#### Math - 2019-20

# 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).

### KEY VOCABULARY

*Updated: Aug 22, 2018*