TEKS: (5) Number and operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to: (A) Determine the value of a collection of coins up to one dollar;
Concept: using different monetary value patterns that equal up to one dollar. (TEKS 2.5.A)
Objective: Students will be able to:
• Demonstrate understanding of coin values.
• Create coin combinations that are less than or equal to one dollar.
Concept: using different monetary value patterns that equal up to one dollar. (TEKS 2.5.A)
Objective: Students will be able to:
• Demonstrate understanding of coin values.
• Create coin combinations that are less than or equal to one dollar.
mini lesson with Ms. de hoyos
manipulative activity
The student will stand/sit in front of the cups placed on the table and toss the pom pom into them. When the pom pom lands in a cup, the student will demonstrate the monetary value written on the cup with the least amount of coins as possible. Then, they will remove the pom pom and the next student will toss.
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technology activity
The students will use the computers in the classroom to play the online game Counting Money :
http://www.abcya.com/counting_money.htm
http://www.abcya.com/counting_money.htm
paper & pencil activity
Students will work on the worksheet provided by the teacher and use real coins to help them solve problems.
Literature connection
assessment1. Can you select the coin value that represents 67ȼ?
A. 2 quarters, 1 dime, 2 pennies B. 2 quarters, 1 dime, 1 nickel, 2 pennies C. 2 quarters, 2 pennies, 1 nickel D. 3 quarters 2. What 3 ways can you represent the value of 45ȼ? 3. Can you elaborate on the reason why you can make 3 ways out of the value of 45ȼ? 4. How could you determine the value of 81ȼ using only 2 different coin values? |
proficiency rubric
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