# Unit 10: Chapter 11: Money

## MONEY CAN BE REPRESENTED TWO WAYS 56 CENTS OR \$0.56 BUT CANNOT BE REPRESENTED USING BOTH SYMBOLS EX. \$0.56 CENTS.

These are in your small group folder.

## IDENTIFY COINS AND BILLS

Students should:

Identify the front and back of the coins (pennies, nickels, dimes, and quarters) and bills (\$1, \$5, \$10, \$20.)

Know the value of the coins and bills

Record the coins in two ways, with the cent symbol and dollar symbol. 42₵ \$0.42

bills as \$1.04 or 104 cents

## Students can use EDPUZZLE- an interactive video lesson for counting coins

SUBSTITUTION-SMALL GROUP ACTIVITY W OR W/O THE TEACHER

AUGMENTATION-STUDENTS WRITE THE QUESTIONS FOR THE VIDEO

Materials:

EDPUZZLE video

Math Journal

## The students are answering the questions to this video and recording their work in their math journals. I added my questions to a video from their extensive database of videos. As you edit videos go ahead and share with the team and send the link home to parents.

*can be used in partner work for whole and small group

## COUNTING

Touch Coins for Counting Money

## EXPLORE EDPUZZLE!

Getting Started with EdPuzzle

## There are several Partner Games...great games for students to deepen their understanding of money.

The class can play on March 10th...

## INDEPENDENT PRACTICE W/ACTIVITIES

* actual coins students can snap a picture and annotate w SKitch or Expalin Everything, Google Slides, class Adobe Sparks video.

* flap books

*include sentence stems:

There are four quarters in one dollar.

There are twenty nickels in one dollar.

There are ten dimes in one dollar.

as well as.....

four quarters= one dollar

twenty nickels=100 cents=one dollar

Have students come up with others...combinations

five dimes and two quarters= one dollar

## Student Create Mini-Anchor charts with a partner

Each students writes a fact about the coin and presents to the class.

Great tech integration: Explain Everything

## Money Study Guide

Students can paste a copy in their math journal and have one to take home and practice.

## Books about Money on Rees webpage

Capstone has an interactive library with books about Money.

I have sent you these links as a part of our EDC..go ahead and use for these unit! Send info home as well..

*YOU ALREADY HAVE THE LINKS TO THESE SONGS..KEEP PLAYING THEM DURING TRANSITIONS....
4 quarters make a dollar!- a money math song
Coin Value Song- Pennies, Nickels, Dimes, Quarters!
coin song.wmv
https://youtu.be/dhAVtj7ChkU

## Day One

Pre-Test- Google Classroom-quick 10 minutes-use the data to quickly assess what they already know

Build Vocabulary-review vocabulary/make an anchor chart with the word and an illustration

Prior Knowledge

Chapter Opener

\$10.00

\$5:00

\$1.00

## STUDENTS CAN: APPLY THIER KNOWLEDGE OF SKIP COUNTING TO DETERMINE THE VALUE OF A COLLECTION OF COINS

A COLLECTION OF PENNIES

...NICKELS

.......DIMES

....QUARTERS

3 DIMES, 4 NICKELS AND 6 PENNIES...STUDENTS WILL: SKIP COUNT BY 10'S 10,20,30 THEN FIVES 35,40,45,50 THEN SKIP COUNT BY 1'S...51,51,53....56.

## 2.5A: How much are 2 quarters, 1 dime, and 2 pennies worth?

* students count coins starting with the greatest value and count on...

*cross out as they count on...may use algorithm if needed...

160 cents

16 cents

0.16 cents

10.6 cents

## STUDENTS CAN: COMPARE AMOUNTS. JESTINY HAS 1 QUARTER, 2 NICKELS AND 2 PENNIES. DANE HAS 31 PENNIES. WHO HAS MORE? WHO HAS LESS? WHY?

*students need to write the amount for each collection of coins and add the amount for each person, then compare..

*students at times will need to subtract to share their reasoning

*use sentence stems-

'Jestiny has more money than Dane because she has 37 cents and Dane has 31 cents."

## Unit Folder:

Big Idea Calendar

TEKS

Post-Test

Resources

Quality Questions and Sentence Stems

By end of week