Quarters Objectives To provide experience finding the value collections quarters, dimes, nickels, and pennies; and showing money amounts with coins. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Count forward by 25s. [Number and Numeration Goal 1] Calculate the value combinations quarters, dimes, nickels, and pennies. [Operations and Computation Goal 2] Identify a quarter and know its value. [Measurement and Reference Frames Goal 2] Make exchanges between coins. [Measurement and Reference Frames Goal 2] Key Activities Children examine quarters and practice counting by 25s. They find the value coin collections that include quarters, dimes, nickels, and pennies and use these coins to show amounts money. Ongoing Assessment: Informing Instruction See page 583. Key Vocabulary quarter Materials Math Journal 2, p. 126 Home Link 6 8 Story Money Poster slate tool-kit coins overhead coins (optional) calculator (optional) per partnership: 1 magnifying lens 1 4 2 3 Playing Coin Top-It per partnership: coin cards Children practice counting and comparing collections coins. Math Boxes 6 9 Math Journal 2, p. 127 Children practice and maintain skills through Math Box problems. Ongoing Assessment: Recognizing Student Achievement Use Math Boxes, Problem 1. [Data and Chance Goal 3] Home Link 6 9 Math Masters, p. 185 Children practice and maintain skills through Home Link activities. Minute Math + Minute Math +, pp. 35 and 39 Children practice counting money and finding missing parts in number models. READINESS Playing Penny-Nickel-Dime Exchange per partnership: tool-kit coins, 2 dice Children make exchanges with pennies, nickels, and dimes. ENRICHMENT Playing Quarter-Dime-Nickel-Penny Grab Math Masters, p. 351 per partnership: tool-kit coins Children compare and find the values coin combinations including quarters. EXTRA PRACTICE Reading About Money Math Masters, p. 305 Children read Deena s Lucky Penny to practice with money. ELL SUPPORT Discussing Meanings the Word Quarter Children discuss various meanings the word quarter. Advance Preparation Add two quarters to each child s tool-kit coins. For Part 2, cut 3" by 5" index cards in half to make Coin Top-It cards with quarters. Add these cards to those made for Lessons 2 13 and 3 11. For the optional Extra Practice activity in Part 3, obtain a copy Deena s Lucky Penny by Barbara derubertis (The Kane Press, 1999). You may wish to find the book 26 Letters and 99 Cents by Tana Hoban (Greenwillow Books, 1995), as it relates to lesson content. Teacher s Reference Manual, Grades 1 3 pp. 163 165 580 Unit 6 Developing Fact Power
Getting Started Mathematical Practices SMP1, SMP2, SMP3, SMP4, SMP6, SMP7 Content Standards 1.OA.1 Mental Math and Reflexes Ask children to show the coins needed to solve each the following problems. Encourage them to use the fewest number coins. Have children share their solution strategies after solving each problem. Record solutions using Î, Â, and Í. Fernando had 45 in his piggy bank. His father gave him 25 for walking the dog. How much money did Fernando have then? 70 Rose wants to buy a new jump rope for $1.00. She has saved 70. How much more money does Rose need? 30 Juanita is making a fruit salad that uses 3 pounds bananas. Bananas cost 12 a pound. How much money will Juanita need? 36 Math Message Use your tool-kit coins. Show two different ways to make 25 using dimes, nickels, and pennies. Home Link 6 8 Follow-Up Ask children what can be purchased with a quarter. 1 Teaching the Lesson Math Message Follow-Up DISCUSSION Have children describe different ways showing 25 using a combination dimes, nickels, and pennies. Record combinations on the board using coin symbols. Tell children that today they will learn about the quarter, a coin that is worth 25. Write quarter on the board. Introducing the Quarter DISCUSSION Children share magnifying lenses for a closer inspection what is on a quarter. Mention the following information about the quarter: The quarter was first issued in 1932 to commemorate the 200th anniversary George Washington s birth. George Washington is on the heads side. For quarters minted through 1998, an eagle with inverted wings over two laurel branches is shown on the tails side. Starting in 1999, quarters were introduced on which the tails side represents one the 50 states in the United States. These quarters were introduced gradually, in the order in which the states became part the Union. John Flanagan designed the bust George Washington. His initials, JF, appear on the very bottom the bust toward the rear Washington s head. At this time, you may want to fill in the Quarter column on your Story Money Poster begun in Lesson 2-8. (See margin.) s Ta il s Equivalencies Penny 1 $ 0.01 Lincoln Lincoln Memorial None Story Money Nickel 5 $ 0.05 Jefferson Monticello Dime Quarter 10 25 $ 0.10 $ 0.25 Roosevelt Torch with Olive and Oak Branches Washington Eagle or State Designs Lesson 6 9 581
Language Arts Link Note the words QUARTER DOLLAR at the bottom the tails side the coin. Explain that a quarter something is one-fourth that thing. Quarter comes from the Latin word quartarius, which means fourth part. Social Studies Link Display a laminated map the United States. Using available state quarters, ask the children to find the states that the quarters represent. Tape available state quarters to the map to make a geography connection. Counting by 25s NOTE To help children find the value collections quarters, consider using a table such as the following and having children complete it. Number Quarters Total Amount in Dollars and Cents 1 $0.25 2 $0.50 3 $0.75 4 $1.00 Have each child in the class hold up one quarter. Ask for and record estimates the total amount money shown by the class. Then count the quarters, first by cents, and then by dollars and cents, with each child adding to the count in turn. You may want to record the counts on the board. Note that when counting by cents, the total goes over 500 for a class more than 20 children. Ask children to name things that can be purchased for about the total amount. Adjusting the Activity ELL Have children program a calculator to count by 25s. This will help them find sums various groups quarters. A U D I T O R Y K I N E S T H E T I C T A C T I L E V I S U A L 5 $1.25 Counting Combinations Quarters, Dimes, Nickels, and Pennies Review counting coins. Ask children to come to the front the class, as follows: 2 children, each with a quarter 3 children, each with a dime 1 child with a nickel 4 children, each with a penny Have the 10 children form a line, with the quarters at the left end the line, followed by the dimes, nickels, and pennies. Walk behind the children, starting with the quarters, and tap each on the head as the class counts the value the coins together. 25, 50, 60, 70, 80, 85, 86, 87, 88, 89 Write 89 cents in cents notation (89 ) and dollars-and-cents ($0.89) notation on the board. 582 Unit 6 Developing Fact Power
Practice finding the value coins. Use overhead pennies, nickels, dimes, and quarters or draw the coins on the board. Children count their own coins and write the total value on their slates, using either cents or dollars-and-cents notation. Write the answers on the board, using both notations. Children then count the coins in unison. Suggestions: What is the value : 2 quarters and 2 dimes? 70, or $0.70 Count: 25 cents, 50 cents, 60 cents, 70 cents. 1 quarter, 3 dimes, and 2 nickels? 65, or $0.65 Count: 25 cents, 35 cents, 45 cents, 55 cents, 60 cents, 65 cents. 3 quarters, 1 dime, 3 nickels, and 2 pennies? 102, or $1.02 Count: 25 cents, 50 cents, 75 cents, 85 cents, 90 cents, 95 cents, 100 cents (or 1 dollar), 101 cents (or 1 dollar and 1 cent), 102 cents (or 1 dollar and 2 cents). 4 quarters, 6 nickels, and 1 penny? 131, or $1.31 Count: 25 cents, 50 cents, 75 cents, 1 dollar, 1 dollar and 5 cents, 1 dollar and 10 cents, 1 dollar and 15 cents, 1 dollar and 20 cents, 1 dollar and 25 cents, 1 dollar and 30 cents, 1 dollar and 31 cents. Ongoing Assessment: Informing Instruction Watch for children who have difficulty with coin combinations that include quarters. For those children, pose quarter-only coin combination problems. Then add dimes or nickels to the set coins as the children become more comfortable counting quarters. Showing Money Amounts with Different Coin Combinations Write an amount such as $0.46 (or 46 ) on the board. (Initially, use amounts money less than a dollar and work up to about $3.00.) Ask each partnership to show the exact amount with their coins. Let them share some possibilities with the rest the class; for example, for 46 cents: Í Í Í Í Â Î Â Â Â Â Î Â Â Â Â Â Â Â Â Â Î Then ask them to show the amount, using the fewest number coins. Í Í Î Do more problems as needed. Lesson 6 9 583
Student Page Counting Coins (Math Journal 2, p. 126) INDEPENDENT Children work independently or in partnerships to complete the journal page. They should use their coins to model the problems. When children are finished, go over the answers. Adjusting the Activity Have children write the amount that each coin is worth above or below the coin and/or show the value each coin with tally marks. A U D I T O R Y K I N E S T H E T I C T A C T I L E V I S U A L Math Journal 2, p. 126 2 Ongoing Learning & Practice Playing Coin Top-It Children practice counting and comparing collections coins by playing Coin Top-It. See Lesson 2-13 for directions. Adjust the level difficulty the cards by adding harder coin combinations to the deck. Combinations should include some cards with quarters. Math Boxes 6 9 (Math Journal 2, p. 127) INDEPENDENT Student Page Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 6-11. The skills in Problem 4 preview Unit 7 content. Ongoing Assessment: Recognizing Student Achievement Math Boxes Problem 1 Use Math Boxes, Problem 1 to assess children s ability to answer probability questions. Children are making adequate progress if they are able to answer the question correctly. Some children may be better able than others to explain their reasoning using probability language. [Data and Chance Goal 3] Math Journal 2, p. 127 584 Unit 6 Developing Fact Power
Home Link 6 9 (Math Masters, p. 185) INDEPENDENT Home Connection Children count combinations quarters, dimes, nickels, and pennies. They record the totals, using cents and dollars-and-cents notation. Minute Math+ Use Minute Math+, pages 35 and 39 to provide more practice with counting money and finding missing parts in number models. 3 Differentiation Options READINESS Playing Penny-Nickel-Dime Exchange Name HOME LINK 6 9 Family Note Î 1 $0.01 More Counting Coins Date Children have begun to find the value coin combinations that include quarters. If your child is having difficulty because coins are not shown in any particular order, use real coins to model the problems. Sort the coins into groups like coins (all dimes together, all nickels together) before counting. Children also continue to use dollars-and-cents notation (for example, $1.05). If your child has trouble recording amounts in this notation, don t worry this is a skill we will continue to practice throughout the year. Please return this Home Link to school tomorrow. Â 5 $0.05 Í 10 $0.10 Find the value the coins. Write the total in cents and in dollars-and-cents notation. 1. Â ÍÂÂ 50 or $ 0.50 2. ÍÂÍÂÎÎ 82 or $ 0.82 3. ÍÎÎÂÎ 43 or $ 0.43 4. ÍÂÎ 66 or $ 0.66 Practice 5. Fill in the blanks. Home Link Master 25 $0.25 72 73 74 75 76 77 Math Masters, p. 185 To provide experience with making coin exchanges, have children play Penny-Nickel-Dime Exchange. See Lesson 5-13 for game directions. When children have finished the game, briefly review how many pennies are in a dollar, how many nickels are in a dollar, and how many dimes are in a dollar. ENRICHMENT Playing Quarter-Dime-Nickel- Penny Grab (Math Masters, p. 351) Game Master To apply children s understanding counting coin combinations including quarters, children play a variation Dime-Nickel-Penny Grab including quarters. For detailed instructions, see Lesson 3-13. Math Masters, p. 351 Lesson 6 9 585
EXTRA PRACTICE Reading About Money (Math Masters, p. 305) SMALL-GROUP Literature Link To provide practice making money amounts, children read Deena s Lucky Penny by Barbara derubertis (The Kane Press, 1999). On an Exit Slip (Math Masters, page 305), have children show two ways to make 50. ELL SUPPORT SMALL-GROUP DISCUSSION Discussing Meanings the Word Quarter To provide language support for money, have children discuss various meanings the word quarter. They may be familiar with the word in various contexts. Discuss some these contexts; for example, as a length time in a basketball game; a football game, or another sporting event; as an amount in a measuring cup; as a portion an hour or a pizza. Explain the relationship between the various uses the word quarter. 586 Unit 6 Developing Fact Power