Toss. math. photography ppt

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$Money, Money, Money$ Kindergarten Created By: Bekah McGee Professor Beth Peery TOSS Fall 2010

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Transcript of Toss. math. photography ppt

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$Money, Money, Money$

Kindergarten

Created By: Bekah McGeeProfessor Beth Peery

TOSS Fall 2010

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Name the coin and list the value of each coin.

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Hint

_______, _________ easy spent, copper brown and worth ____ cent.

_____, ______ thick and fat. You’re worth ____ cents, I know that!

_____, _____,little and thin.I remember,you're worth ____.

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Scissors = Three Cents

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Hint: does yours look like this?

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Pencil = One Cent

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Hint: does yours look like this?

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Necklace = Five Cents

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Hint: does yours look like this?

(Can we trade the pennies for another coin?)

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Etch-A-Sketch = Eight Cents

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Hint: does yours look like this?

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Chapstick = Two Cents

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Hint: does this look like yours?

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Silly Band = Two Cents

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Hint: does yours look like this?

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Mardi Gras Mask = Ten Cents

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Hint

(can we make this a fair trade?)

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If Ms. McGee wanted to purchase the Hello Kitty Pez dispenser and the glue stick, how much money will she spend all together?

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Solution

OR

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Fair Share Makayla wants to share her nickel with her 5 friends. She goes to the store to trade in her nickel for ____ pennies. How many pennies can each of her 5 friends get?

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Hint

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Ms. McGee wants to purchase 5 silly bands at two (2) cents each. How much money will she spend all together?

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Hint: Use your ten frame and multiple pennies to help you.

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Solution

OR

OR

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How many cents is this?Can we make a fair trade?

Is there more than one way to make a fair trade?

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Solutions

There are multiple solutions that students may come up with, and these are just a few examples of solutions.

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I recently bought some sunglasses for

seven cents.

If I take away the seven cents that I used to buy my sunglasses, how many cents will I have left over?

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Hint: use ten frames to help you.

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Solution

Before the sunglasses purchase

After the sunglasses purchase

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Assessment

• I would use this in small groups and differentiate as needed among the different groups. There are some slides that I may not use with some groups because the various students in the class need different opportunities to manipulate and achieve.

• I would assess through a checklist. Each student would have their own tens frame and enough coins to correctly manipulate each problem.

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GPS• MKN1. Students will connect numerals to the quantities they represent. • a. Count a number of objects up to 30. • b. Produce models for number words through ten. • c. Write numerals through 20 to label sets. • d. Sequence and identify using ordinal numbers (1st-10th). • e. Compare two or more sets of objects (1-10) and identify which set is equal to, more than, or less than the other. • f. Estimate quantities using five and ten as a benchmark. (e.g. 9 is one five and four more. It is closer to 10, which can be

represented as one ten or two fives, than it is to five.) • g. Use informal strategies to share objects equally (divide) between two to three people or sets. • h. Identify coins by name and value (penny, nickel, dime, and quarter). • i. Count out pennies to buy items that together cost less than 30 cents. • j. Make fair trades using combinations involving pennies and nickels and pennies and dimes.

MKN2. Students will use representations to model addition and subtraction. • a. Use counting strategies to find out how many items are in two sets when they are combined, separated, or compared. • b. Build number combinations up to 10 (e.g., 4 and 1, 2 and 3, 3 and 2, 4 and 1 for five) and for doubles to 10 (3 and 3 for

six). • c. Use objects, pictures, numbers, or words to create, solve and explain story problems (combining, separating, or

comparing) for two numbers that are each less than 10. • MKP1. Students will solve problems (using appropriate technology). • a. Build new mathematical knowledge through problem solving. • b. Solve problems that arise in mathematics and in other contexts. • c. Apply and adapt a variety of appropriate strategies to solve problems. • d. Monitor and reflect on the process of mathematical problem solving.