Extra Resources
Math - Topic 11
1st Grade Math is Setting the Foundation for Future Learning!!!
Topic 11
enVision Math
Our Money Table
Coin Poem
Under The Big Top: Poem to help remember how much each coin is worth.
My Money Book
iPad Apps Available for Extra Practice
App: Splash Math - Grades 1-5
App: Money & Change Game HD Lite
Apps can be found in iTunes Store
Splash Math - Grades 1-5
Money & Change Game HD Lite
Children can learn how to count money as requested.
Fun, Instructional Videos
Links to Videos
Daily Counting Videos
https://www.youtube.com/playlist?list=PLkVBdrtrNd-HPzWKGrV4KAOM_M7xYrASY
Learning About Money
With the help of two friends, students learn that money has value and comes in many denominations (from a penny to a $100 bill). Students will go inside one of our country's mints to discover how coins are made. Lastly, they will learn that every country has its own unique money and see some of the currencies used in different countries today.
TEKS Covered in Topic 11
By the end of this topic, students will have covered the following TEKS:
1.3 (D) apply basic fact strategies toad and subtract within 20,including making 10 and decomposing a number leading to a 10.
1.4 (A) identify U. S. coins, including pennies, nickels,dimes, and quarters, by value and describe the relationships among them.
(B) write a number with the cent symbol to describe the value of a coin
(C) Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.
1.5 (B) skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set
TEKS Gap
New TEK 1.4B: Write a number with the cent symbol to describe the value of a coin
New TEK 1.4C: Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes
Math Process Standards
(1) The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate mathematical ideas;
(F) analyze mathematical relationships to connect and communicate mathematical ideas; and
(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.