 2]

Math Boxes 3�7Math Journal 1, p. 74Children practice and maintain skillsthrough Math Box problems.

Home Link 3�7Math Masters, pp. 81 and 82Children practice and maintain skills through Home Link activities.

READINESS

Playing High Rollertwo diceChildren practice addition skills by using dice to count up.

ENRICHMENTSolving a Coin PuzzleMath Masters, p. 83Children apply their understanding of coin values and coin combinations.

Teaching the Lesson Ongoing Learning & Practice

132

4

Differentiation Options

Making Change by Counting Up

Objective To guide children as they make change by counting up from the cost of an item to the amount tendered.

������

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

219_EMCS_T_TLG1_G2_U03_L07_576949.indd 219219_EMCS_T_TLG1_G2_U03_L07_576949.indd 219 2/11/11 9:14 AM2/11/11 9:14 AM

220 Unit 3 Place Value, Money, and Time

Fruit and Vegetables Stand PosterLESSON

3 � 2

Date Time

EM3cuG2MJ1_U03_53-79.indd 56 12/22/10 11:57 AM

Math Journal 1, p. 56

Student Page

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASS ACTIVITYAsk several children to share their solutions. Explain that any group of coins that has a value of 48¢ is a correct solution. How can you find the fewest number of coins that would be needed to buy the toy? Sample answer: I start with the coin of the highest value, a quarter. I can use 1 quarter. Then I count on from 25¢ with the next-highest-value coin. I can use 2 dimes, so I count 25¢, 35¢, 45¢. I cannot use any nickels. So I count on from 45¢ with pennies: 45¢, 46¢, 47¢, 48¢. The fewest number of coins that I would need to buy the toy is 6: 1 quarter, 2 dimes, and 3 pennies.

� Demonstrating How to Make WHOLE-CLASS ACTIVITYChange by Counting Up(Math Journal 1, p. 56)

Have children turn to the Fruits and Vegetables Stand Poster in their journals. Then pose this problem: I buy an orange. I give the clerk 2 dimes. How much change will the clerk give me back? To support English language learners, discuss the meaning of make change.

ELL

Getting Started

Math Message You buy a toy that costs 48¢. Which coins would you use to pay for it? Draw the coins on your slate. Use Î, Â, Í, or ‰.

Home Link 3�6 Follow-Up Ask volunteers to demonstrate how they found the numbers that belong in the empty frames for each problem. Show the children how to use coins to determine the missing numbers.

Mental Math and Reflexes Count by 5s, 10s, 25s, and 100s.

Suggestions:

Begin at 50. Count by 5s to 100. Begin at 25. Count by 10s to 105. Begin at 150. Count by 100s to 1,050. Begin at 100. Count by 25s to 300. Begin at 155. Count by 5s. Begin at 137. Count by 10s. Begin at 1,000. Count by 100s. Begin at 150. Count by 25s. Begin at 1,050. Count by 5s. Begin at 1,020. Count by 10s. Begin at 1,030. Count by 100s. Begin at 1,025. Count by 25s.

220-223_EMCS_T_TLG1_G2_U03_L07_576949.indd 220220-223_EMCS_T_TLG1_G2_U03_L07_576949.indd 220 1/24/11 2:03 PM1/24/11 2:03 PM

Adjusting the Activity

Show how to make change by counting up.

1. Start with the cost of the item—18¢.

2. Count up to the amount of money used to pay for the item—20¢. Say “19, 20” while putting down 2 pennies.

3. Record the transaction on the board as follows:

I bought: I paid: My change was:

an orange Í Í Î Îfor 18¢

4. Repeat this routine with several other examples.

Point out that the same transaction can involve different coin combinations. In the sample problem above, a child could have paid for the orange with a quarter. The change could have been 1 nickel and 2 pennies, or 7 pennies.

Partners take turns being the Customer and the Clerk. The Customer selects an item and gives the Clerk coins to pay for the item. The Clerk counts out the change. Encourage children to make change using the fewest possible number of coins. Have children share several transactions with the class and record them in the table on the board.

Present examples where the Clerk uses no more than 4 pennies in change. Then move on to making change with nickels, dimes, and quarters.Guide children to write number models for transactions: If you pay for a 13¢ pear with two dimes, you could use the number model 13¢ + 7¢ = 20¢ to show counting up to make the change. 13¢ is the cost, 20¢ is the amount used to pay, and 7¢ is the amount of change. If you pay for a 13¢ pear with two dimes, you could also use the number model 20¢ – 13¢ = 7¢.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Acting as Customer or Clerk PARTNER ACTIVITY(Math Journal 1, p. 73)

Partners continue the shopping activity. They take turns being the Customer and the Clerk. Children record a few of their transactions in their journals, using the notation Î, Â, Í, ‰, and Á.

Shopping at the Fruit and Vegetables StandLESSON

3 � 7

Date Time

Price per Item

pear 13¢ melon slice 30¢ lettuce 45¢orange 18¢ apple 12¢ green pepper 24¢banana 9¢ tomato 20¢ corn 15¢plum 6¢ onion 7¢ cabbage 40¢

I bought I paid I got in change

and ¢15cabbage

lettuce

Buy 2 items. How much change from $1.00 will you get?

$1

Sampleanswer:

Complete the table.

I bought I paid I got in change(Draw coins or $1 bill.)

ÍÍ ¢

¢

¢

7a pear

Try This

Sample answer:

Math Journal 1, p. 73

Student Page

Lesson 3�7 221

The Digit GameMaterials ❑ number cards

0—9 (4 of each)

Players 2

Ski l l Making and comparing numbers

Object of the gameTo collect more cards.

Directions

1 . Shuffle the cards. Place the deck number-sidedown on the table.

2. Each player draws 2 cards from the deck anduses them to make the larger 2-digit number.

3 . The player with the larger number takes all 4 cards.

4 . The game is over when all of the cards havebeen used.

5 . The player with more cards wins.

Games

My Reference Book, p. 132

Student Page

EM3cuG2TLG1_220-223_U03L07.indd 221EM3cuG2TLG1_220-223_U03L07.indd 221 12/12/10 1:39 PM12/12/10 1:39 PM

222 Unit 3 Place Value, Money, and Time

Name Date Time

Encourage your child to make change by counting up. Using real coins and dollar bills will make this activity easier. For example:

� Start with the cost of an item—65 cents.

� Count up to the money given—$1.00.

One way to make change: Put down a nickel and say “70.” Then put down 3 dimes and say “80, 90, 1 dollar.” Another way: Put down 3 dimes and say “75, 85, 95.” Then put down 5 pennies and say “96, 97, 98, 99, 1 dollar.”

The Practice section in the Home Link provides a review of previously learned skills.

Please return this Home Link to school tomorrow.

Family Note

Pretend you are having a garage sale. Do the following:

� Find small items in your home to “sell.”

� Give each item a price less than $1.00. Give each item a different price.

� Pretend that customers pay for each item with a $1 bill.

� Show someone at home how you would make change by counting up. Use Î, Â, Í, and ‰.

� Show another way you can make change for the same item.

Example:

The customer buys a pen for 65› .

One way I can make change: ÂÍÍÍ

Another way I can make change: ÍÍÍÎÎÎÎÎ

HOME LINK

3�7 Change at a Garage Sale

EM3MM_G2_U03_056-089.indd 81 12/22/10 9:54 AM

Math Masters, p. 81

Home Link Master

Math BoxesLESSON

3 � 7

Date Time

1. Write 3 names for 50.

3. Fill in the rule and the missing numbers.

6. What is the temperature?

Would you

wear a coat?

2. Write the fewest number of coins needed to make 67¢.

67¢ = quarters dimes nickels pennies

4. Solve.

6 + 8 = 80 + 60 = 7 + 4 = 40 + 70 =

5. 10 children ordered juice. 13 children ordered milk. How many children ordered drinks?

50

in out

132 122 103 93 114 205

Unit

°F

20

30

40

87

101 102

Rule

Answer: children

Sample answers: 25 + 25 100 - 5010 + 10 + 10 + 10 + 10

-10

Total

Part Part

?10 13

28°F

110

14014

2

2

11

104195

11

yes

23

EM3cuG2MJ1_U03_53-79.indd 74 1/21/11 2:25 PM

Math Journal 1, p. 74

Student Page

2 Ongoing Learning & Practice

� Playing the Digit Game PARTNER ACTIVITY(My Reference Book, pp. 132 and 133)

The Digit Game was introduced in Lesson 3-1. Children will find game directions on pages 132 and 133 of My Reference Book. Explain to children that they will play the game with 3 cards, using them to make the largest possible 3-digit number. Play several demonstration hands with the class.

Have partners play several rounds of the game.

Ongoing Assessment: Exit SlipRecognizing Student Achievement

Use an Exit Slip (Math Masters, page 415) to assess the children’s understanding of place value. Have children record two of their numbers from the Digit Game. Children are making adequate progress if they are able to make the largest number from the three digits. Some children may be able to use more than three cards successfully.

[Number and Numeration Goal 2]

� Math Boxes 3�7 INDEPENDENTACTIVITY(Math Journal 1, p. 74)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 3-5. The skills in Problems 5 and 6 preview Unit 4 content.

Writing/Reasoning Have children draw, write, or verbalize their answers to the following: Explain how 6 + 8 helped you solve 80 + 60 in Problem 4. How will

this strategy help you solve 600 + 800? Sample answer: 6 + 8 is the same as 8 + 6. I used 8 + 6 = 14 to find 8 tens + 6 tens = 14 tens. I could use 6 + 8 = 14 to find 6 hundreds + 8 hundreds.

� Home Link 3�7 INDEPENDENTACTIVITY(Math Masters, pp. 81 and 82)

Home Connection With small items from home, children have a pretend garage sale. They “price” each item under $1; they “buy” each item with a $1 bill.

220-223_EMCS_T_TLG1_G2_U03_L07_576949.indd 222220-223_EMCS_T_TLG1_G2_U03_L07_576949.indd 222 1/24/11 2:03 PM1/24/11 2:03 PM

3 Differentiation OptionsREADINESS

PARTNER ACTIVITY

� Playing High Roller 5–15 MinTo provide concrete experience with counting on, have children play High Roller.

Rules

1. One player rolls two dice. The player keeps the die with the larger number (the High Roller) and throws the other die again.

2. The player counts up from the number rolled on the first die to get the sum of the two dice.

3. Each player repeats Steps 1 and 2. The winner is the player with the highest number after two rounds.

ENRICHMENT INDEPENDENTACTIVITY

� Solving a Coin Puzzle 5–15 Min(Math Masters, p. 83)

To apply children’s understanding of coin values and coin combinations, have them solve coin puzzles. After completing the Math Masters page, have children write their own coin puzzles on the back of the page.

Name Date Time

HOME LINK

3�7 Change at a Garage Sale continued

1. The customer buys for .

One way I can make change:

Another way I can make change:

2. The customer buys for .

One way I can make change:

Another way I can make change:

3. The customer buys for .

One way I can make change:

Another way I can make change:

4. The customer buys for .

One way I can make change:

Another way I can make change:

5. 7 � 5 � 6. 8 � 6 �

7. 8. 3� 710

4� 913

1412Practice

Math Masters, p. 82

Home Link Master

Name Date Time

83

Use the clues to solve the coin puzzles.

Example:

Clue 1: I have two coins.

Clue 2: Together they are worth 30¢.

Clue 3: One is not a nickel.

Coin Puzzle: What are the coins? A quarter and a nickel

1. Clue 1: I have 46¢.

Clue 2: I have 7 coins.

Coin Puzzle: Which coins do I have? Three dimes,three nickels, and one penny

2. Clue 1: I have 49¢ in one pocket.

Clue 2: I have 16¢ in another pocket.

Clue 3: When I put all my coins on the table, I count 10 pennies.

Clue 4: None of the coins is a nickel.

Coin Puzzle: What are the coins? One quarter,three dimes, and ten pennies

3. Clue 1: I have 5 coins.

Clue 2: I have a total of 46¢.

Clue 3: Three of the coins are not nickels.

Coin Puzzle: Which coins do I have? One quarter,one dime, two nickels, and one penny

LESSON

3�7 Coin Puzzles

Math Masters, p. 83

Teaching Master

Lesson 3�7 223

EM3cuG2TLG1_220-223_U03L07.indd 223EM3cuG2TLG1_220-223_U03L07.indd 223 12/12/10 1:39 PM12/12/10 1:39 PM

219_219_EMCS_T_TLG1_G2_U03_L07_576949220_220-223_EMCS_T_TLG1_G2_U03_L07_576949221_220-223_EMCS_T_TLG1_G2_U03_L07_576949222_220-223_EMCS_T_TLG1_G2_U03_L07_576949223_220-223_EMCS_T_TLG1_G2_U03_L07_576949