WHAT’S IN YOUR PIGGY WHAT’S IN YOUR PIGGY BANK?BANK?

Mathematics: Introducing CoinsMathematics: Introducing Coins

Grade K-1Grade K-1

Sherri AlderSherri Alder

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INTRODUCTIONINTRODUCTION

Our classroom is having a bake sale to raise money for new computers to put in all the Kindergarten and First Grade classes. To purchase a sweet treat from the bake sale, you will need to know how much money to give the cashier. Whoever’s class

raises the most money will get a pizza party funded by the school.

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TASKTASK

It is your job to collect basic information on the different types of coins. We will be researching on the internet and will also be playing some games to get to know more about these coins. After gaining your information, you will begin purchasing your own goodies with the bake sale I have

set up in our class. You will be split into groups of 4: 1 cashier, 1 recorder, and 2 customers. Each group will have plastic money trays.

Customers, you must choose what items you want and give the cashier your money. Cashiers, you must count the coins that you receive to

make sure the amount is correct. Recorders, you must write down what the price is for the items and what coins the customers used.

Remember, you will need your addition skills to add the coins together to find the correct answer. Good Luck!

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TASK (CONT.)TASK (CONT.)

By the time you have finished your research, you should be able to answer the following questions:

a. What are the names of each coin and what does each one look like?b. What is the value of each coin?c. Which coin has the greatest value? Which has the least value?d. What is the symbol used to express cents?e. How are cents written?

f. How many different ways can you make 25¢, 50¢, 75¢, etc?

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PROCESSPROCESS

Click on the links below to learn about the coins. You will need to know their names and how much each coin is worth. You can also click on each coin for a fun fact. Once you are done researching all 6 coins, click on the arrow to go to the next page. We rarely use the last two

coins, but it is still important to know them.

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FIRST THING’S FIRST ALL YOU NEED

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FRONT & BACK

PROCESS (CONT.)PROCESS (CONT.)

Click on the games to test your knowledge.

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EVALUATIONEVALUATIONCATEGORY 4 2 0 SCORE

Content Knowledge

Student identifies all coins learned in class, spells them correctly, as well as knows the correct value for each coin.

Student identifies only 3 out of 6 coins, spells them correctly and knows the value of each coin.

Student cannot identify any coins or their value.

Comprehension Student makes the right connections between the different coins; that a nickel equals 5 pennies, and 2 dimes and one nickel equal one quarter.

Student makes only a few connections between the different coins.

Student makes no connections between the coins.

Participation Student worked well with their group, completed their task, and was fully engaged in the Web Quest.

Student was distracted and got off task multiple times.

Student did not participate in any of the activities at all.

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CONCLUSIONCONCLUSION

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You did it! We raised enough money to buy the new computers for the school… and because all of you bought a lot of goodies at the bake sale with the

coins that you learned about, our class gets to have a pizza party!!!

Great Job, Everyone!

TEACHER’S PAGETEACHER’S PAGE

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This web quest was designed for students in Kindergarten or First Grade. It is a fun way to help students learn the basic facts about coins, such as their name, how

they look, their value, how to count them, etc. With the use of online games, they will be able to practice and test their knowledge on what they have learned as well as use the skills they have already acquired to give the correct change. Because students at this age are unable to read, these slides should be read by the teacher an done as a whole group activity. After students have gained the information they need, they will split up into groups of 4: 1 cashier, 1 recorder, and 2 customers. The class will be set up as any store the teacher wishes, so the students can practice buying items with the coins that they learned about.

SUNSHINE STATE STANDARDS RESOURCES

SSS: NUMBER SENSE, SSS: NUMBER SENSE, CONCEPTS, and CONCEPTS, and

OPERATIONSOPERATIONS

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Standard 1:Standard 1: The student understands the different ways numbers are represented The student understands the different ways numbers are represented and used in the real world. (MA.A.1.1)and used in the real world. (MA.A.1.1)

1. associates verbal names, written word names, and standard numerals with the whole numbers less than 1000.

2. understands the relative size of whole numbers between 0 and 1000.3. uses objects to represent whole numbers or commonly used fractions and relates these

numbers to real-world situations.4. understands that whole numbers can be represented in a variety of equivalent forms.

Standard 2: The student understands number systems. (MA.A.2.1)Standard 2: The student understands number systems. (MA.A.2.1)1. understands and applies the concepts of counting (by 2s, 3s, 5s, 10s, 25s, 50s), grouping,

and place value with whole numbers between 0 and 100.

2. uses number patterns and the relationships among counting, grouping, and place value

strategies to demonstrate an understanding of the whole number system. CONT.

SSS: NUMBER SENSE, SSS: NUMBER SENSE, CONCEPTS, and CONCEPTS, and

OPERATIONSOPERATIONS

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Standard 3: The student understands the effects of operations on numbers and the Standard 3: The student understands the effects of operations on numbers and the relationships among these operations, selects appropriate operations, and relationships among these operations, selects appropriate operations, and computes for problem solving. (MA.A.3.1)computes for problem solving. (MA.A.3.1)

1. understands and explains the effects of addition and subtraction on whole numbers, including the inverse (opposite) relationship of the two operations.

2. selects the appropriate operation to solve specific problems involving addition and subtraction of whole numbers.

3. adds and subtracts whole numbers to solve real- world problems using appropriate methods of computing, such as objects, mental mathematics, paper and pencil, calculator.

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MORE FUN & GAMES MORE FUN & GAMES (RESOURCES)(RESOURCES)

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http://kids.aol.com/homework-help/junior/math/moneyhttp://kids.aol.com/homework-help/junior/math/money

http://www.marcias-lesson-links.com/money.htmlhttp://www.marcias-lesson-links.com/money.html

http://www.usmint.gov/kids/http://www.usmint.gov/kids/

http://www.onlinemathlearning.com/math-games-collection.htmlhttp://www.onlinemathlearning.com/math-games-collection.html

http://www.mathsisfun.com/money/money-master.htmlhttp://www.mathsisfun.com/money/money-master.html

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PENNYPENNY

Penny, penny,

Easily spent

Copper brown

And worth one cent

GO BACK

NICKEL NICKEL

Nickel, nickel,

Thick and fat,

You're worth five cents.

I know that.

GO BACK

DIME DIME

Dime, dime,

Little and thin,

I remember,

You're worth ten.

GO BACK

QUARTERQUARTER

Quarter, quarter

Big and bold,

You're worth twenty-five

I am told!

GO BACK

HALF DOLLARHALF DOLLAR

Half dollar, half dollar,Shiny and new,

You're worth fifty,Two quarters make you!

GO BACK

GOLD DOLLARGOLD DOLLAR

Gold dollar, gold dollar,

You are worth more

If I use quarters,

I would need four.

GO BACK