toss. math. photography ppt

$Money, Money, Money$

Kindergarten

Created By: Bekah McGeeProfessor Beth Peery

TOSS Fall 2010

Name the coin and list the value of each coin.

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 ____.

Scissors = Three Cents

Hint: does yours look like this?

Pencil = One Cent

Hint: does yours look like this?

Necklace = Five Cents

Hint: does yours look like this?

(Can we trade the pennies for another coin?)

Etch-A-Sketch = Eight Cents

Hint: does yours look like this?

Chapstick = Two Cents

Hint: does this look like yours?

Silly Band = Two Cents

Hint: does yours look like this?

Mardi Gras Mask = Ten Cents

Hint

(can we make this a fair trade?)

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

Solution

OR

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?

Hint

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

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

Solution

OR

OR

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

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

Solutions

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

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?

Hint: use ten frames to help you.

Solution

Before the sunglasses purchase

After the sunglasses purchase

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.

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.