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Kindergarten Mathematics Frameworks

Unit 5 Money

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Georgia Performance Standards FrameworkKindergarten Mathematics Unit 5 1st Edition

Unit Five: Money (4 Weeks)

TABLE OF CONTENTS

Overview......................................................................................................................................3

Key Standards & Related Standards............................................................................................4 Enduring Understandings ............................................................................................................6 Essential Questions......................................................................................................................6

Concepts & Skills to Maintain.....................................................................................................6

Selected Terms and Symbols.......................................................................................................6

Classroom Routines.....................................................................................................................7

Strategies for Teaching and Learning..........................................................................................9 Evidence of Learning...................................................................................................................9 Tasks............................................................................................................................................10

What’s That Coin?...........................................................................................................11 What’s In My Piggy Bank?...........................................................................................17 Comparing Penny Amounts.............................................................................................24 Toy Story Shopping…………………………………………………………………...29 Ten Frame with Pennies and Dimes................................................................................33 Buy the Train...................................................................................................................41 Coin Combinations..........................................................................................................44 Culminating Task: Menu Madness................................................................................55

Georgia Department of EducationKathy Cox, State Superintendent of Schools

MATHEMATICS KINDERGARTEN UNIT 5: MONEY April 2010 of 61

Copyright 2010 © All Rights Reserved


OVERVIEW

In this unit students will: practice rote counting practice for numbers 1-30 count objects using a one-to-one correspondence up to 30 begin to understand skip counting by 5s and 10s as it relates to nickels and dimes (as a counting on strategy) comparing (equal, more than, less than) up to 30 use the strategies of counting on and counting back to understand number relationships pose information questions collect data organize and record results using objects, pictures, and picture graphs group objects according to common properties

Although the units in this instructional framework emphasize key standards and big ideas at specific times of the year, routine topics such as counting, time, money, positional words, and patterns should be addressed on an ongoing basis through the use of calendar, centers (tubs), and games.

To assure that this unit is taught with the appropriate emphasis, depth, and rigor, it is important that the tasks listed under “Evidence of Learning” be reviewed early in the planning process. A variety of resources should be utilized to supplement, but not completely replace, the textbook. Textbooks not only provide much needed content information, but excellent learning activities as well. It is important to keep in mind that textbooks are written for many different states and may include lessons and units that are not part of the Georgia Performance Standards. The tasks in these units illustrate the types of learning activities that should be utilized from a variety of sources.





STANDARDS ADDRESSED IN THIS UNIT

Mathematical standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections that exist among mathematical topics.

KEY STANDARDS MKN1. Students will connect numerals to the quantities they represent.

a. Count a number of objects up to 30.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.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.

MKD1. Students will pose information questions, collect data, organize, and record results using objects, pictures, and picture graphs.

RELATED STANDARDS

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.

MKP2. Students will reason and evaluate mathematical arguments.a. Recognize reasoning and proof as fundamental aspects of mathematics.b. Make and investigate mathematical conjectures.c. Develop and evaluate mathematical arguments and proofs.d. Select and use various types of reasoning and methods of proof.

MKP3. Students will communicate mathematically.a. Organize and consolidate their mathematical thinking through communication.b. Communicate their mathematical thinking coherently and clearly to peers, teachers,

and others.c. Analyze and evaluate the mathematical thinking and strategies of others.d. Use the language of mathematics to express mathematical ideas precisely.





MKP4. Students will make connections among mathematical ideas and to otherdisciplines.a. Recognize and use connections among mathematical ideas.b. Understand how mathematical ideas interconnect and build on one another to

produce a coherent whole.c. Recognize and apply mathematics in contexts outside of mathematics.

MKP5. Students will represent mathematics in multiple ways.a. Create and use representations to organize, record, and communicate mathematical

ideas.b. Select, apply, and translate among mathematical representations to solve problems.c. Use representations to model and interpret physical, social, and mathematical

phenomena.





ENDURING UNDERSTANDINGS

Counting tells how many things are in a set. The last number word, when counting, names the quantity for that set. A number can be represented by a set of objects, a word, and then a numeral. Numbers are related to each other through a variety of number relationships. For

example, 6 is one more than 5, 4 less than 10, is composed of 3 and 3 as well as 4 and 2, and can be recognized quickly in patterned arrangements of dots.

The numbers 5 and 10 are benchmark numbers that can help us count larger quantities quicker. (Is a number closer to 5 or 10? How close?)

Skip counting by 5s and 10s can help count larger quantities quicker. Money can be used as a medium of exchange. The four common coins used are penny, nickel, dime, and quarter. Each of the four coins

represents a different value. A collection of pennies can be traded for a nickel (5 pennies) or a dime (10 pennies). Pictures and/or graphs can be used to show what is counted.

ESSENTIAL QUESTIONS

Why do we need to be able to count objects? How do we use numbers every day? Why would we use 5 and 10 as benchmarks? How can we use a picture graph to show information? How can we use a picture graph to help us count out and compare amounts of pennies? How are American coins alike and different? Why is it important to learn the values of different coins? What are the values of each of the American coins (penny, nickel, dime and quarter)? How do we add pennies? How do we trade collections of pennies for other coins? How can we use different coin combinations to make the same amount of money? How do we count out pennies to buy items?

CONCEPTS/SKILLS TO MAINTAIN

Although many students may have attended pre-school prior to entering kindergarten, this is the first year of school for some students. For that reason, no concepts/skills to maintain will be listed at this time. It is expected that teachers will differentiate to accommodate those students that may enter kindergarten with prior knowledge.





SELECTED TERMS AND SYMBOLS

The following terms and symbols are often misunderstood. These concepts are not an inclusive list and should not be taught in isolation. However, due to evidence of frequent difficulty and misunderstanding associated with these concepts, instructors should pay particular attention to them and how their students are able to explain and apply them. The definitions below are for teacher reference only and are not to be memorized by the students. Teachers should present these concepts to students with models and real life examples. Students should understand the concepts involved and be able to recognize and/or demonstrate them with words, models, pictures, or numbers.

Identity Property for addition: when zero is added to a number the result is the number itself

Join: to put together (ex. adding)

Remove: to take away (ex. subtracting)

CLASSROOM ROUTINES

The importance of continuing the established classroom routines cannot be overstated. Daily routines must include such obvious activities as taking attendance, doing a lunch count, lining up in a variety of ways (by height, age, type of shoe, hair color, eye color, etc.), daily questions, and calendar activities. They should also include less obvious routines, such as how to select materials, how to use materials in a productive manner, how to put materials away, how to open and close a door, how to do just about everything! An additional routine is to allow plenty of time for children to explore new materials before attempting any directed activity with these new materials. The regular use of the routines are important to the development of students’ number sense, flexibility, and fluency, which will support students’ performances on the tasks in this unit. See Unit 1 for suggestions concerning specific ideas for classroom routines

Routines to Implement in Unit 5: Begin surveying the students on a daily basis. Have a chart in your classroom that is divided

into two sections and labeled yes and no. Choose a question to ask students with a yes or no answer (Do you have a pet? Can you whistle?) Have a way for students to document their choice. This may be moving a clip with their name on it onto the correct section. After all the students have answered the question, count the number of students who made each choice. Discuss the answer that received the most and least votes. Try to find out how many more the choice with the largest number of votes received. Some days you may create a picture graph to go along with the survey data.





If you have not done so already, add a weather picture graph to your daily calendar. Each day, ask students to decide whether it is cloudy, sunny, rainy, windy, or snowy. Add the corresponding picture to the graph. Ask children questions daily about the graph. (Which type of weather have we had the most of this month? Which type of weather have we had the least of this month? How many more sunny days have we had than rainy days? How many more cloudy days would we have to have in order to have 3 cloudy days on our graph? etc.)

Begin including coin identification songs and rhymes within the daily calendar routine. Each day, spend some time discussing the names of the coins and their values. Sample songs and rhymes can be found at the following website: http://www.canteach.ca/elementary/songspoems70.html. As you teach the students these rhymes, discuss the meanings of the words with the students. Have large coin examples available to show children as they are learning the rhymes and chanting them.

Money Rhymes

Penny, penny,Easily spent.Copper brownand worth one cent.

Nickel, nickel,Thick and fat.You're worth five cents,I know that.

Dime, dime,Little and thin.I remember,you're worth ten.

Quarter, quarter,big and bold.You're worth twenty-fiveI am told.




http://www.canteach.ca/elementary/songspoems70.html


STRATEGIES FOR TEACHING AND LEARNING

Students should be actively engaged by developing their own understanding. Mathematics should be represented in as many ways as possible by using graphs, tables,

pictures, symbols, and words. Appropriate manipulatives and technology should be used to enhance student learning. Students should be given opportunities to revise their work based on teacher feedback,

peer feedback, and metacognition which includes self-assessment and reflection. Math journals are an excellent way for students to show what they are learning about a

concept. These could be spiral bound notebooks that students could draw or write in to describe the day’s math lesson. Students love to go back and look at things they have done in the past so journals could also serve as a tool for a nine week review.

EVIDENCE OF LEARNING

By the conclusion of this unit, students should be able to demonstrate the following competencies:

Count one-to-one in counting order to 30. After counting, verbally tell the amount in a set. Rote count to 30. Count on and/or back from a number of objects. Recognize quantities of objects 1 to 30 in terms of benchmark numbers of 5 and 10.

(Example: 10 as 2 groups of 5, 20 as 4 groups of 5, 20 as 2 groups of 10, etc.) Group objects by 5s and 10s. Count objects and show the quantity by putting pictures on a class picture graph. Identify the coins and the value assigned to each (penny, nickel, dime, and quarter). Count out pennies to buy items that when combined cost less than 30¢. Trade 5 pennies for 1 nickel and 10 pennies for 1 dime.





TASKS

The following tasks represent the level of depth, rigor, and complexity expected of all Kindergarteners. These tasks or a task of similar depth and rigor should be used to demonstrate evidence of learning. It is important that all elements of a task be addressed throughout the learning process so that students understand what is expected of them. While some tasks are identified as a performance task, they also may be used for teaching and learning (learning task).

Task Name Task Type/Grouping Strategy Content Addressed

What’s That Coin? Learning TaskLarge Group, Individual Identify coins by name and value

What’s In My Piggy Bank? Learning TaskIndividual Sort and graph coins

Comparing Penny Amounts Learning TaskLarge Group, Individual

Problem solving with pennies, creating a pictograph

Toy Story Shopping Performance TaskPartners

Fair trades and problem solving with pennies, nickels, and dimes

Ten Frame with Pennies and Dimes

Learning TaskPartners

Fair trades with pennies and nickels and pennies and dimes

Buy the Train Learning TasksPartners Fair trades with pennies and dimes

Coin Combination Learning TaskPartners

Problem solving with pennies, nickels, and dimes

Culminating Task: Menu Madness

Performance TaskIndividual

Buy items up to 30¢, Order daily events: morning, afternoon,

and evening





Learning Task: What’s That Coin?

STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent.h. Identify coins by name and value (penny, nickel, dime, and quarter).


and others.d. Use the language of mathematics to express mathematical ideas precisely.

MKP4. Students will make connections among mathematical ideas and to otherdisciplines.c. Recognize and apply mathematics in contexts outside of mathematics.


ideas.c. Use representations to model and interpret physical, social, and mathematical

phenomena.

ESSENTIAL QUESTIONS

How are American coins alike and different? Why is it important to learn the values of different coins? What are the values of each of the American coins?

MATERIALS

Toy store advertisement or catalog 2-3 pennies, nickels, dimes, and quarters per student (may be

real or plastic money) Pencils or crayons for rubbings My Coin Observations recording sheet Class chart “What do we know about money?” with four

sections similar to the Coin Observation sheet

GROUPING

Large Group, Individual with peer collaboration





TASK DESCRIPTION, DISCUSSION, AND DEVELOPMENT

CommentsThis task will provide students with the opportunity to explore coins. A class chart which lists the characteristics of various coins will be created. This lesson may be extended over the course of a few days if necessary.

Background KnowledgeStudents should have previous instruction in counting objects up to thirty. Students should have some minimal experiences with American coins.

Part IBegin the lesson with some discussion about the following: Where does money comes from? How do we get money? Why we need it? What determines how much we have?

Show students a toy store flyer. Point out some of the popular toys to the students and tell them that you are thinking about buying some of them for your (child, niece, nephew, etc.) Ask the students if you could just go to the store and take the toys. Ask them what you would need in order to purchase these items. Tell the students that today we will begin to learn about different types of money. Talk about four different coins and how much each coin is worth. Answer the essential question, “How are American coins alike and different?”

While students are analyzing the coins ask questions such as: What do you notice about the ________? How does the coin feel? What shape is the coin? How does its size compare to the other coins? What types of pictures did you notice on the ______________? What color is the _________________? How much is this coin worth?

Part IIBegin by giving students a few pennies and the coin recording sheet. Give the students a few minutes to explore the pennies. Have them feel the coins, notice the color, and flip the coins to look at both sides. Encourage the students to describe characteristics they noticed or already know about the penny. Use the class chart, “What Do We Know About Money? to record the characteristics they share. Make sure students bring up the value of the penny, be sure to list this on the chart as well. After the class has listed characteristics about the penny, allow the students to produce a rubbing of the front and back of the penny on their coin recording sheet under the penny section. Students may list characteristics about the penny in this section as well.

Now give students a few nickels. Allow the students to have a few minutes to explore the nickels. Have them feel the coins, notice the color, and flip the coins to look at both sides. Encourage the students to describe characteristics they noticed or already know about the nickel. Use the class chart, “What Do We Know About Money?” to record the characteristics they share





about the nickel. Make sure students bring up the value of the nickel, be sure to list this on the chart as well. After the class has listed characteristics about the nickel, allow the students to produce a rubbing of the front and back of the nickel on their coin recording sheet under the nickel section. Students may list characteristics about the nickel in this section as well.

Now give students a few dimes. Allow the students to have a few minutes to explore the dimes. Have them feel the coins, notice the color, and flip the coins to look at both sides. Encourage the students to describe characteristics they noticed or already know about the dime. Use the class chart, “What Do We Know About Money?” to record the characteristics students share about the dime. Make sure students bring up the value of the dime, be sure to list this on the chart as well. After the class has listed characteristics about the dime, allow the students to produce a rubbing of the front and back of the dime on their coin recording sheet under the dime section. Students may list characteristics about the dime in this section as well.

Now give students a few quarters. Allow the students a have a few minutes to explore the quarters. Have them feel the coins, notice the color, and flip the coins to look at both sides. Encourage the students to describe characteristics they noticed or already know about the quarter. Use the class chart, What Do We Know About Money? to record the characteristics students share about the quarter. Make sure students bring up the value of the quarter, be sure to list this on the chart as well. After the class has listed characteristics about the quarter, allow the students to produce a rubbing of the front and back of the quarter on their coin recording sheet under the quarter section. Students may list characteristics about the quarter in this section as well.

Part IIIAdd the words penny, nickel, dime, and quarter to the word wall. Close the lesson by discussing the similarities and differences between the coins. Ask students questions such as:

What are characteristics that you notice that all of the coins have in common? What are some ways that the penny is different than all the other coins? (nickel? dime?

quarter?) What do the quarter, dime, and nickel all have in common? Does the size of the coin determine how much it is worth? In other words, are the smaller

coins worth less than the bigger coins? Which coin is worth the most? the least? What are you thinking that can help you

remember this? What helps you remember which coin is which? Why do you think the coins are worth different amounts?

CommentIf you have not set up a class “store” in your classroom, now would be a great time to create one with 1¢, 5¢, and 10¢ items. Price tags are included to use as labels for items in the store.

Questions for Teacher Reflection Do students notice various characteristics about the appearance of coins?





Are students able to share how they are remembering which coin is which? Do students know the names of the coins? Do students know the values of the coins?

DIFFERENTIATION

Extension During this lesson, differentiate through more advanced questioning for students who

have experience with coins. Ask these students questions related to their worth. Also, lead these students into noticing more in depth details about the coin. For example, rather than just noticing that there is a picture of a man on the penny, nickel, and dime, discuss with them that the pictures are of Abraham Lincoln, Thomas Jefferson, and Franklin D. Roosevelt. It would also be a good idea to have several books about these individuals available for students to read to find out more information about these men and their influence on America. Have students research to find out if there are any coins with women on them. Who are they and how did they influence America?

Intervention Create a flip-book with the different coins.





Name: ______________________________________________

My Coin Observations

Penny

Nickel

Dime

Quarter




http://images.google.com/imgres?imgurl=http://www1.istockphoto.com/file_thumbview_approve/2992953/2/istockphoto_2992953_lincoln_penny_2007_on_white_background.jpg&imgrefurl=http://beginningtoseelight.wordpress.com/2008/01/11/the-penny-defended/&h=367&w=380&sz=82&hl=en&start=4&um=1&tbnid=8Da0st9FRG3erM:&tbnh=119&tbnw=123&prev=/images?q=penny&um=1&hl=en&rls=DKUS,DKUS:2006-42,DKUS:en&sa=N

http://images.google.com/imgres?imgurl=http://www.wpclipart.com/money/US_Currency/US_Penny_back.png&imgrefurl=http://www.wpclipart.com/money/US_Currency/&h=288&w=288&sz=42&hl=en&start=2&um=1&tbnid=SiygLrkY2sKI2M:&tbnh=115&tbnw=115&prev=/images?q=penny+and+back&um=1&hl=en&rls=DKUS,DKUS:2006-42,DKUS:en

http://images.google.com/imgres?imgurl=http://www.usmint.gov/historianscorner/images/keelNickelProof_obv.jpg&imgrefurl=http://www.usmint.gov/historianscorner/index.cfm?printer=yes&action=coinDetail&id=28872&criteria=&h=1150&w=1136&sz=364&hl=en&start=8&um=1&tbnid=MY12BuSFyOFq7M:&tbnh=150&tbnw=148&prev=/images?q=nickel&um=1&hl=en&rls=DKUS,DKUS:2006-42,DKUS:en

http://images.google.com/imgres?imgurl=http://www.wpclipart.com/money/US_Currency/US_Nickel_back.png&imgrefurl=http://www.wpclipart.com/money/US_Currency/&h=300&w=300&sz=28&hl=en&start=19&um=1&tbnid=1t1gqUn8_9EBWM:&tbnh=116&tbnw=116&prev=/images?q=nickel&um=1&hl=en&rls=DKUS,DKUS:2006-42,DKUS:en

http://images.google.com/imgres?imgurl=http://adweek.blogs.com/photos/uncategorized/dime.jpg&imgrefurl=http://adweek.blogs.com/adfreak/2005/week1/index.html&h=504&w=504&sz=100&hl=en&start=2&um=1&tbnid=ly0yfZQqUBxgZM:&tbnh=130&tbnw=130&prev=/images?q=dime&um=1&hl=en&rls=DKUS,DKUS:2006-42,DKUS:en

http://images.google.com/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/1/10/2005-Dime-unc-GS_(reverse).png/604px-2005-Dime-unc-GS_(reverse).png&imgrefurl=http://commons.wikimedia.org/wiki/Image:2005-Dime-unc-GS_(reverse).png&h=599&w=604&sz=334&hl=en&start=4&um=1&tbnid=Pg56J5hR3WYAHM:&tbnh=134&tbnw=135&prev=/images?q=dime&um=1&hl=en&rls=DKUS,DKUS:2006-42,DKUS:en

http://images.google.com/imgres?imgurl=http://www.wpclipart.com/money/US_Currency/US_Quarter_front.png&imgrefurl=http://www.wpclipart.com/money/US_Currency/&h=295&w=300&sz=28&hl=en&start=4&um=1&tbnid=Hv4gjihMm_iMxM:&tbnh=114&tbnw=116&prev=/images?q=quarter&um=1&hl=en&rls=DKUS,DKUS:2006-42,DKUS:en


Learning Task: What’s in My Piggy Bank?

STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent.h. Identify coins by name and value (penny, nickel, dime, and quarter).


M1P1. 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.

M1P3. Students will communicate mathematically.a. Organize and consolidate their mathematical thinking through communication.b. Communicate their mathematical thinking coherently and clearly to peers, teachers,


M1P4. Students will make connections among mathematical ideas and to other disciplines.

a. Recognize and use connections among mathematical ideas.b. Understand how mathematical ideas interconnect and build on one another to


M1P5. Students will represent mathematics in multiple ways.a. Create and use representations to organize, record, and communicate mathematical


phenomena.

ESSENTIAL QUESTIONS

How can we use a picture graph to show information? How are American coins alike and different? Why is it important to learn the values of different coins?





MATERIALS

Alexander Who Used to Be Rich Last Sunday by Judith Viorst or similar book

Piggy Bank Work Mat Coin Sorting Sheet Coin Graph 1 bag of money per student (each bag should contain

1-7 of any coin) * These can be the same for all students or different depending on whether all students will have the same coin graphs or different graphs.

GROUPING

Individual

TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION

Background Knowledge Students should have experience identifying various coins and their values. Students should also have prior experiences creating picture graphs.

CommentStudents should not be adding coin values. They should begin to understand that quarters are worth more than dimes, so if you have 10 dimes and 10 quarters, which would be worth more? This is a discussion we want to have with students as they are developing their knowledge of coins and their value.

Part IRead the book, Alexander Who Used to Be Rich Last Sunday by Judith Viorst or similar book to engage students in discussion about coins. Give each student a baggie of coins and a piggy bank work mat. Allow time for the students to explore the coins. Have the students sort the coins onto the coin sorting sheet. Spend time discussing each coin, and allow the students to make noticing about each coin. Create a larger version of the coin sorting sheet to record the students’ observations about each coin.

Part II Give students a copy of the coin picture graph. Allow the students to sort their coins onto the graph. While students are sorting their coins ask questions like:

How many (pennies) do you have on your picture graph? Which type of coin did you have the most of? the least of? How many more ____________ do you have than ___________? Can you name each coin on your graph? Which coin would you want to have the most of? Why?





What is the value of each column (or row) of the graph? How did you figure that out? Which column (or row) has the greatest value? The least? Are any the same?

Questions for Teacher Reflection Can students create a picture graph and interpret the graph? Are students able to talk about how American coins are alike and different? Do students know why it is important to learn the values of different coins?

DIFFERENTIATION

Extension Allow the students to create their own questions for their graph. Let the students trade

their graphs with a friend and answer each others’ questions.

Intervention Students may have difficulty transferring data from their sorting piles to their coin graph.

In this case, allow students to place their manipulatives directly on the graph. Students can then remove the manipulative as they glue the matching paper coin onto the graph.





My Piggy Bank Work Mat





Coin Sorting Sheet




PenniesNickels

DimesQuarters


Title of Graph

Pennies

Nickels

Dimes

Quarters



































http://images.google.com/imgres?imgurl=http://www.wpclipart.com/money/US_Currency/US_Quarter_back.png&imgrefurl=http://www.wpclipart.com/money/US_Currency/&h=296&w=300&sz=37&hl=en&start=5&um=1&tbnid=Q0k-huOyFMCLvM:&tbnh=114&tbnw=116&prev=/images?q=quarter&um=1&hl=en&rls=DKUS,DKUS:2006-42,DKUS:en




Learning Task: Comparing and Combining Penny Amounts

STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent.i. Count out pennies to buy items that together cost less than 30 cents.






ideas.b. Select, apply, and translate among mathematical representations to solve problems.c. Use representations to model and interpret

physical, social, and mathematical phenomena.

ESSENTIAL QUESTIONS

How can we use a picture graph to help us count out and compare amounts of pennies?

Why do we need to be able to count objects, including coins?

MATERIALS

“Comparing Penny Amounts” Graph Penny print-outs The Penny Pot by Stuart J. Murphy or a similar book





Scissors Glue Small amount of pennies for class demonstration

GROUPING

Whole Group, Individual with peer collaboration


Background KnowledgeStudents should have experience identifying and counting up to thirty pennies. Students should also have prior experiences creating picture graphs.

CommentThe story The Penny Pot by Stuart Murphy provides a context to add pennies together. The story itself does talk about adding various coins together; however, the focus of the book for this task is on the extra pennies that each child puts into the pot. This is the part you will act out as a class in Part I. It is important to keep the focus on the extra pennies, not adding the large amounts, as that is a first grade standard.

Part IGather students to the meeting area and read The Penny Pot by Stuart J. Murphy. As you read, have students act out the story using pennies to represent what is left over. Students could do this as a class or the teacher could provide individual small cups for each student to be used as their own pot.

After reading the story, present the following story problem:

One afternoon Abbie, Marcos, Lucia, and Ryan were playing together in their neighborhood. They passed some other friends who had set up a popcorn stand and were selling bags of popcorn for 15¢. Abbie reached into her pocket and pulled out three pennies. She showed her pennies to her friends and asked if they had any coins, as well. Marcos, Lucia, and Ryan each reached into their pockets and pulled out some pennies. Marcos had six pennies in his pocket. Lucia had seven pennies in her pocket, and Ryan had only one penny. Abbie knew that she could not buy the popcorn on her own, but wondered if they could join their money together and have enough to buy one bag to share. She also wondered if there was a way to organize the amounts of coins they had to find out who had the most, who had the least, and how much they had altogether.

Discuss with the students how the class could organize this information. If no one responds with a picture graph, ask if anyone thinks using a picture graph could help in some way. For instance, could a picture graph help them compare the different amounts? Share the day’s essential question with the students, “How can we use a picture graph to help us count and compare





amounts of pennies?” Re-read the story problem. How can we organize the number of pennies? What steps should we follow to find how many pennies we have altogether?

Part II Give students the penny graph sheet. Have the students glue the correct number of pennies on the graph beside each person’s name. While students are working on their graphs, ask questions like:

How many pennies will you place on the chart for _____________? Who has the most pennies? Least? How many more pennies does _______________ have than _____________? How would we figure out if the kids will have enough money for popcorn?

Questions for Teacher Reflection Can students count a set of pennies? Can students create a picture graph and interpret the graph? Can students use a picture graph to help them count out and compare amounts of

pennies? Are students able to combine more than 2 amounts? Do students understand why we need to be able to count objects, including coins?

DIFFERENTIATION

Extension Give students a handful of pennies and allow them to graph their own pennies to add to

the chart. Ask the students how this changes their graph? How many total pennies do they have now? If sodas cost 2¢, could they still buy one popcorn and have enough for each person to get a soda, too? Can they get any soda? Should the children share the popcorn and the soda equally? Why do you think this? How much more would you need so that everyone could get their own soda?

Intervention Change story to involve fewer children, lower cost of popcorn, etc. Allow the students to work with real coins instead of paper coins.





Comparing Penny Amounts Graph

7

6

5

4

3

2

1

Abbie Marcos Lucia Ryan





Performance Task: Toy Story Shopping

STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent.i. Count out pennies to buy items that together cost less than 30 cents.






phenomena.

ESSENTIAL QUESTIONS

Why do we need to be able to count objects, including coins? How do we add pennies? How do we count out pennies to buy items?

MATERIALS

“Toy Story” task sheet 1 bag of 30 pennies per partner set

GROUPING

Partners






Background KnowledgeStudents should have experience identifying and counting up to thirty pennies.

Task DirectionsStudents will work in partners to complete the task sheets. Students should take turns selecting an item (1 each) and figure out how many pennies are needed to purchase that item. Then the other partner will select their toy and count out number of pennies needed to purchase their item. Then they would combine two items to determine total number of pennies needed to purchase 2 items. When first page is completed, students would move on to second task sheet.

Questions for Teacher Reflection Can students count a set of pennies? Are students able to combine 2 amounts? Do students understand why we need to be able to count objects, including coins?

DIFFERENTIATION

Extension Students can add 3 items to purchase. Students can trade pennies for nickels or dimes.

Intervention Change toy amounts to smaller amounts.





Name_________________________________ Date____________Circle two items that you could purchase with 30 cents. Count out pennies to complete the activity.




5

6

12

8

Truck

Plane

Robot

Doll

How much did you spend? Draw your coins in the box and write the amount.


Name_________________________________ Date____________Circle two items that you could purchase with 30 cents. Count out pennies to complete the activity.




11

10

2

7

Teddy Bear

Slinky

Pinwheel

Wagon

How much did you spend? Draw your coins in the box and write the amount.


Learning Task: Ten Frames with Pennies and Dimes

STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent.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.






phenomena.

ESSENTIAL QUESTIONS

How can we use different coin combinations to make the same amount of money? Why do we need to be able to count objects, including coins?

MATERIALS

“Smart” by Shel Silverstein Optional: More Than One by Miriam Schlein and Only One by Marc Harshman and

Barbara Garrison Perfect Match game cards Various coin manipulatives Ten frames Five frames Number cubes~only have 1s and 2s on alternating faces (1 set per partner)





GROUPING

Partners


Background Knowledge Students should have experience identifying various coins and their values. Students should also have experience working with five and ten frames.

CommentsIn Part II of this task you will need to create number cubes that have a 1 and 2 on alternating surfaces. This can be done by taking a wooden block and writing the number 1 or 2 on alternating faces. A spinner with four sections (labeled with 1s and 2s) would also work for this task.

Part IGather students on the meeting area and present Shel Silverstein’s poem, “Smart” to the students (either on the overhead, an interactive whiteboard, or chart paper). Read through the poem together and discuss with the students whether the child was smart with his money. Ask the students why they think he was not smart with his money. Tell the students that today we will learn how to be smart with our money and how to make fair trades with pennies, nickels, and dimes using five and ten frames.

Keep in mind, Kindergarten students work with pennies and nickels and pennies and dimes. They are not expected to exchange two nickels for a dime, 2 dimes and a nickel for a quarter etc. They are to work in depth with exchanging pennies for nickels and pennies for dimes.

Part IIGive each student a five frame. Model for the students how you can fill the five frame with five pennies. Show the students that this is equal to one nickel. Play “Roll for a Nickel” with a partner. Students take turns rolling a number cube with only the numbers 1 and 2 on it. After each roll, the player takes the number of pennies to match the number on the cube and places them on his/her five frame. Partners take turns rolling the number cube and placing pennies on the five frame. Once the five frame is filled with pennies, students trade them for a nickel and





place in the nickel in the piggy bank. At the end of the specified time, the winner is the player with the most nickels in their bank. The emphasis is on the number of coins, not the total amount of the coins. Students are not expected to count by 5s to find total value of their nickels.

Part IIIGive each student a ten frame. Model for the students how you can fill the ten frame with ten pennies. Show the students that this is equal to one dime (entertain conversation about this also being equal to two nickels). Play “Roll for a Dime” with a partner. Students take turns rolling a 1-6 number cube. After each roll, the player takes the number of pennies to match the number on the cube and places them on his/her ten frame. Partners take turns rolling the number cube and placing pennies on the ten frame. Once the ten frame is filled with pennies, students trade them for a dime. At the end of the specified time, the winner is the player with the most dimes. The emphasis is on the number of coins, not the total amount of the coins. Students are not expected to count by 10s to find total value of their dimes.

Part IVAllow the students to play the matching game with a partner. In order to keep the cards, the students must get a card that equals the same amount. For example: a card that says 5 cents and a card with 5 pennies.

While students are playing the matching game, ask questions such as: What is another way to show 5 cents? 10 cents? How many ways can you think of to show 5 cents? 10 cents? What are you thinking about to help you remember the coin values?

Part VCommentThis part of the task focuses on student understanding of the fact that one item (i.e. a nickel etc.) can represent more than one. Students need experiences understanding that 1 penny is different than 1 nickel. It is difficult for most young children to understand how 1 thing can represent more than 1 thing, for example, one nickel represents 5 cents (pennies.) This understanding builds the foundation to understanding that 4 of something (pennies) can be less than 1 of something (nickel.) Young children often have difficulty with the idea that one thing can represent more than just one (amount). It is important to address this idea because this is the underlying concept for becoming comfortable with money. What children often have difficulty with when dealing with money is the fact that one does not mean just one. One penny represents 1 cent, however one nickel represents 5 cents and one dime represents 10 cents. This idea is very difficult to grasp; therefore it is important to have conversations that address how one can actually be more than just one.





DirectionsRevisit Shel Silverstein’s poem, “Smart.” Act out the poem with the students. After doing so, talk about how 1 (dollar) is worth more than 2 (quarters), as well as 1 (dollar) was also worth more than 3 (dimes), 4 (nickels), and even 5 (pennies).

More Than One by Miriam Schlein and Only One by Marc Harshman and Barbara Garrison are good books to use to expand upon the idea that one can represent more than one. In this book, the author discusses how one family can be made of 3 people, as well as the difference in one team verses one player.

Ask students: If you could choose to have 3 pennies, 3 nickels or 3 dimes, which would you choose?

Why? (Allow students time to discuss with their elbow buddies, then allow them to share their ideas with the class)

What if you could have only 1 of the following coins: 1 penny, 1 nickel, 1 dime, 1 quarter; which would you choose? Why? (Allow students time to discuss with their elbow buddies, then allow them to share their ideas with the class)

Present the following scenario: If you were going to the fair and rides cost 1¢ each, which 1 coin would you choose to take out of your piggy bank to go to the fair? Why? (Allow students time to discuss with their elbow buddies, then allow them to justify their ideas with the class) A student may choose a penny because they do not like rides, another student may choose a nickel because they want to save some of their money.

Questions for Teacher Reflection Can students determine the value of a set of pennies, nickels, or dimes? Can students make fair trades involving combinations of pennies and nickels or pennies

and dimes? Can students show different coin combinations to make the same amount of money?

(Meaning ten pennies is the same as one dime) Are students able to explain why we need to be able to count objects, including coins? Are students able to identify which coin has the greatest value? Least value?

DIFFERENTIATION

Extension Count how much money each person has at the end of each game. Example:

5+5+5+5=20¢

Intervention Students may need to have ten frames, five frames, and coins available to help them

during the matching game.





Roll for a Nickel

Five Frame:





Roll for a DimeTen Frame:





Perfect Match Game Cards

One Cent Five Cents Ten Cents

Penny Nickel Dime

1 ¢ 5 ¢ 10 ¢

WILD

CARD























Smart My dad gave me one dollar bill ‘Cause I'm his smartest son,

And I swapped it for two shiny quarters 'Cause two is more than one!

And then I took the quarters And traded them to Lou For three dimes -- I guess he don't know That three is more than two!

Just then, along came old blind Bates And just 'cause he can't see He gave me four nickels for my three dimes, And four is more than three!

And I took the nickels to Hiram Coombs Down at the seed-feed store, And the fool gave me five pennies for them, And five is more than four!

And then I went and showed my dad, And he got red in the cheeks And closed his eyes and shook his head -- Too proud of me to speak!

- Shel Silverstein





Performance Task: Buy the Train

STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent.a. Count a number of objects up to 30.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.






phenomena.

ESSENTIAL QUESTIONS

Why do we need to be able to count objects, including coins? What is the value of a penny? Nickel? Dime? How do we add pennies? How do we trade collections of pennies for other coins?

MATERIALS

Bag of coins (at least 30 pennies, 6 nickels, 3 dimes) for each student One die per student (die can be 6 or 9 sided) Laminated set of 6 trains per pair of students (or ten frame trains can be used if available)

GROUPINGGeorgia Department of Education

Kathy Cox, State Superintendent of SchoolsMATHEMATICS KINDERGARTEN UNIT 5: MONEY

April 2010 of 61Copyright 2010 © All Rights Reserved


Partners


CommentAs students are working, teachers should be making note of which students are only using pennies to build their trains, compared to students who are trading pennies for nickels and dimes.

It is important to allow students to make the decision to trade coins or not in the task.

Task DirectionsPlace 6 laminated train cars between student partners. Tell students that they will race with a partner to see who will be the first to build a train by buying three cars. Each car costs 10 cents. To buy a car, they must roll the die and place the same number pennies in the ten frame on the car. They keep rolling the die until the ten frame is filled. The first student to fill three cars gets to build their train.

When students finish their race, ask questions like: How many pennies did you use to buy one car? Two cars? Three cars? How many pennies did you use to build your train? Did you use any coins other than pennies? Why or Why not? If students are using only pennies, ask: Can you play the game using other coins? ( Then

allow them to try) If students where trading coins, ask: How did you know when to trade for a nickel? For a

dime?

Questions for Teacher Reflection Are students able to count up to 30? Are students able to represent the number they roll with the correct number of pennies? Are they using all pennies to fill their trains? Are they trading 5 pennies for a nickel and 10 pennies for a dime?

DIFFERENTIATION Intervention

Allow students to work with 5 trains instead of 10 trains.





Laminate and cut out trains.





Learning Task: Coin Combinations

STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent.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.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.




M1P4. Students will make connections among mathematical ideas and to other disciplines.

a. Recognize and use connections among mathematical ideas.b. Understand how mathematical ideas interconnect and build on one another to




phenomena.

ESSENTIAL QUESTIONS

How can we use different coin combinations to make the same amount of money? Why do we need to be able to count objects, including coins?




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MATERIALS

Benny’s Pennies by P. Brisson or similar book

Various coin manipulatives

GROUPING

Individual with peer collaboration


Background Knowledge Students should have experience identifying various coins and their values. Students should also have prior experiences solving word problems using pictures, numbers, and words.

CommentThis task is similar to the work the students completed in Toy Store Shopping task; however in this task the students can exchange pennies for nickels and pennies for dimes.

Part IGather students in meeting area and read Benny’s Pennies by P. Brisson or similar book. Model how Benny spends his pennies.

Part IIPresent students with this story problem on the overhead, interactive whiteboard, or chart paper.

Emily bought a piece of gum for ten cents. If she used exact change, what are some ways she could have paid for the gum?

Read the problem to the students several times and have them retell the story to you as well. Discuss with the students that today they will be trying to find out, “How can we use different coin combinations to make the same amount of money?” Act out the problem if necessary.

Give students various coins to help them as they work through the problem. Georgia Department of Education




While students are working to solve the problem, walk around and question students about their work:

How much money did Emily spend? How are you showing ten cents? Is there another way you could have shown ten cents? How did you solve this problem?

After students have had time to solve the problem, discuss their solutions as a class. Allow students to act out the problem if necessary. Record the solutions on the class chart.

Part IIIGive students additional problem scenarios and coins to help them as they work through the problems. After students have had time to solve the problems, discuss the solutions as a class.

Part IVHave students work with a partner to create and complete two additional scenarios by selecting toys to buy and determining how to pay for each purchase. Give students various coins to help them as they work through the problem. While students are working to solve the problem, walk around and question students about their work:

How much money did you spend? How are you showing the total? Is there another way you could have shown your total? How did you solve this problem?

After students have solved the problems, discuss solutions as a class. Allow students to act out the problems if necessary.

Questions for Teacher Reflection: Can students use objects, pictures, numbers, or words to solve and explain the story

problem? Can students determine a coin combination that equals ten cents? Are students able to explain why we need to be able to count objects, including coins?

DIFFERENTIATION

Extension Encourage students to respond in complete sentences in box 4 on the task sheet, using

words from the math word wall to describe their thinking during the problem solving. Have students think of an additional way to represent ten cents. Have students think of coin combinations for 15 or 20 cents. Have students make up another money story problem and share it/switch it with a buddy. Incorporate similar story problems during calendar time.

InterventionGeorgia Department of Education




Students may need to have five and ten frames, and coins, available to help them decide which coin combinations could equal ten cents.

Students who have difficulty writing may need to verbally tell you their thinking when solving this problem.





Story Problem:Emily bought a piece of gum for ten cents. If she used exact change, what are some ways she could have paid for the gum?

Pictures:

Numbers: Words:




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Story Problem:Billy bought a ball for

seven cents. If he used exact change, what are

some ways he could have paid for the ball?

Pictures:

Numbers: Words:





Story Problem:Jena bought a yoyo for

eleven cents. If she used exact change, what are

some ways she could have paid for the yoyo?

Pictures:

Numbers: Words:





Story Problem:Luis bought a car for

thirteen cents. If he used exact change, what are

some ways he could have paid for the car?

Pictures:

Numbers: Words:





Story Cards

Story Card

_________________ bought a ___________________ for

________________ cents. If ___________ used exact change,

what are some ways _________ could have paid for the car?

by _________________

Story Card

_________________ bought a ___________________ for

________________ cents. If ___________ used exact change,

what are some ways _________ could have paid for the car?

by _________________





Name

I went shopping and bought a for ¢ and a for ¢. Altogether I spent ¢. What coins did I use to pay for my toys?

I went shopping and bought a for ¢ and a for ¢. Altogether I spent ¢. What coins did I use to pay for my toys?




5¢Georgia Performance Standards FrameworkKindergarten Mathematics Unit 5 1st Edition




truck doll

car bear

drum

train

ball

teapot

6¢

8¢

7¢

9¢ 8¢

6¢ 7¢


Culminating Task: Menu Madness

STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent.a. Count a number of objects up to 30.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.MKM3. Students will understand time as it relates to a daily schedule.

a. Order daily events.b. Tell the time when daily events occur, such as morning, afternoon, and evening.c. Know the name of the day of the week when weekly events occur in class


MKP2. Students will reason and evaluate mathematical arguments.a. Recognize reasoning and proof as fundamental aspects of mathematics.b. Make and investigate mathematical conjectures.c. Develop and evaluate mathematical arguments and proofs.d. Select and use various types of reasoning and methods of proof.



MKP4. Students will make connections among mathematical ideas and to otherdisciplines.a. Recognize and use connections among mathematical ideas.b. Understand how mathematical ideas interconnect and build on one another to



ideas.Georgia Department of Education




b. Select, apply, and translate among mathematical representations to solve problems.c. Use representations to model and interpret physical, social, and mathematical

phenomena.

ESSENTIAL QUESTIONS

Why do we need to be able to count objects? How do we use numbers every day? How are American coins alike and different? Why is it important to learn the values of different coins? What are the values of each of the American coins?

MATERIALS

Piggy Bank (3 copies of the book page format) Pigs will be Pigs: Fun with Math and Money by Amy Axelrod or similar book Crayons Piggy Bank coin cutouts

GROUPING

Large group, Individual


Background Knowledge In order to complete this culminating activity, students should have prior experiences identifying various coins and their amounts. They should also have been exposed to information related to the time of day when events happen.

CommentPigs Will be Pigs: Fun with Math and Money by Amy Axelrod is children’s book that can be used in various grade levels. It is important to use this book as an activator for students in kindergarten. The focus for students in first grade is adding coins to $1.00 separately than adding bills to $20.00.

Part IGather students in the meeting area. Read Pigs Will be Pigs: Fun with Math and Money by Amy Axelrod. As a group, review the menu in the story, then as a group create your classes own





breakfast, lunch, and dinner menus with at least 10-12 items on each menu and their prices in each category. Give each student a bag of coins and a whiteboard. Have students practice purchasing items up to 30¢ and sharing their selections and which coins they would use to pay for them. Practice with a partner.Part IIStudents create their own menu of three different items with prices listing three different items for each part of the day – morning, afternoon, and evening.

Part IIIStudents will find a partner and swap menus. Ask students to be a customer and buy one student’s item. Show 2 different ways they could purchase the item. Record their work.

Part IVGather back together as a class and have students share their purchases and the coin combinations used to pay for the items.

Questions for Teacher Reflection Were students able to draw an item they would buy at a specific time during the day? Could the students explain the reasoning for each object in their books? Were students able to represent the cost of that item using the correct coins? Did students use a variety of amounts (e.g., 1¢, 2¢, 5¢, etc.)? Did they show more than one way to represent the cost?





I bought __________________ for _________

in the ___________.





Morning Afternoon Evening




unit one organizer:€¦ · web viewpractice rote counting practice for numbers 1-30. count...

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