Math - 2018-19

K.7 - Money

The student will 

  • recognize the attributes of a penny, nickel, dime, and quarter and identify the number of pennies equivalent to a nickel, a dime, and a quarter.


Adopted: 2016

BIG IDEAS

  • So that by making comparisons about the size, color, and values is prerequisite to skills of coin recognition and valuation
  • So that I can learn counting money is a part of everyday life and that I count money when I go to the grocery store, toy store, get allowance, etc.
  • So that I can count money in everyday life.  We count money when we go to the grocery store, toy store, get allowance, etc.

UNDERSTANDING THE STANDARD

  • Involvement in varied activities such as physically manipulating coins and making comparisons about their sizes, colors, and values are prerequisites to the skills of coin recognition and valuation.
  • Students need experiences counting collections of pennies.  This can promote one-to-one correspondence, as a penny is worth one cent.
  • Students need experiences to develop the concept that a nickel has a value of five cents (which is the same as five pennies), that a dime has a value of 10 cents (which is the same as ten pennies), and a quarter has a value of 25 cents (which is the same as twenty-five pennies), even though each coin (nickel, dime, quarter) is only one object.


ESSENTIALS

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

  • Describe the attributes (e.g., color, relative size) of a penny, nickel, dime, and quarter.
  • Identify a penny, nickel, dime, and quarter. 
  • Identify the number of pennies equivalent to a nickel, a dime, and a quarter (i.e., a nickel has the same value as five pennies). 

Updated: Aug 22, 2018