Using Coins to Buy Things

Transcription

1 Using Coins to Buy Things Objectives To review coin values and exchanges among coins; and to provide experiences with finding coin combinations needed to pay for items. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Count by 5s, 10s, and 25s. [Number and Numeration Goal 1] Use dollars-and-cents notation. [Number and Numeration Goal 2] Calculate coin combinations. [Operations and Computation Goal 2] Exchange coins and dollar bills. [Measurement and Reference Frames Goal 4] Key Activities Children determine the total value of a set of coins and bills. Children review the values of coins and bills and the exchanges among them. Children name coin combinations to make purchases and make change while buying and selling items. Ongoing Assessment: Recognizing Student Achievement Use journal page 57. [Operations and Computation Goal 2] Key Vocabulary nickel penny dime quarter $1 bill Materials Math Journal 1, pp. 56 and 57 My Reference Book, pp. 88 and 89 Home Link 3 1 Math Masters, p. 417 (optional) transparency of Math Masters, p. 58 coins and bills (10 pennies, 6 nickels, 6 dimes, 4 quarters, and two $1 bills) Playing Spinning for Money Math Journal 1, p. 55 Math Masters, p. 472 per group: scissors, pencil, large paper clip, sheet of paper labeled Bank per player: 7 pennies, 5 nickels, 5 dimes, 4 quarters, and one $1 bill Children practice coin and bill exchanges. Math Boxes 3 2 Math Journal 1, p. 58 Children practice and maintain skills through Math Box problems. Home Link 3 2 Math Masters, p. 59 Children practice and maintain skills through Home Link activities. READINESS Playing Penny-Nickel Exchange or Penny-Dime-Dollar Exchange Math Masters, p. 428 per partnership: 20 pennies and 10 nickels (or 40 pennies, 40 dimes, and one $1 bill), 1 or 2 dice Children gain concrete experience with coin exchanges. ENRICHMENT Writing Fruit and Vegetables Stand Number Stories Math Journal 1, p. 56 Math Masters, p. 419 Children further explore buying items with exact change by writing numbers stories using items from the Fruit and Vegetables Stand Poster. ELL SUPPORT Building a Math Word Bank Differentiation Handbook, p. 142 Children add the terms penny, nickel, dime, and quarter to their Math Word Banks. Advance Preparation For the Paying for Things with Coins activity in Part 1, create an overhead transparency of Math Masters, page 58. For a mathematics and literacy connection, obtain copies of 26 Letters and 99 Cents by Tana Hoban (HarperCollins, 1995) and The Big Buck Adventure by Shelley Gill and Deborah Tobola (Scholastic Inc., 2000). Teacher s Reference Manual, Grades 1 3 pp Unit 3 Place Value, Money, and Time

2 Getting Started Mental Math and Reflexes Count by 5s, 10s, 25s, and 100s. Begin at 5. Count by 5s to 100. Begin at 115. Count by 5s. Begin at 30. Count by 10s to 150. Begin at 153. Count by 10s. Begin at 100. Count by 100s to Begin at 253. Count by 100s. Begin at 25. Count by 25s to 200. Begin at 175. Count by 25s. Begin at 50. Count by 5s. Begin at 140. Count by 10s. Begin at Count by 100s. Begin at 100. Count by 25s. Allow children to use coins or a number grid (Math Masters, page 417) as they count. Math Message Take 10 Î, 6 Â, 6 Í, 4, and 2 Á from your tool-kit money. How much money is that? $4.00 Home Link 3 1 Follow-Up Review answers as necessary. 1 Teaching the Lesson Math Message Follow-Up WHOLE-CLASS DISCUSSION Ask children to share the strategies they used to find the total amount ($4.00). You might model the strategies on an overhead projector. One approach is to count the monetary units in order from greatest to least. The dollar bills are $2.00. Count on the four quarters to reach $3.00. Count by 10s from $3.00 for the six dimes to reach $3.60. Then count by 5s from $3.60 for the six nickels to reach $3.90. Finally, count by 1s from $3.90 for the ten pennies for a total of $4.00. Another approach is to make exchanges: 10 pennies for a dime, 4 quarters for a $1 bill, and so on. In today s lesson children will exchange coins and $1 bills while buying and selling items from the Fruit and Vegetables Stand Poster. NOTE Although the focus of this lesson is not on money notation, such as 25 or $0.25; or $1, $1.00, or 100, be sure to use these different notations during this lesson. Unit money $ and Reviewing the Exchanges for Coins and $1 Bills (My Reference Book, pp. 88 and 89) WHOLE-CLASS DISCUSSION On the board, draw a unit box as shown in the margin. Read about money and equivalencies with your class on My Reference Book, pages 88 and 89. Have children respond in unison to questions about the coins and the $1 bill. Hold up a nickel. Ask: What is this called? How much is it worth? 5 cents Write nickel and 5 cents on the board. How much are two nickels worth? 10 cents Repeat with a penny, dime, quarter, and $1 bill. ELL Table of Equivalencies 1 Â = 5 Î 1 Í = 10 Î 1 = 25 Î Á = 100 Î Children may find it helpful to refer to this Table of Equivalencies or My Reference Book, pages 88 and 89 during the remainder of the lesson. Lesson

3 Teaching Master 3 2 Fruit and Vegetables Stand Poster Adjusting the Activity Cents is an interesting word because it has several homonyms. To support English language learners, clarify the meaning of cents in this context. ELL 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 Math Masters, p. 58 Hold up a nickel. Ask: How many pennies would you trade for a nickel? 5 cents To support English language learners, draw a picture on the board illustrating that 1 nickel is equivalent to 5 pennies. Hold up the appropriate coins and draw corresponding pictures as you ask and discuss questions like the following: How many pennies would you trade for a dime? 10 pennies For a quarter? 25 pennies For one dollar? 100 pennies For two dollars? 200 pennies How many nickels would you trade for a dime? 2 nickels For a quarter? 5 nickels For a dollar? 20 nickels How many dimes would you trade for a dollar? 10 dimes Paying for Things with Coins (Math Masters, p. 58) WHOLE-CLASS Display an overhead transparency of the Fruit and Vegetables Stand Poster on Math Masters, page 58. (The poster is also found on journal page 56.) Ask children to count out the coins they would use to pay for one pear. Partners check each other s coin combinations. Ask volunteers to share the coin combinations they used with the class. List their responses on the board. Date 3 2 Time Buying Fruit and Vegetables Select the fruit and vegetables from journal page 56 that you would like to buy. Write the name of each item. Then draw the coins you could use to pay for each item. Write Î, Â, Í, or. For Problems 3 and 4, write the total amount of money that you would spend. Sample answers: I bought I paid I paid (Write the name.) (Draw coins.) (Draw coins another way.) Example: Í ÂÂÎÎÎ one orange ÎÎÎ ÎÎÎÎÎ 1. one melon  ÍÍ slice ÎÎÎÎÎ 2. one head of  ÍÍÍÍ lettuce  3. one apple ÂÂÎÎ ÍÎÎÎÎÎ and one plum ÂÎ ÎÎÎ Total: 18 Try This 4. one ear of corn, ÍÍ ÍÍÍÍ one banana, ÎÎÎ ÂÎÎÎ and one green pepper Math Journal 1, p. 57 Student Page Total: 48 ÎÎÎÎÎ ÍÎ ÂÎ ÂÎÎ ÎÎÎÎÎ Î ÂÎ ÎÎÎ ÎÎÎ Î Î ÎÎÎ Ask children if there are any other ways they could have paid for the pear. Sample answer: Pay for the pear with 1 dime and 1 nickel and receive 2 pennies as change. Repeat the activity with other items until children are ready to work independently. Taking Turns Buying and Selling (Math Journal 1, pp. 56 and 57) Possible coin combinations for 13 PARTNER PROBLEM SOLVING Partners take turns being customer and clerk at the Fruit and Vegetables Stand. The customer points to an item and pays the exact amount with coins. The clerk checks that the customer has 192 Unit 3 Place Value, Money, and Time

4 paid the correct amount. Children record four of these transactions in their journals; they show two possible combinations for each transaction. Ask children to share some of their answers from journal page 57. Have children divide the money and return it to their tool kits or to the classroom bank. Adjusting the Activity Set parameters for the coin combinations children make. For example, have them make and record coin combinations with the fewest possible coins or coin combinations without using nickels. 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 Date 3 2 Student Page Spinning for Money Time Materials Spinning for Money Spinner (Math Masters, p. 472) pencil large paper clip 7 pennies, 5 nickels, 5 dimes, 4 quarters, and one $1 bill for each player sheet of paper labeled Bank Players 2, 3, or 4 Skill Exchange coins and dollar bills Object of the Game To be first to exchange for a $1 bill Directions 1. Each player puts 7 pennies, 5 nickels, 5 dimes, 4 quarters, and one $1 bill into the bank. 2. Players take turns spinning the Spinning for Money Spinner and taking the coins shown by the spinner from the bank. 3. Whenever possible, players exchange coins for a single coin or bill of the same value. For example, a player could exchange 5 pennies for a nickel, or 2 dimes and 1 nickel for a quarter. 4. The first player to exchange for a $1 bill wins. Ongoing Assessment: Recognizing Student Achievement Journal Page 57 Use journal page 57 to assess children s ability to show coin combinations. Children are making adequate progress if they can show one coin combination for buying a pear, plum, onion, banana, apple, or ear of corn. Some children may be able to show coin combinations for the other fruits and vegetables. Others may be able to show two or more ways. [Operations and Computation Goal 2] Math Journal 1, p. 55 Use a large paper clip and pencil to make a spinner. 2 Ongoing Learning & Practice NOTE Ask children to write their names on the backs of their Spinning for Money Spinners. Collect the spinners or have children store them in their tool kits for reuse. Playing Spinning for Money (Math Journal 1, p. 55; Math Masters, p. 472) SMALL-GROUP Players put pennies, nickels, dimes, quarters, and $1 bills into a bank. They then take turns spinning the Spinning for Money Spinner and taking the coins shown by the spinner from the bank. Whenever possible, players exchange coins for a single coin or bill of the same value. The first player to exchange for a $1 bill wins. When introducing this game, use chance vocabulary. Discuss questions such as the following with the children: Which has a better chance, landing on 1 quarter or 1 dime? Equal chance Which has a better chance, landing on one of the penny spaces, or one of the dime spaces? Equal chance How likely is it that a spin will show more than 5 cents? Very likely More than 10 cents? Less likely than showing 10 cents or less More than 1 penny? certain More than 25 cents? impossible Game Master Spinning for Money Spinner Before beginning the game, cut out this Spinning for Money Spinner on the dashed lines Math Masters, p. 472 Lesson

5 Date 3 2 Math Boxes Time 1. Draw hands to show 4: Write seven even numbers Student Page Sample answers 97 Math Boxes 3 2 (Math Journal 1, p. 58) INDEPENDENT Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 3-4. The skills in Problems 5 and 6 preview Unit 4 content. 3. Put these numbers in order from smallest to largest and circle the middle number. 23, 59, 49, 3, 159 3, 23, 49, 59, Fill in the tally chart. Grade 1 sold 17 cupcakes at the bake sale and Grade 2 sold 13 cupcakes. Number of Cupcakes Sold Grade 1 ////\ ////\ ////\ // Grade 2 ////\ ////\ /// Home Link 3 2 (Math Masters, p. 59) INDEPENDENT 5. What is the temperature? 20 F Is it warm or cold? cold 40 F Math Journal 1, p A bag of pretzels costs 95. About how much money would you need to buy 3 bags of pretzels? Fill in the circle next to the best answer. A $1.50 B 95 C $3.00 D $ Home Connection Children use store advertisements to find items that cost less than $2.00. They draw coins and bills to show two ways to pay for each item. 3 Differentiation Options NOTE For practice with pictographs, see READINESS Playing Penny-Nickel Exchange or Penny-Dime-Dollar Exchange (Math Masters, p. 428) PARTNER 5 15 Min To provide concrete experience with coin exchanges, have children play Penny-Nickel Exchange or Penny-Dime-Dollar Exchange. Home Link Master HOME LINK 3 2 How Much Does It Cost? Family In this activity, your child looks through advertisements, selects items that cost less than Note $2.00, and shows how to pay for those items in more than one way. For example, your child could pay for an item that costs 79 by drawing 3 quarters and 4 pennies or by drawing 7 dimes and 9 pennies. If you do not have advertisements showing prices, make up some items and prices for your child. Please return this Home Link to school tomorrow. Look at newspaper or magazine advertisements. Find items that cost less than $2.00. Write the name and price of each item. Show someone at home how you would pay for these items with coins and a $1 bill. Write Î, Â, Í,, and Á. Try to show amounts in more than one way. Answers vary. 1. I would buy. It costs. This is one way I would pay: This is another way: 2. I would buy. It costs. This is one way I would pay: This is another way: 3. I would buy. It costs. This is one way I would pay: This is another way: Penny-Nickel Exchange Partners put 20 pennies and 10 nickels in a pile. This is the bank. Players take turns. At each turn, a player rolls a die and collects the number of pennies shown on the die from the bank. Whenever players have at least 5 pennies, they say Exchange! and trade 5 of their pennies for a nickel in the bank. The game ends when there are no more nickels in the bank. The player who has more nickels wins. If players have the same number of nickels, the player with more pennies wins. Penny-Dime-Dollar Exchange Partners put 40 pennies, 40 dimes and 1 dollar in a pile. This is the bank. Each partnership shares one Place-Value Mat and a pair of dice. Players take turns. They roll the dice, announce the total number of dots, take that number of cents from the bank, and place the coins on the mat. Whenever possible, they exchange 10 pennies for a dime. The partner who is not rolling the dice checks the accuracy of the transactions. The first player to make an exchange for a dollar wins the game. Math Masters, p Unit 3 Place Value, Money, and Time

6 ENRICHMENT Writing Fruit and Vegetables Stand Number Stories (Math Journal 1, p. 56; Math Masters, p. 419) PARTNER 5 15 Min To further explore buying items with exact change, have children write number stories using items from the Fruit and Vegetables Stand Poster. Encourage children to buy multiple items at a time. Once the number stories are written they may exchange them with a classmate and solve them. When children are finished, ask them to share their number stories and their strategies with the class. ELL SUPPORT SMALL-GROUP Building a Math Word Bank (Differentiation Handbook, p. 142) 5 15 Min To provide language support for coins, have children use the Word Bank template found on Differentiation Handbook, page 142. Ask children to write the terms penny, nickel, dime, and quarter, draw symbols and pictures representing each term, and write other related words. If available, have children stamp their page with the appropriate coin stamps. See the Differentiation Handbook for more information. Place-Value Mat $1.00 $0.10 $ Teaching Aid Master Dollars 100s Flats Dimes 10s Longs Pennies 1s Cubes Math Masters, p. 428 Planning Ahead For the next lesson, you will need a demonstration clock with an hour hand only. Use Math Masters, page 60 and a paper fastener, or draw a clock face on the board with semipermanent chalk. Each child will need a small tool-kit clock. If you prefer, clocks can be made from Math Masters, page 61, preferably copied onto stiff paper. See Math Masters, page 61 for instructions. Write each child s tool-kit number on his or her clock. Teaching Aid Master A Number Story Unit Math Masters, p. 419 Lesson