Connecting Benchmarks/Horizontal Alignment

• MA.1.NSO.1.1

Terms from the K-12 Glossary

• NA

Vertical Alignment

Previous Benchmarks

• This is the first grade level where students will explore money concepts.

 

Next Benchmarks

• MA.2.M.2.2

 

Purpose and Instructional Strategies

• Instruction includes both the front and back sides of pennies, nickels, dimes and quarters. 
• Instruction emphasizes that the relative size of the coin is not representative of its value in comparison to other coins (MTR.5.1). 
• Instruction uses the format 25¢, not $0.25.

Common Misconceptions or Errors

• Students may believe the value of a coin is directly related to its size (e.g., a nickel is bigger than a dime and is worth more, or a penny is bigger than a dime, so it must also be worth more). In these cases students need additional practice identifying a coin with its actual value.
• Students may have difficulty understanding the relationship between the number of coins that equal a dollar because they are familiar with each object having the value of 1 when counting.

Strategies to Support Tiered Instruction

• Teacher provides opportunities to use descriptive language to discuss observable details of each coin and record their observations in a chart. Students can use a magnifying lens to notice details closely. As students practice identifying coins with their values, they can use the chart as a reference. 
  
  • For example, a chart (like the one below) can be used to organize the information students observe about the coins. Student misconceptions about coins can be observed by the teacher and guided toward understanding in the “What do you notice or wonder?” column. 

• Information from the chart can be made into cards for students to sort using each coin name as a header.

• Teacher asks questions to elicit ideas of what students notice about the coins and those that require students to make comparisons such as: 
  • “What do you notice about the outside edge of this coin? Why do you think some coins have ridges?” 
  • “Who is on the smallest coin?” 
  • “What are the words you see on the penny?” 
  • “Do all of the coins tell their value?”
• Teacher provides a hundreds chart to help students see the relationships between coin values and how many of each coin equal a dollar. Students can lay pennies on the hundreds chart to count by ones. They can lay nickels on the chart to skip count by 5s and dimes on the chart to skip count by 10s to 100. Students may also use the hundreds chart to see why there are 4 quarters in a dollar; they can count 25 between each quarter laid on the chart.

Instructional Tasks

Instructional Task 1 (MTR.7.1) 

Part A. Using the table below, identify each coin’s name and the value.

Part B. With a partner, compare your value column and discuss if you both came up with the same values. What could you do to figure out who is right or check your work for accuracy?

Part C. Work with your partner to find how many of each coin equal a dollar. How do you know?

Instructional Items

Instructional Item 1