amounts greater than $1...2.md.c.8 solve word problems involving dollar bills, quarters, dimes,...
TRANSCRIPT
Professional Development
Teaching for DepthChildren are just beginning to use decimal notation (dollar sign and decimal point), rather than a cent sign, to show money amounts. This notation is an early foundation for later learning of decimals. In a money amount, the decimal point separates the dollars from the cents. In a decimal number, the decimal point separates the ones from the tenths, hundredths, and so on.
The way that the money amounts are read is similar to how decimals and fractions are read. $1.35 is read as “one dollar and thirty-five cents.” Mixed numbers, such as 1 5 ___ 10 , and decimals, such as 1.5, are read as “one and 5 tenths.” Understanding how money amounts are read will prepare children for learning about decimals. It will also help them better understand prices in real-life situations.
Professional Development Videos
LESSON AT A GLANCE
497A Chapter 7
LESSON 7.6
Interactive Student Edition
Personal Math Trainer
Math on the Spot Video
iTools: Measurement
About the Math
Learning ObjectiveFind and record the total value for money amounts greater than $1.
Language ObjectiveChildren demonstrate to a partner how to show money amounts greater than one dollar.
MaterialsMathBoard
F C R Focus:Common Core State Standards
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.)MP2 Reason abstractly and quantitatively. MP4 Model with mathematics. MP6 Attend to precision.MP7 Look for and make use of structure.
F C R Coherence:Standards Across the GradesBefore1.MD.B.3
Grade 22.MD.C.8
After3.MD.A.1
FOCUS COHERENCE RIGOR
F C R Rigor:Level 1: Understand Concepts....................Share and Show ( Checked Items)Level 2: Procedural Skills and Fluency.......On Your Own, Practice and HomeworkLevel 3: Applications..................................Think Smarter and Go Deeper
F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 463J.
Amounts Greater Than $1
ENGAGE1Daily Routines
Common Core
Lesson 7.1 497B
How do you show money amounts greater
than one dollar?
with the Interactive Student Edition
Essential QuestionHow do you show money amounts greater than one dollar?
Making ConnectionsAsk children to discuss what they know about money.
Have you ever bought anything that cost more than one dollar? Tell the class what you bought. Accept reasonable answers. Write the ways to make one dollar using only quarters, only dimes, only nickels, or only pennies. 4 quarters, 10 dimes, 20 nickels, 100 pennies
Learning ActivityWhat is the problem the children are trying to solve? Connect the story to the problem. Ask the following questions.
• What are the children in the problem doing? bringing food to share at a picnic
• What coins did one of the girls use to buy apples? 3 quarters, 4 dimes, and 1 nickel
Literacy and MathematicsView the lesson opener with the children. Then, choose one or more of the following activities:
• Have children write a story about using money to buy something they want. Have them guess how much the item costs and write the amount using a dollar sign.
• Have children investigate the pictures on the front and back of a dollar bill in the library or online. Have them share their findings with each other.
1 23 4 Fluency BuilderBasic FactsHave children find each sum or difference.
1. 9 + 2 = ____
2. 12 − 5 = ____
3. 8 + 9 = ____
4. 15 − 6 = ____
5. 6 + 8 = ____
6. 16 − 8 = ____
Problem of the Day 7.6Number of the Day 18 Write five addition sentences that each have 18 as the sum. Possible answer: 11 + 7 = 18, 15 + 3 = 18, 12 + 6 = 18, 18 + 0 = 18, 2 + 16 = 18
Have children share their problems with a partner to check their work.
VocabularyInteractive Student EditionMultimedia Glossary e
11
7
17
9
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Common Core Fluency Standard 2.OA.B.2
1 23 4 Pages 120–121 in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson.
EXPLORE2
Listen and DrawListen and Draw
MATHEMATICAL PRACTICES 7MathTalk
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Chapter 7 four hundred ninety-seven 497
Draw and label the coins.Write the total value.
Amounts Greater Than $1Essential Question How do you show money amounts greater than one dollar?
Lesson 7.6
61¢ ——
FOR THE TEACHER • Read the following problem: Dominic has 1 quarter, 2 dimes, 3 nickels, and 1 penny in his coin bank. How much money is in Dominic’s bank? Have children draw and label coins to help them solve the problem.
Measurement and Data—2.MD.C.8
MATHEMATICAL PRACTICESMP4, MP7
total value
Look for StructureExplain how you found the total value of the coins in the coin bank.
Math Talk: Possible answer: I drew the coins from greatest to least value and counted on to find how many cents in all.
25¢ 5¢ 5¢ 5¢10¢ 10¢ 1¢
Name
1. Show $1.67 using all coins.
2. Show $1.45 using a dollar bill and some coins.
Pocket ChangeDraw and label coins and bills to show each value.
Writing and Reasoning Look at Exercise 1. Describe another way to show $1.67 using a dollar bill and coins.
Lesson 7.6Enrich
Check children’s drawings.
Check children’s drawings.
Possible answer: I could show one $1 bill,
2 quarters, 1 dime, 1 nickel, and 2 pennies.7-16 EnrichChapter Resources
© Houghton Mifflin Harcourt Publishing Company
Name
120¢110¢
$1.20
Amounts Greater Than $1
1. Count on and circle the coins that make one dollar.
2. Count on from 100¢ to find the total value for the whole group of coins.
3. 120¢ is the same as 1 dollar and 20 cents.
Write .
Circle the money that makes $1. Then write the total value of the money shown.
1.
$1.15 ——
2.
$1.20 ——
Lesson 7.6Reteach
7-15 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company
1
2
3 DifferentiatedInstruction
497 Chapter 7
LESSON 7.6
Listen and DrawRead the following problem aloud.
Dominic has 1 quarter, 2 dimes, 3 nickels, and 1 penny in his coin bank. How much money is in Dominic’s bank?
• What are you asked to find? how much money Dominic has in his coin bank
Have children draw and label coins to help them solve the problem.• What is the value of a quarter? 25 cents
What is the value of a dime? 10 cents What is the value of a nickel? 5 cents What is the value of a penny? 1 cent
• How much money does Dominic have in his coin bank? 61 cents
• Describe how you drew the coins that are in Dominic’s coin bank. Answers may vary. For example, some children may have drawn the coins in a row in order from greatest to least value; some children may have drawn the coins in small groups of same-type coins.
• Did anyone draw the coins in a different way? Accept all reasonable answers.
Have children write the total value using the cent sign.
MathTalk
MP7 Look for and make use of structure. Use Math Talk to focus on children’s understanding of how to find the total value of money amounts.
ELL Strategy: Identify Relationships
Display a one dollar bill and a group of coins with a total value of 100 cents. • How much money do I have? $1, 100 cents
• Write $1 and 100 cents and draw an equal sign between them. Say: The value is the same.
• Have children write and say $1.00, one dollar, and 100¢.
• Remind children that the dollar sign and the cent symbol are never used together at the same time.
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
Enrich 7.6Reteach 7.6
COMMON ERRORS
EXPLAIN3
Quick Check
If
Rt I RRR1
2
3
Then
MATHEMATICAL PRACTICES
Advanced Learners
Share and ShShare and ShShare and Show MATHBOARDMATHBOARD
Model and DrawModel and Draw
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498 four hundred ninety-eight
Circle the money that makes $1.00. Thenwrite the total value of the money shown.
When you write amounts greater than one dollar,use a dollar sign and a decimal point.
$1.00 $1.27 —
total value
$1.50 —
total value
1.
2.
$1.56 —
$1.30 —
Lesson 7.6 498
Error When writing money amounts greater than one dollar, children may write the decimal point in the wrong position.
Example For Exercise 1, children write $15.6.Springboard to Learning Have children first circle the money that makes $1.00. Then have them write the dollar sign, the dollar amount, and then the decimal point before counting the rest of the coins.
Model and DrawWork through the examples in the model with children. For the first example, tell children how to read the total value as one dollar and twenty-seven cents. Be sure children understand that they say the word and when they read the decimal point. Explain that $1.27 is the same as 127 cents. • How do you say the money amount for the
second example? One dollar and fifty cents
• How many cents are in $1.50? 150 cents
Share and Show MATHBOARDMATHBOARDMBMMMBBBMATHABOARDMMMAAATHATHTHHAAAAAAAAATTAAAABOARDBOARDBOARD
Connect Exercises 1–2 to the learning model. Remind children to use a dollar sign and a decimal point in each answer.MP4 Model with mathematics.• In Exercise 2, describe how you make one
dollar. Possible answer: I circle the 4 quarters because they have a value of 100 cents.
Use the checked exercises for Quick Check. Children should use their MathBoards to show their answers to these exercises.
a child misses the checked exercises
Differentiate Instruction with • Reteach 7.6
• Personal Math trainer 2.MD.C.8
• RtI Tier 1 Activity (online)
• Draw the following chart on the board.
Amount Dollar Bills Quarters Dimes Nickels Pennies
$2.552 2 0 1 02 1 3 0 0
$1.751 3 0 0 01 2 2 1 0
$1.321 1 0 1 20 4 3 0 2
• Have children copy and fill in the chart with two possible ways to show each money amount. Some possible answers are shown in the chart.
• Have children trade papers with a partner and check each other’s work.
VisualIndividual / Partners
4 ELABORATE
Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.
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Chapter 7 • Lesson 6 four hundred ninety-nine 499
Circle the money that makes $1.00. Then write the total value of the money shown.
Circle the money that makes $1.00. Thenwrite the total value of the money shown.
3.
4.
5.
$1.86—
$1.15 —
$1.10 —
$1.45 —
6. SMARTER Martin used 3 quarters and 7 dimes to pay for a kite. How much money did he use?
On Your OwnOn Your Own
DO NOT EDIT--Changes must be made through “File info”CorrectionKey=B
2_MNLESE342033_C07L06.indd 499 11/6/14 8:48 PM
499 Chapter 7
On Your OwnIf a child answers the checked exercises correctly, assign Exercises 3–6.
DEEPER
MP2 Reason abstractly and quantitatively. To extend thinking, challenge children to write the total amount for a group of coins with a total value that is less than one dollar using a dollar sign and a decimal point. Explain to children that when the money amount is less than one dollar, they write a zero for the number of dollars. Show children a quarter and a dime and write the amount as $0.35. Then have children choose three different coins and write the total value of the coins using a dollar sign and decimal point. Have them discuss why there is a zero on the left side of the decimal point.
SMARTER
Exercise 6 assesses children’s ability to fi nd the total value of coins with an amount greater than one dollar. Have children explain to you how they count to the correct answer step by step.
Math on the Spot Video TutorUse this video to help children model and solve this type of Think Smarter problem.
Additional ExampleTake From • Start Unknown• Jay has some quarters. After he gives 3
quarters to his brother, he has 3 quarters left. How many quarters did Jay have to start? What is the total value of the coins Jay has now? 6 quarters; 75¢
DO NOT EDIT--Changes must be made through “File info”CorrectionKey=D
Differentiated Centers Kit
DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIESD
EVALUATE5 Formative Assessment
MathMath
MATHEMATICAL PRACTICES
Personal Math Trainer
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TAKE HOME ACTIVITY • With your child, take turns drawing coins or a $1 bill and coins with a total value of $1.23.
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7. DEEPER Pam has fewer than 9 coins. The coins havea total value of $1.15. What coins could she have?
Draw the coins. Then write a list of her coins.
———————
———————
8. SMARTER Jason put this money in his bank.
Circle the amount to complete the sentence.
Jason put a total of in his bank.
$1.10
$1.15
$1.35
Check children’s drawings.
Answers may vary. One possible answer: 3 quarters and
4 dimes
Lesson 7.6 500
Children practice showing the same amount of money in another way.
GamesTic Tac Total
Children read about counting coins to buy all the items on a shopping list.
LiteratureTime to Go Shopping
Children complete purple Activity Card 6 by determining if the amount of money is sufficient to purchase given objects.
ActivitiesBlowing Bubbles
Essential QuestionReflect Using the Language Objective Have children demonstrate to a partner the answer to the Essential Question.How do you show money amounts greater than one dollar? Possible answer: First, I count the money. I keep track of how many cents more than one dollar there are. Then I write the amount with a dollar sign and decimal point. The decimal point goes after the dollar amount and before the cents.
Math Journal Math
Write about how to use the dollar sign and decimal point to show the total value of 5 quarters.
DEEPER
MP7 Look for and make use of structure.For Exercise 7 requires children to use higher order thinking skills to identify a coin collection that has a given total value with the restriction that they use fewer than 9 coins.
Personal Math Trainer SMARTER
Be sure to assign this exercise to students in the Personal Math Trainer. It features an animation to help them model and answer the exercise. Children will need to be able to count a collection of a dollar bill and some coins to find a value greater than $1.00. They should be able to count the bill as $1.00 and then count the coins after that. Children who select incorrect answers likely confused the coins.
Problem Solving • Applications
Problem SolvingProblem Solving
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Amounts Greater Than $1
Circle the money that makes $1.00. Then write the total value of the money shown.
Solve. Write or draw to explain.
3. Grace has $1.10. She spends 75¢ on a toy. How much change did she get back?
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COMMON CORE STANDARD—2.MD.C.8 Work with time and money.
Practice and HomeworkLesson 7.6
4. Math Write about how to use the dollar sign and decimal point to show the total value of 5 quarters.
35¢
$1.06
$1.40
Possible answer is given.
Check children’s work.
Practice and HomeworkUse the Practice and Homework pages to provide children with more practice of the concepts and skills presented in this lesson. Children master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write Math section to determine children’s understanding of content for this lesson. Encourage children to use their Math Journals to record their answers.
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FOR MORE PRACTICE GO TO THE
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Spiral Review (2.OA.B.2, 2.NBT.B.5, 2.NBT.B.8)
4. What number is 100 less than 694?
594 __
5. Write an addition fact that has the same sum as 6 + 5.
10 + 1 __
2. There are 79 squash plants and 42 pepper plants in Julia’s garden. How many vegetable plants are in Julia’s garden altogether?
7 9 + 4 2
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3. What is the difference?
1. Julie has this money in her bank. What is the total value of this money?
$1.35 __
Lesson Check (2.MD.C.8)
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Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage children in previously taught concepts and to promote content retention. Common Core standards are correlated to each section.
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