1 CHAPTER 5 Planner The BIG Idea Identify and Count Money Students most likely have had some informal experiences using ...
CHAPT E R
5
Identify and Count Money
Planner
Skills Trace
The
BIG Idea
Vertical Alignment
Students most likely have had some informal experiences using money in realworld situations. As a second grader’s number sense, familiarity with place value, and computational fluency continue to develop, so will his or her conceptual understanding of the monetary system. Such knowledge includes knowing how to skip count flexibly in order to quantify the different coin values within an assortment of change, and to add and subtract money amounts.
Previous Grade In the previous grade, students learned to: • Read and write numbers to 100. • Model and create addition and subtraction problems with concrete objects.
Targeted Standard GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
This Grade During this chapter, students learn to: • Use skip counting to find the value of coins and bills. • Compare values of money in cents and in dollars. • Add and subtract amounts of money. After this chapter, students learn to: • Identify place value through 1000.
Next Grade In the next grade, students learn to: • Relate decimals and money.
Print and Online Professional Development articles can be found in the Teacher Resource Handbook. These articles on current issues will allow you to implement new mathematical strategies and enhance your classroom performance. Digital Videos The McGrawHill Professional Development Video Library provides short videos that support McGrawHill’s Math Connects. For support for this chapter, the following video is available. Problem Solving with Money Other videos, program walkthroughs, online courses, and video workshops are available at mhpdonline.com. 197A Identify and Count Money
Vertical Alignment and Backmapping McGrawHill’s Math Connects program was conceived and developed with the final results in mind: student success in Algebra 1 and beyond. The authors developed this brandnew series by backmapping from Algebra 1 concepts, and vertically aligning the topics so that they build upon prior skills and concepts and serve as a foundation for future topics.
Chapter at a Glance Lesson MultiPart Lesson
1
Count Coins
A
GLE 0206.1.7
B
Pennies, Nickels, and Dimes
GLE 0206.1.7
C
Quarters and HalfDollars
GLE 0206.1.7
D
Count Coins
GLE 0206.1.7
E
Equal Value in Cents
GLE 0206.1.7
F
ProblemSolving Strategy: Act It Out
A
2
MultiPart Lesson
5 days
Materials and Manipulatives hundred chart, overhead coins, connecting cubes, baseten blocks, WorkMat 4: Number Lines Lines, pennies, pennies nickels, nickels dimes, dimes quarters, quarters halfdollars
Dollars
Leveled Worksheets Explore Worksheet Visual Vocabulary Cards Lesson Animations Daily Transparencies Problem of the Day HandsOn Activity Tools and Resources
SelfCheck Quiz Virtual Manipulatives eGames Graphic Novel Animation Math Song Animations RealWorld Problem Solving Readers
3 days
Materials and Manipulatives twocolor counter, coins, hundred chart, overhead coins, chart paper, bills, sale flier from local store, store overhead projector
GLE 0206.1.7
Coins and Dollar Signs Dollars and Cents
3
Get ConnectED
GLE 0206.1.2
Count Dollars and Coins
B C
Resources
Identify Coins and Their Values
MultiPart Lesson
Pacing
Get ConnectED
GLE 0206.1.7
Add and Subtract Money
A
Add Money
GLE 0206.2.3
B
Subtract Money
GLE 0206.2.3
C
ProblemSolving Investigation: Choose a Strategy
Leveled Worksheets Explore Worksheet Virtual Manipulatives Visual Vocabulary Cards Graphic Novel Animation eGames
GLE 0206.1.7
GLE 0206.1.2
3 days
Problem of the Day Daily Transparencies SelfCheck Quiz Lesson Animations HandsOn Activity Tools and Resources
Materials and Manipulatives admission tickets, coins, bills, small items for a “store,“ price tags Get ConnectED
Leveled Worksheets Visual Vocabulary Cards Lesson Animations Daily Transparencies
SelfCheck Quiz Virtual Manipulatives eGames Problem of the Day
Identify and Count Money
197B
CHAPT E R
5
Vocabulary and Language Connections
Planner
Math Vocabulary Glossary The following math vocabulary words are listed in the glossary of the Student Edition. Get ConnectED
Find interactive definitions in 13 languages in the eGlossary and review vocabulary eGames at connectED.mcgrawhill.com. bills A name for paper money.
nickel 5¢ or 5 cents
cent ¢ 1¢ or 1 cent head head
tail
tail
penny 1¢ or 1 cent
dime 10¢ or 10 cents head head tail
tail
quarter 25¢ or 25 cents
dollar one dollar = 100¢ or 100 cents. Also written as $1. head front
tail
back
dollar sign $ A symbol used to show dollar amounts. halfdollar 50¢ or 50 cents
head
tail
Activity Write the word doubles on the board. Explain that adding two dimes, two nickels, or two pennies is the same as adding doubles because the addends are the same. Have students find the value of 2 dimes, 2 nickels, and 2 pennies. 10 + 10 + 5 + 5 + 1 + 1 = 32¢
Visual Vocabulary Cards Use Visual Vocabulary Cards to reinforce the vocabulary in this chapter in English and Spanish. (The Define/Example/Ask routine is printed on the back of each card.) ISBN: 9780021017386 MHID: 0021017387
197C Identify and Count Money
Copyright © by The McGrawHill Companies, Inc. All rights reserved.
ELL
Support
MultiPart Lesson
1
Count Coins
Level AL
Beginning
Activity Phonemics
OL
Intermediate
Recognize and Act It Out
Logical, Auditory, Intrapersonal
BL
Advanced Extend
Memory Device
Linguistic, Social, Visual
Cooperative Learning
On and Beyond Level
MultiPart Lesson
2
Modality Kinesthetic, Visual, Auditory
Count Dollars and Coins
Level AL
Beginning
Activity Word Recognition
OL
Intermediate
Writing Forms
Logical, Visual, Intrapersonal
BL
Advanced Extend
Public Speaking
Auditory, Visual, Social
Cultural Exchange
Beyond Level
MultiPart Lesson
3
Modality Visual, Auditory, Interpersonal
Add and Subtract Money
Level AL
Beginning
Activity Word Recognition
OL
Intermediate
Scaffold
Logical, Visual, Intrapersonal
BL
Advanced Extend
Public Speaking
Linguistic, Social, Interpersonal
RealWorld Applications
Beyond Level
Get ConnectED
Modality Visual, Auditory, Interpersonal
Find other English Language Learner strategies.
ELL Resources The Professional Development articles listed below can be found in print and online in the Teacher Resource Handbook. • “English Learners and Mathematics: Best Practices for Effective Instruction” by Kathryn Heinze (pp. TR32–TR33) • “Engaging English Language Learners in Your Classroom” by Gladis Kersaint
• Multilingual eGlossary • Visual Vocabulary Cards • Language Alerts (pp. 216, 220, 232, 240) • ELL Guide (pp. 20–24, 64–65, 72–75)
(pp. TR34–TR35)
Identify and Count Money
197D
CHAPT E R
5
Learning Stations
Planner
pairs
Dollars
AUDITORY , LINGUISTIC
Materials:
• Read Dollars by Mary Hill with a partner.
• Dollars by Mary Hill
• Examine the real dollars on the table.
• 2 real dollar bills
• Look at the price list your teacher made.
• price list
• On the paper, make a list of all the items on the price list that cost less than or equal to one dollar. Teacher Note: Make a price list for each pair of students.
21
VISUAL / VISUAL SPATIAL
pairs pair
How Much Is That Cat? • Make a cat. First, fold the construction paper in half. Then cut out a half circle from the open end of the paper. • Use one half circle as the cat’s head and glue it to the paper. Cut a tail from the other half circle and glue it to the back of the cat. • Cut out and glue two round eyes, one triangle nose, two triangle ears, and six thin rectangle whiskers. • Look at the sign. Add up the cost of each part of the cat.
Materials: • construction paper • scissors • glue • posted sign with these money values: body = quarter; head, nose, tail = dime; eye, ear = nickel; whisker = 2¢
22
individual
Money Words
Materials:
• Choose a vocabulary word from the chapter.
• vocabulary cards: penny, nickel, dime, quarter, halfdollar, dollar, dollar sign, decimal point
• On the bottom of the paper, write a sentence using the vocabulary word. • Above the sentence, draw a picture that shows the meaning of the vocabulary word. • Use all of the pages to make a class book about money.
23 197E Identify and Count Money
LINGUISTIC
6eZccn^hZfjVaiddcZXZci#
individual
Coin Weights
LOGICAL
Materials:
• Guess which weighs the most: 5 pennies, 5 nickels, 5 dimes, or 5 quarters.
• several pennies, nickels, dimes, quarters
• Place 5 pennies on one side of the balance and 5 nickels on the other side. The side of the balance that is lower has the coins that weigh the most.
• bucket balance
• Continue to compare the weights of the different coins until you find the coin that weighs the most. • If you have time, compare the weights of different combinations of coins.
24
group
The Presidents on Our Coins
VISUAL
Materials:
• Look at the picture on the front of each coin. Which president is pictured there?
• book about U.S. Presidents
• Use a book about presidents to help you. Write your answers on your paper. • President Abraham Lincoln is on the
. cent or penny
• penny, nickel, dime, quarter
• President Thomas Jefferson is on the
. nickel
• paper and pencil
• President Franklin D. Roosevelt is on the
. dime
• President George Washington is on the
. quarter
Teacher Note: Visit the United States Mint’s Web site for additional activities for students.
25 IWB
You may wish to use the virtual calendar for this Calendar Time activity.
A Penny A Day • Point out today’s date on the calendar. Focus on the number of days in the current month. • On the board, write the number of days in the current month. • If you find a penny every day this month, how much money would you have at the end of the month? Sample answer: 31¢ • Using the calendar, point to each day and show how you would count to find the total value of the pennies. Write the total value on the board. • How much money would you have if you found a nickel every day this week? Sample answer: 35¢ For additional calendar activities, see the Math Routines on the Go cards. Identify and Count Money
197F
CHAPTER
5 CHAPTE R
5
Introduce the Chapter E
Identify and Count Money
Essential Questions The
• What would you be unable to do if you did not understand money? Sample answer: You could not buy groceries, pay bills, see movies, etc.
Key Vocabulary
BIG Idea How do I name, compare, and combine money in cents and dollars?
• Why is it important to study money? Sample answers: If you do not know how to identify, count, add, or subtract money, you would not be able to buy anything. You need money to buy everything.
English cent (¢) dollar ($) halfdollar quarter
JJulie, Sophia and Andre in
Tomorrow is my little sister’s birthday, and she loves pinwheels.
Pinwheel, Please!
Review the key vocabulary in the chapter using the routine below. Define: A dime equals 10 cents. Example: I used one dime to buy a marble. Ask: What are some ways you have used a dime? •
Student Glossary
•
Graphic Organizer
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
• What larger concept underlies finding the value of money? Sample answers: Adding and subtracting. If you do not know how to add, subtract, regroup, skip count, or count on, you will not know how to find the value of money.
Key Vocabulary
Cool! The Party Store! I wonder if they have pinwheels! Oh boy! PINWHEELS!
Pinwheel, Please!
I have some change, but I don’t know if it’s enough.
I hope it’s enough! I LOVE this one!
Two dimes and a nickel.
Read the story together. You may wish to use the blank Graphic Novels provided in HandsOn Activity Tools and Resources to help develop writing and speech skills. • Read the story together. • What is happening? Sample answer: Sophia is looking for a pinwheel to buy for her sister’s birthday. • What will happen next? Sample answer: Julie, Sophia, and Andre have to decide if Sophia has enough money to buy the pinwheel. For additional reading and language arts activities, including support for reading a graphic novel, see Reading and Language Arts Support in the Grade 2 Math Connects Program Overview.
Your Turn! In Lesson 1E, students will learn more about equal amounts in cents and solve a problem related to the graphic novel. ✔ 0206.1.15 Use ageappropriate books, stories, and videos to convey ideas of mathematics.
197
Identify and Count Money
Oh! There they are!
Pinwheels? What for?
How much do you have? I love the red one!
Español centavo (¢) dólar ($) medio dólar quarter
You love this one? Isn’t this for your sister?
Yoursolvl eTthisurn! ill You will . problem in the chapter
one hundred ninetyseven
197_197_C05_CO_103028.indd 197
Animated Graphic Novel Visit connectED.mcgrawhill.com to download the animated version of “Pinwheel, Please!”
197
3/10/10 12:38 PM
Chapter Connections Real World: Do I Have Enough Money?
Chapter Project
Share with students that they are going to learn about money and the value of different coins.
Classroom Store
• Hold up two quarters. Each is worth 25¢. Together they make 50¢.
• Have students set up a classroom store which will open for one day when the chapter has been completed.
• How can I know if I have enough money to buy a pencil for 34¢ and an eraser for 22¢? Find if 34 + 22 is more or less than 50 cents. • How much money do I need to buy both items? 56 cents Do I have enough money? no
• Explain that they will earn money (play money) for working at school each day throughout the chapter, and that they will use the money they earn to shop at the classroom store. • Ask students to bring in small items from home to donate to the store: stuffed animals, pencils, old books, small used toys, notebooks, baseball cards, etc. Have students price each item $1 or less. (Make sure students have permission to donate items.) • On the shopping day, have groups of students take turns counting their money and buying items.
E
WRITE MATH Ask students to write in their Math Journal about a reallife situation in which they would need to determine the value of a collection of coins. Situations may include buying an item or paying a library fine.
Reading and Language Arts Support For activities to connect reading and language arts to this chapter’s math concepts, see Reading and Language Arts Support in the Grade 2 Math Connects Program Overview.
Dinah Zike’s Foldables® Guide students to create their own 10tab or 4tab Foldable graphic organizer for money. Fold a sheet of 11” × 17” or 12” × 18” paper in half along the long axis, like a hot dog.
Cut the top section of this Foldable into 10 tabs. Do not cut the bottom paper.
Glue a picture of a nickel on the front of each tab.
When to Use It Lessons 1B, 1C, 1E. (Additional Instructions for using the Foldable with these lessons are found in the MidChapter Check and Chapter Review/Test.).
Repeat the 10tab Foldable, having students glue dimes on each tab.
Make a 4tab Foldable for quarters.
Repeat so that students have two 10tab Foldables for nickels.
Identify and Count Money
197G
Diagnostic Assessment 1 ASSESS You have two options for checking Prerequisite Skills for this chapter.
Text Option “Are You Ready for the Chapter?” SE
Name
Student Edition 1. Skip count by 5s. 5, 10,
Online Option Take the Online Readiness Quiz.
15 ,
20 ,
25 ,
30
2. Skip count by 10s. 10, 20,
30 ,
40 ,
50 ,
60
3. Circle the brown cats. Mark an X on the white dogs.
6
pairs
5. There are 3 vases. Each vase has 10 flowers. How many flowers in all?
30 Online Option
198
one hundred ninetyeight
198_C05_AYR_103028.indd 198
198
Identify and Count Money
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
4. Kimi is counting her mittens. She skip counts by 2s. She counts up to 12. How many pairs of mittens does Kimi have?
flowers
Take the Online Readiness Quiz.
This page checks skills needed for the chapter.
3/10/10 12:39 PM
2 DIAGNOSE AND PRESCRIBE
3 REASSESS
RtI (Response to Intervention)
Administer the Diagnostic Test.
Based on the results of the Diagnostic Assessment, use the charts below to address individual needs before beginning the chapter.
Diagnostic Test 001_004_C05_101868.indd
TIER T
1
_____________________
On Level
001_004_C05_101868.indd
Are You Ready for the
Page 1 12/10/09 8:23:36 PM u us089 s089
students miss one in Exercises 1–5
1. 5 + 5 + 5 + 5 = _________
2. 10 + 10 + 10 + 10 + 10 = 3. 10 + 10 + 5 + 1 + 1= 4. 25 + 10 + 1 =
Practice
5.
1. 5 + 1 + 1 + 1 =
choose a resource:
2. 10 + 10 + 10 + 5 = 3. 10 + 10 + 5 + 5 + 1
6.
32 + 9
7.
+1=
9.
78  51
10.
44  26
11.
Companies, Inc. Hill, a division of The McGrawHill
1=
7. 25 + 5 + 5 + 1 + 1 +
1=
Write the name of the
Copyright © Macmillan/McGraw
10.
63  38
12.
87  65
13. ¢
81 + 35
11.
29 + 18
12.
14.
47 + 39
¢ 15.
Subtract. 13.
57 + 52
coin and its value.
8. 25 + 25 + 10 + 10 = 75 + 23
8.
McGrawHill Companies,
SelfCheck Quiz
6. 10 + 5 + 5 + 5 + 5 +
9.
66 + 35
14.
56  26
15.
75  68
16.
¢
63  35
Inc.
84  47
Copyright © Macmillan/McG rawHill, a division of The
5. 25 + 10 + 10 + 10 =
Are You Ready? Practice Get ConnectED
49 + 18
Subtract.
4. 25 + 25 + 5 =
Learning Stations
Chapter?
Add.
/Volumes/111/GO00395/Math_Conn ects_CRM_G2_NA%0/Application_Fi les/C05_1018 les/C05_101868
Name __________________ _________
TE
_____________________
Diagnostic Test
OL
Add.
Then
/Volumes/111/GO00395/Ma th_Connects_CRM_G2_NA %0/Application %0/Application_Files/C05_1 _Files/C05_10 01868 18
Name ______________ _______
___________________________
If
Page age 4 12/10/09 8:23:55 PM us089
16.
Grade 2 • Identify and Count Money
1
4
¢ Grade 2 • Identify and Count Money
TIER T
2
Strategic Intervention approaching grade level
AL
001_004_C05_101868.indd
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/Volumes/111/GO00395/Math_Conn ects_CRM_G2_NA%0/Application_Fi les/C05_1018 les/C05_101868
Name __________________ _________
___________________________
If
students miss two or three in Exercises 1–5
_________
Review Add.
Then
1. 25 + 10 + 5 + 5 = 2. 10 + 10 + 10 + 1 + 1= 3. 10 + 10 + 5 + 5 + 5+5= 4. 25 + 25 + 10 + 10 +5+1= 5. 63 6. 74 7. + 58 + 37
choose a resource: Strategic Intervention Guide
(pp. T25, T26, T28, T88, T90, T91)
9.
44 + 36
94  38
10.
78  15
Count to find the value 13.
11.
87  62
12.
54  37
of the coins.
Hill, a division of The McGrawHill
¢
14.
¢
15.
Companies, Inc.
Lesson Animations
8.
Copyright © Macmillan/McGraw
Are You Ready? Review Get ConnectED
84 + 29
Subtract.
¢
16.
¢
2
Grade 2 • Identify and Count Money
PDF P
TIER T
3 If
Then
C
Intensive Intervention 2 or more years below grade level students miss four or more in Exercises 1–5 use Math Triumphs, an intensive math intervention program from McGrawHill Chapter 1: Whole Numbers Chapter 2: Place Value
Beyond Level
BL
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/Volumes/111/GO00395/Math_Conn ects_CRM_G2_NA%0/Application_Fi les/C05_1018 les/C05_101868
Name __________________ _________
___________________________
If
students miss none in Exercises 1–5
Apply Count to find the value
of the coins.
1.
choose a resource: Chapter Project
47¢
2. ¢
4.
¢
Hannah has
the doll?
to buy
How much does Hannah
have?
6. Luke has
How much do they have
¢
.
His brother has
. altogether?
¢+
¢=
¢
¢
33
eGames: Counting Coins with Diego Dog
Hill, a division of The McGrawHill
Companies, Inc.
. Does she have enough
Are You Ready? Apply Get ConnectED
¢
Solve. 5.
TE
¢
3.
Copyright © Macmillan/McGraw
Then
_________
7.
Circle the coins that can
buy the shirt.
Grade 2 • Identify and Count Money
3
PDF P
C
Identify and Count Money
198A
Dear Family, Today my class started the chapter Identify and Count Money. In this chapter, I will learn to add and compare money. Here are my vocabulary words, an activity we can do, and a list of books we can find in our local library.
Before you begin the Chapter: • Read the Math at Home letter with the class and have each student sign it. • Practice the activity so that students are familiar with it before trying it with their parents or guardians.
Love, Key Vocabulary
• Send home copies of the Math at Home letter with each student.
Activity
ins ifferent co ss Look at d and discu ild ch ur with yo . em entify th ways to id one child tell ur yo ve a H in. co ch ut ea tell thing abo have them , le p m a hat w For ex r o e, me, valu you its na coin. is on the
• Use the Spanish letter for Spanishspeaking parents or guardians who do not read English fluently.
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
For more information about parent involvement, read the article, “The Role of Parents and Guardians in Young Children Learning Mathematics” by Paul Giganti, Jr. See the Teacher Resource Handbook pp. TR44–TR45.
Books to Read The GoAround ound Dollar by Barbara Johnston Adams Simon & Schuster huster Children’s Publishing Co.
cent ¢ 1¢
1 cent
dollar sign $ a symbol used to show dollar amounts
dollar
worth 100 cents, 100¢, or $1
Online Option See the multilingual eGlossary link at connectED.mcgrawhill.com to find out more about these words. There are 13 languages.
Sluggers’ Car Wash by Stuart Murphy Stu uarrt J.. M HarperCollins HarpeerC Co olllliin Children’s Books Childreen’s en B o Pigs Wil Will illl Be Pigs Axelrod by Amy A xe xe Schuster Simon & Sc ch Children’s Co. Publishing C
one hundred ninetynine
199_200_C05_MH_103028.indd 199
199
Identify and Count Money
199
3/10/10 12:40 PM
Check with your school library or your local public library for these titles.
Estimada familia: Hoy mi clase comenzó el capítulo Identifica y cuenta dinero. En este capítulo aprenderé a sumar y comparar dinero. A continuación están mis palabras del vocabulario, una actividad que podemos hacer y una lista de libros que se encuentran en nuestra biblioteca local.
MultiPart Lesson 1 Benny’s Pennies Pat Brisson Jelly Beans for Sale Bruce McMillan
Cariños,
26 Letters and 99 Cents Tana Hoban
Vocabulario clave d Activida
su niño junto con Observe nedas y o m s te s las diferen e manera acerca d a su discutan a d Pi s. a icarl de identif cosa diga una niño que da. Por ne o m a d sobre ca de la el nombre ejemplo, lo que o r, lo su va moneda, bado. tiene gra
centavo ¢ 1¢
1 centavo
The Penny Pot Stuart J. Murphy
signo de dólar $ símbolo para mostrar las cantidades en dólares
dólar
vale 100 centavos, 100¢ ó $1
MultiPart Lesson 2
Opción en línea
Visiten el eGlosario políglota en connectED.mcgrawhill.com para aprender más acerca de estas palabras. Hay 13 idiomas.
Tod To od el Apretado Daphne Skinner dee D d aphne Skinne Random R an ndom House
H Ha aciendo Dinero Haciendo dee Jeri d Jeri S. Cipriano Red R Re d Brick
The GoAround Dollar Barbara Johnston Adams
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
Libros recomendados
The Mon$ter Money Book Loreen Leedy
Lemonade for Sale Stuart J. Murphy
e Included in th e Grade 2 Trad ry ra Book Lib
Dollars Mary Hill
MultiPart Lesson 3 Subtraction Action Loreen Leedy You Can’t Buy a Dinosaur with a Dime Harriet Ziefert
200
two hundred
Alexander, Who Used to Be Rich Last Sunday Judith Viorst
199_200_C05_MH_103028.indd 200
3/10/10 12:40 PM
Pigs Will Be Pigs Amy Axelrod
RealWorld Problem Solving Library Math and Social Studies: The Green Cafe Use these leveled books to reinforce and extend problemsolving skills and strategies. Ma te má
tic as y cie nc ia
Leveled for: AL Approaching Level OL On Level BL Beyond Level SP Spanish
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How the Second Grade Got $8,205.50 to Visit the Statue of Liberty Nathan Zimelman
s
Ma te má y es tu tic as di os so cia les
COVER_B0 7_G02LEV _SPA
Sluggers’ Car Wash Stuart J. Murphy
Resuel ve e prob lemas Ma te m 1C concre át?J ic as 6yMPes tos JBtu /diPMos @Jso CKci2 1C,? ?J 6 alMJ esTGLE RF ? MP LB JB2/MA PMG?@JJ2 CK RS2 1C, BG CQ ,? MJTG ?J? 6 R F ? RF LE ?L ? LB MPL B 2 JB 2M 2 /M MA A GG? AG PM ?J ? @JJJ2 2 2RRRS 2 CK SB S BGGGC B 2 CQ C ,? RF MJQQTG LE ? LB 2
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✔ 0206.1.15 Use ageappropriate books, stories, and videos to convey ideas of mathematics.
1
For additional support, see the Real World Problem Solving Readers Teacher Guide. ✔ 0206.1.15 Use ageappropriate books, stories, and videos to convey ideas of mathematics.
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Leveled Reader Database Get ConnectED
connectED.mcgrawhill.com Search by
• Content Area • Guided Reading Level
• Lexile Score • Benchmark Level Identify and Count Money
200
MultiPart Lesson
1
Count Coins
Planner PART
PART A
Identify Coins and
Identify Coins and Their
Title/Objective
Values
Their Values
B
Pennies, Nickels, and Dimes
C
Quarters and Half Dollars
D
Count Coins
E
Equal Value in Cents
F
ProblemSolving Strategy:
PART
A
Standards
Pennies, Nickels, and Dimes (pp. 203–204)
(pp. 201–202)
Explore coins and their values.
Skip count and count on to determine the value of a collection of coins.
GLE 0206.1.7
GLE 0206.1.7
penny, cent ¢, nickel, dime penny
Vocabulary
Visual Vocabulary Cards 5, 15, 37, 45
Act It Out coins
Materials/ Manipulatives
E
B
WorkMat 4: Number Lines, pennies, nickels, dimes
Essential Question
Identify similarities and differences between pennies, nickels, dimes, and quarters. Sample answer: Quarters are bigger than the other coins. Nickels are the heaviest. All coins are round. Each coin has a different value.
Resources
Get ConnecttED
✔ 0206.1.15
Get ConnecttED
Explore Worksheet(s)
Leveled Worksheets
LLesson A Animations i ti
Visual VVi isuall VVocabulary b l Cards C d
VVirtual Manipulatives
Daily Transparencies Problem of the Day SelfCheck Quiz VVirtual Manipulatives
Focus on Math Background
eGames: Starfish Theatre–Coins
Because students today have less reallife experience with pennies, nickels, and dimes than previous generations, determining the value of a collection of these coins may depend on classroom activity. “Buying and selling” activities, as well as those requiring equivalent trades (e.g., dimes for pennies), are excellent ways to connect money, place value, and beginning decimal concepts. IMPACT Mathematics: Unit C1, C2, C3
Blended Approach
Counting value when coins are mixed can be quite difficult for students. Although they can easily count by tens and by fives, a mixture of dimes and nickels can be troublesome. Although adding ten to any number should be a familiar mental math activity, students find it difficult to add a dime to a quarter. Work with the hundred chart can be helpful in this regard.
IWB
All digital assets are Interactive Whiteboard ready.
Refer to the Blending Math Connects and IMPACT Mathematics guide for detailed lesson plans.
Suggested Pacing MultiPart Lessons PART Days
201a Identify and Count Money
1 A
B
1
Math Their Way (p. 246)
(13 Days)
2
3
Assess
C
D
E
F
A
B
C
A
B
C
1
1
1
1
1
1
1
1
1
1
2
Count Coins
PART
C
Quarters and HalfDollars
PART
PART
D
Count Coins
(pp. 209–210)
E
Equal Value in Cents
Title/Objective
(pp. 213–214)
(pp. 205–208)
Count on to determine the value of a collection of coins.
Count on to determine the value of a collection of coins.
Compare the value of coins up to 100¢.
GLE 0206.1.7
GLE 0206.1.7
GLE 0206.1.7
Standards
qquarters, uarters, halfdollars
Vocabulary
Visual Vocabulary Cards 25 and 51 hundred chart, coins, baseten blocks quarters, halfdollars Get ConnecttED
coins
Get ConnecttED
twocolor counters, coins
Resources
Get ConnecttED
Leveled Worksheets
Leveled Worksheets
Leveled Worksheets
Visual VVi isuall VVocabulary b l C Cards d
LLesson A Animations i ti
LLesson A Animations i ti
Daily Transparencies
Daily Transparencies
Daily Transparencies
Problem of the Day
Problem of the Day
Problem of the Day
SelfCheck Quiz
SelfCheck Quiz
SelfCheck Quiz
VVirtual Manipulatives
VVirtual Manipulatives
VVirtual Manipulatives
Math Song Animation: How Many Pennies? eGames: Starfish Theater– Half Dollar
eGames: Counting Coins with Diego Dog
Graphic Novel Animation
Math Song Animation: Lemonade!
Materials/ Manipulatives
✔ 0206.1.15
eGames: Matching Money Amounts with Clara the Cat
HandsOn Activity Tools and Resources
HandsOn Activity Tools and Resources
Math Their Way (pp. 332–333)
IMPACT Mathematics: Unit C1
IMPACT Mathematics: Unit C2
Blended Approach
P bl SSolving Problem l i iin A Art Ch Changing i Coins (pp. 211–212)
Identify and Count Money
201b
PART Title/Objective
F
ProblemSolving Strategy: Act It Out
(pp. 215–216)
Use the act it outt strategy to solve problems. Standards
GLE 0206.1.2
Vocabulary
Materials/ Manipulatives Resources ✔ 0206.1.15
coins
Get ConnecttED
Leveled Worksheets Lesson Animations Daily Transparencies Problem of the Day The Green Cafe VVirtual Manipulatives
Blended Approach
Refer to the Blending Math Connects and IMPACT Mathematics guide for detailed lesson plans.
IMPACT Mathematics: Unit C3
MidChapter Check (p. 217) Spiral Review (p. 218)
201c Identify and Count Money
Notes
Count Coins
Differentiated Instruction Approaching Level Option 1
On Level
AL
Use with 1B
OL
Option 1
Use with 1B
Materials: pictures of toys with prices to 5¢, pennies
Materials: dimes, spinner, hundred chart
• Set up a pretend store.
• Have each partner take turns spinning the spinner. Take as many dimes as the number the spinner lands on.
• Give each student ten pennies. Instruct students to buy as many toys as they can with their money. • Have them write a subtraction sentence for each purchase, showing how much they have left to spend. Have them pay by giving their pennies to you or a partner. • Discuss with students how they spent their money. How much did you spend on the toy(s)? How much money do you have left? Sample answer: I spent 9¢ on three toys. I have 3¢ 1¢ left.
Option 2
• The first student to reach 100 cents wins the game.
5¢
Use with 1E
Materials: glue, markers, nickel cutouts, dime cutouts • Give each student eight paper nickel cutouts and have them glue the cutouts across the top of a sheet of paper. • How can you use skip counting to count the nickels? 5, 10, 15, 20, 25, 30, 35, 40 Have students skip count aloud. • Have students write the skip counting numbers below the nickels.
5
• On a hundred chart, each player shades in the value of the amount of dimes they take.
8
2
6
3
Option 2
Use with 1E
Have students make a table of nickels and pennies to solve the problem. Jim is starting a penny collection. He trades in his nickels for pennies. Finish the table to see how many pennies Jim has collected.
nickels
pennies
1
5
2
10
3
15
4
20
5
25
6
30
10 15 20 25 30 35 40
• Repeat activity using dimes and skip counting by 10s.
Other Options TE
Other Options Get ConnectED
Virtual Manipulatives, Math Song Animations: Lemonade, eGames: Starfish Theater–Coins, Lesson Animations
Learning Station Card 24 Get ConnectED
Virtual Manipulatives, Math Song Animations: Lemonade, eGames: Matching Money Amounts with Clara the Cat
Identify and Count Money
201d
Beyond Level
English Language Learners
BL
Option 1
Use with 1B
Materials: blank charts, coins (pennies and dimes) • Distribute pennies and dimes to students. • Invite students to take turns showing the group an amount of money using only dimes. • Have them challenge the rest of the group to show an equal amount of money using only pennies. Dimes
ELL
This strategy helps English Learners use the terms of coins: pennies, nickels, dimes, quarters, and halfdollars. Find Core Vocabulary and Common Use Verbs in the online ELL strategies to help students grasp the math skills; use Language Alerts at point of use in the Teacher Edition. AL Beginning Phonemics Teach students the names of coins.
• Give pairs cardstock and two coins of the same value. Students tape the coins onto the cards, showing front and back. Write the name of each coin on a 3 × 5 card. Each group copies the coin name onto their card.
Pennies
• Have students record on a picture chart the relationship of pennies and dimes with equal values.
• Model the name of the coin. Repeat as each group holds up its card and repeats chorally. Intermediate Recognize and Act It Out Help students internalize the words for the coins. OL
Option 2
Use with 1E
Materials: coins (pennies, nickels, dimes) • Have students make as many combinations of coins as possible that equal 50¢. • Invite them to use coins to model different combinations and then record each one. &%
&%
*
*
&% &%
*
* *
*
*
* &%
*
*
Other Options TE
Learning Station Card 25 Get ConnectED
Virtual Manipulatives, Lesson Animations, eGames: Matching Money Amounts with Clara the Cat
201e Identify and Count Money
• Write the names of the five coins on cards. Provide several coins of each value. • Practice saying the names and putting the cards and coins in order of value. Scaffold the order verbally. For example: “Five pennies are worth a nickel,” and so on. BL Advanced Memory Device Use written responses to correctly identify coins and their worth.
• Write the names of the five coins on cards. Provide at least one coin of each value for students to examine. • Ask questions about color, size, and icons (for example, buildings). Have students respond orally. Have students write descriptions of coins that help them remember which coins hold what value. Extend Have bilingual pairs model coin equivalents, taking turns providing the first coin. Pairs create a list of their matches. Repeat until all possible groupings are listed. Have pairs post the lists to check the combinations to see whether any combinations were missed. Discuss the penny and its lack of an equivalent because it is the smallest denomination. Allow groups to create a graphic organizer that illustrates their lists. Discuss as time permits.
Teacher Tip ts model different discussing the date, have studen en Wh e. Tim ar end Cal into ney le ways of Incorporate mo er there is only one way or multip eth wh s cus Dis ts. cen in ber num which way ways to show that represent the number, talk about to ys wa le ltip mu are re the If . representing the number ber of coins. would use the least or most num
14
Engaging and Relevant Opportunities Keep the content relevant and engaging by listening to your students. Suppose your students are interested in sports. Incorporate sports in your lessons about money. • Have students draw various sports items. • Provide price tags and the manipulative coins that are being presented in the lesson. • Allow students to assign prices to the items. If the coin being taught is a nickel, make sure that the items can only be purchased with nickels. • Set up a class store where students can buy and sell the drawings using the manipulative coins.
15¢
Notes
MultiPart Lesson
1 A
PART
B
C
D
MultiPart Lesson
Name
Count Coins E
PART
F
A
B
1 C
D
E
F
Identify Coins and Their Values
PART
A Identify Coins and Their Values
Look at the coins. Each coin has a different name and value.
Objective Explore coins and their values.
A penny has a value of 1 cent or 1¢.
Resources
A nickel has a value of 5 cents or 5¢.
Manipulatives: coins front
Explore Worksheet
back
front
back
Get ConnectED
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. Checks for Understanding ✔ 0206.1.5
1 INTRODUCE Introduce the Concept Assess prior knowledge of coins with questioning of student experiences. When have you seen coins? What were they used for? See students’ responses.
2 TEACH
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
A dime has a value of 10 cents or 10¢.
front
back
A quarter has a value of 25 cents or 25¢.
front
back
Sample answer: Similar: all coins are circular; all coins are used to buy things. Different: all coins are different sizes.
About It 1. In what ways are coins alike and different? GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
Identify and Count Money
two hundred one
201
Teach the Concept • Have students find the coins shown. Ask students to examine both sides of the coin. • Discuss the names and values of each coin. Encourage students to share what they already know about coin names and values. • Have you seen more than one design for each coin? yes Talk about how different coins have different designs; for example, state quarters. Does the value change from different designs of the quarters? no
About It Assign the Think About It Exercise to assess student comprehension of similarities and differences with coins.
201 Identify and Count Money
201_202_C05_EXP_103028.indd 201
3/10/10 12:41 PM
3 PRACTICE
and Apply It Write the value of the coin. 2. dime 10¢
3. nickel
5¢
4. penny
Use the Practice and Apply It Exercises to assess students’ knowledge of coin values and identification of each coin.
1¢
For the word problem, see that students understand what the question is asking. It does not ask the total amount she has, rather which 10¢ coins she has.
Write the name of the coin. 5.
dime or 10¢
6.
quarter or 25¢
7.
nickel or 5¢
For more practice of the concepts presented in this Explore lesson, see Explore Worksheet.
4 REFLECT AND CLARIFY • Would you rather have a penny or a quarter? Why? See students’ explanations. • What is the value of a dime? ten cents • What is the value of a nickel? five cents
dimes
9. E Write Math Does it matter which side of a coin you use to pay for things? Why or why not?
Sample answer: It does not matter because the value of the
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
8. Lisa has 5 coins that are each worth 10¢. What coins does she have?
• Does the size of the coins have anything to do with their value? Sample answer: No; a dime has a greater value than a nickel, but a nickel is larger in size.
E
WRITE MATH Assign the Write Math Exercise to check comprehension of coin identification and value.
coin is the same whether you use the front or the back. 202
two hundred two
201_202_C05_EXP_103028.indd 202
Identify and Count Money
3/10/10 12:42 PM
Identify and Count Money
202
MultiPart Lesson
1 A
PART
PART
B
B
C
D
MultiPart Lesson
Name
Count Coins E
F
PART
A
1
B
C
D
E
F
Pennies, Nickels, and Dimes
Pennies, Nickels, and Dimes
Get Ready Find the total value of these coins. Start with the coin that has the greatest value.
Main Idea
I will skip count and count on to determine the value of a collection of coins.
Objective Skip count and count on to determine the value of a collection of coins.
Vocabulary dime nickel penny cent ¢
Vocabulary cent (¢), penny, nickel, dime
dime = 10¢
nickel = 5¢
penny = 1¢
Count by 10s.
Count on by 5s.
Count on by 1s.
10 ¢ 20 ¢ 25 ¢ 30 ¢ 31 ¢ 32 32 ¢ 32 32 ¢ total Think
Resources
¢ stands for cents .
Manipulatives: pennies, nickels, dimes Leveled Worksheets
C Check
Get ConnectED
3. The cent symbol tells us that the amount is less than 1 dollar.
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
Count to find the total value of the coins.
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. Checks for Understanding ✔ 0206.1.5
1 INTRODUCE Activity Choice 1: HandsOn • Give each student a random combination of play money: pennies, nickels, and dimes.
10 ¢, 20 ¢, 25 ¢, 30 ¢, 35 ¢, 36 ¢
36 ¢
10 ¢, 20 ¢, 30 ¢, 40 ¢, 45 ¢, 46 ¢
46 ¢
2.
3. E Talk Math Describe how the cent symbol is used to name the value of coins.
• Hold up a classroom item, such as a pencil. I want to sell this pencil for 22¢. Who has enough money to buy it? Have students determine the values of their coins. • What coins can you use to make exactly 22¢? 2 dimes and 2 pennies; 1 dime, 2 nickels, and 2 pennies
1.
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
Identify and Count Money
203_204_C05_L01_103028.indd 203
Get Ready
• Choose a different classroom item and repeat the activity with a different value.
lesson concept.
Activity Choice 2: Manipulatives
a class.
IWB
Virtual
Use the virtual coins to demonstrate various combinations of coins and as a class determine their value.
2 TEACH
two hundred three
Check
3/10/10 12:42 PM
Use the Get Ready section at the top of the page to teach the Observe students as you work through the Check Exercises as
E
TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.
Building Math Vocabulary
Provide small groups of students with a random combination of money: pennies, nickels, and dimes.
Discuss penny, nickel, and dime. Explain that a penny is worth 1 cent (¢), a nickel is 5¢ and a dime is equal to 10 pennies or two nickels.
• Ask students to separate their coins by value, and look at the dimes first.
Visual Vocabulary Cards
• Tell students to skip count by tens to find the value of the dimes. Have them write the value. • Have students count on from that value by skip counting the nickels by fives. Then they can count the pennies. What was the total value of your coins? 203 Identify and Count Money
203
Use Visual Vocabulary Cards to reinforce the vocabulary in this lesson in English and Spanish. (The Define/Example/ Ask routine is printed on the back of each card.)
ISBN: 9780021017386 MHID: 0021017387
Copyright © by The McGrawHill Companies, Inc. All rights reserved.
AL
Practice
Alternate Teaching Strategy
Count to find the total value of the coins.
If
4.
Then 10 ¢, 15 ¢, 20 ¢, 25 ¢, 26 ¢, 27 ¢
1
27 ¢ total
2 5.
10 ¢, 15 ¢, 16 ¢, 17 ¢, 18 ¢, 19 ¢
19 ¢ total
10 ¢, 20 ¢, 30 ¢, 40 ¢, 50 ¢, 51 ¢
51 ¢ total
AL
students have trouble determining the value of pennies, nickels, and dimes . . . use one of these reteach options: Reteach Worksheet
IWB Virtual Manipulatives Use the coin virtual manipulatives to help learn the value of coins.
3 Use Real Models Show 4 dimes. How many dimes? 4 How much is this? 40¢ Repeat with different amounts of nickels and pennies. Once each value is better understood, begin using coin combinations. Line coins up from greatest to least first.
6.
10¢, 20¢, 30¢, 40¢
Tell why Kaya is wrong. Make it right.
Sample Answer: Kaya counted the nickels as dimes.
Differentiate practice using these suggestions. Ask students to look at the symbol that comes after each coin amount. Discuss that this is the cent symbol and it names the value of a collection of coins.
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
7. Make It Right Kaya counted her money like this.
3 PRACTICE
She should have counted 10¢, 15¢, 20¢, 25¢. 204
two hundred four
Assignment
AL
Approaching Level
Guide students through the exercises. Help them use coins to skip count.
OL
On Level
Complete the exercises independently.
BL
Beyond Level
Complete the exercises without the coins.
Math at Home Activity: Ask your child to find a combination of coins that total 48¢.
203_204_C05_L01_103028.indd 204
!
Level
COMMON ERROR! Students may reverse the values of a nickel and a dime because of their sizes. Display posters with the value of each coin in your classroom until students become more familiar with them.
3/10/10 12:43 PM
4 ASSESS Formative Assessment Ask students to use skip counting to add 3 pennies, 2 nickels, and 4 dimes. What is the total? 53¢ Ask students to tell in what order they counted the coins. greatest to least; dimes, nickels, then pennies.
Are students continuing to struggle with skip counting to find the value of a group of coins? During Small Group Instruction If Yes
AL AL AL
If No
OL BL
Differentiated Instruction Option 1 Daily Transparencies Strategic Intervention Guide (p. 88) Skills Practice Worksheet Enrich Worksheet
(p. 201d)
Identify and Count Money
204
MultiPart Lesson
1 A
PART
PART
C
B
C
D
MultiPart Lesson
Name
Count Coins E
F
PART
Get Ready A quarter is worth 25 cents. ts.
Main Idea
I will count on to determine the value of a collection of coins.
Objective Count on to determine the value of a collection of coins.
Vocabulary quarter halfdollar
Vocabulary quarter, halfdollar
Materials: How Many Pennies? from HandsOn Activity Tools and Resources (p. 71) Manipulatives: quarters, halfdollars, baseten blocks
C Check
• Give each student four quarters and two halfdollars. • Hold up a classroom item. Say that this item costs 50¢. What coin or coins can you use to buy it? 2 quarters or 1 halfdollar • Which coin do you need two of to make a dollar? halfdollar
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
Get ConnectED
Activity Choice 1: HandsOn
D
Count by 25s for quarters. Count by 50s for halfdollars.
or
or
25 25¢
50 50¢
3. The value equals 25¢ + 10¢ + 10¢ + 5¢ or 50¢ in all.
Count to find the total value of the coins. 1.
71¢ 50
¢,
60 ¢,
70 ¢,
71 ¢
50
¢, 75 ¢, 85 ¢, 90 ¢ 95 ¢
2.
95¢
3. E Talk Math Explain how you would write the value of 1 quarter, 2 dimes, and 1 nickel using the ¢ symbol. GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
Identify and Count Money
two hundred five
205_208_C05_L01_103028.indd 205
Building Math Vocabulary Discuss the terms quarter and halfdollar and write them on the board. Pass coins around so that students can see each coin’s detail.
Arrange students in small groups. Provide students with quarters and halfdollars.
• Explain that a quarter is worth 25¢. Hold up a quarter for students to see. How many quarters equal one dollar? 4
• Have students separate their coins by value.
• Explain that a halfdollar is worth 50¢. How many halfdollars equal one dollar? 2
• Start with quarters. Tell students to skip count by twentyfives to make one dollar. They should see that four quarters make a dollar. • Have students use the halfdollars and skip count by fifties to make one dollar. How many halfdollars make one dollar? 2 half dollars
205 Identify and Count Money
Visual Vocabulary Cards Use Visual Vocabulary Cards to reinforce the vocabulary in this lesson in English and Spanish. (The Define/Example/ Ask routine is printed on the back of each card.)
205
3/10/10 12:43 PM
Activity Choice 2: Music
2 TEACH
F
80¢ 80¢
• Which coin do you need four of to make a dollar? quarter
Use Math Song Animation: How Many Pennies? and HandsOn Activity Tools and Resources, (p. 71) to introduce the lesson.
E
A halfdollar is worth 50 cents. w
50 75¢, 80 80¢ 50¢, 75
Leveled Worksheets
1 INTRODUCE
C
Find the total value of these coins. Start with the coin that has the greatest value.
Resources
Checks for Understanding ✔ 0206.1.5
1
B
Quarters and HalfDollars
Quarters and HalfDollars
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
A
ISBN: 9780021017386 MHID: 0021017387
Copyright © by The McGrawHill Companies, Inc. All rights reserved.
Use the Get Ready section at the top of the page to teach the lesson concept. Guide students as they count as to determine the value of coins. Get Ready
Practice Count to find the total value of the coins. 4.
Check
25 ¢, 50 ¢, 75 ¢, 85 ¢, 90 ¢, 91 ¢
Observe students as you work through the Check Exercises as a class.
91¢
E
TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.
5.
AL
50 ¢,
75 ¢,
80 ¢,
81 ¢,
82 ¢,
Alternate Teaching Strategy
82¢
If Then
6.
1 25 ¢, 50 ¢, 60 ¢, 65 ¢, 70 ¢
70¢
25 ¢,
50 ¢,
55 ¢,
56 ¢,
57 ¢,
57¢
8.
50 ¢,
206
75 ¢,
85 ¢,
85 ¢,
2
use one of these reteach options: Reteach Worksheet
Virtual Manipulatives Use virtual coin manipulatives to practice using quarters and halfdollars. IWB
3 Models Give students several baseten blocks.
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
7.
AL
students have trouble understanding quarters and halfdollars . . .
• Tell students that one rod equals 10 pennies or one dime, and one unit equals one penny. • Show two rods and five units. How many quarters? 1 quarter • Show five rods. How many quarters? 2 quarters How many dimes? 5 dimes How many pennies? 50 pennies
95¢
3 PRACTICE
two hundred six
Differentiate practice using these suggestions. 205_208_C05_L01_103028.indd 206
!
COMMON ERROR! Students may have difficulty remembering how many quarters or halfdollars make one dollar. Along with the other coins, display posters with the value of each coin.
3/10/10 12:43 PM
Level
Assignment
AL
Approaching Level
Guide students through the exercises. Help them use coins to skip count.
OL
On Level
Complete the exercises independently.
BL
Beyond Level
Complete the exercises without coins.
Homework Practice Worksheet ProblemSolving Practice Worksheet
Identify and Count Money
206
Name
4 ASSESS Formative Assessment Ask students to show 55¢. Sample answer: 2 quarters and 1 nickel
Solve. 9. BAR DIAGRAM Nicole has 2 quarters. Her sister has 1 quarter. How much money do they have altogether?
E
WRITE MATH Have students write their own problem that is similar to Exercise 9.
75 ¢
?
E
WRITE MATH Have students write how they would count a combination of 1 quarter, 1 nickel, 2 dimes, and 5 pennies. Sample answer: I would separate the coins by value and then count starting with the greatest value.
50
25
10. Luke wants a bouncy ball for 25 cents. He has five pennies, a dime, and two nickels. Does Luke have enough money to buy the ball?
yes 25 ¢
How much does Luke have?
• Students should take pictures of both sides of the coins. • Print the pictures and laminate them. Encourage students to work in groups to pick four of the coins and find the total value.
Are students continuing to struggle with quarters and halfdollars? During Small Group Instruction If Yes
AL AL
If No
OL BL
Daily Transparencies Strategic Intervention Guide Skills Practice Worksheet Enrich Worksheet
207 Identify and Count Money
11. Chase has 5 dimes, and Dan has 10 nickels. Who has more money? Explain.
Sample answer: They both have the same amount of money. Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
• Using a digital camera, have students take pictures of pennies, nickels, dimes, and quarters. Download the pictures to a computer and manipulate the images so that they are closeup and the coins are the only images that can be seen.
Chase has 50 cents. Each dime is worth 10 cents. 10¢ + 10¢ + 10¢ + 10¢ + 10¢ = 50¢. Dan has 10 nickels. Each nickel is worth 5 cents. 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ = 50¢.
Identify and Count Money
(pp. T26, T88)
two hundred seven
205_208_C05_L01_103028.indd 207
Call out two coin combinations. Have a student tell which has the greater value. If they are correct, let the student line up.
207
3/10/10 12:44 PM
Getting Started
Practice Use
• The activities and exercises on the Practice with Technology page use the Money Tool in Math Tool Chest. They may be completed as a class, in pairs, or individually.
(Level 1) to count money.
•
Choose the Open workmat.
•
Stamp out 6 dimes.
•
Stamp out 3 nickels.
•
Stamp out 4 pennies.
• As a class, read and then work through the information and instructions on the top of the page. • Guide students as they work through the practice exercises.
Count by 10s.
Count by 5s.
Using Math Tool Chest
Count by 1s.
Money The in the Math Tool Chest program allows students to quickly stamp out different coins. • Students can experiment by stamping out many different combinations of coins to learn more about the value of money. The total amount is
79¢.
• Have students skip count by tens as they stamp out the 6 dimes. They should count 10, 20, 30, 40, 50, 60.
14. 1 quarter 4 dimes 4 pennies
208
two hundred eight
69 ¢
15. 3 dimes 2 nickels 6 pennies
85 ¢
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
Use the money button. Stamp out each coin combination to find the total value. 12. 5 dimes 13. 3 quarters 3 nickels 1 nickel 2 pennies 67 ¢ 5 pennies
• Have them skip count by fives as they stamp out the 3 nickels. They should count 65, 70, 75. • Have them count on to find the total as they stamp out the 4 pennies: 76, 77, 78, 79. • Students can click on the star at any time to check the value of the coins they have stamped so far. • Once they have finished stamping, they can click on the question mark and enter the value of the coins. • They can then click on the star to check their final answer.
46 ¢
Math at Home Activity: Ask your child to count a collection of pennies, nickels, and dimes totaling less than $1.
205_208_C05_L01_103028.indd 208
3/10/10 12:44 PM
Math Tool Chest: Money Tool Bar Move Students click to move money on their mat. The cursor changes to a pointing finger. A red line highlights each coin or bill as the cursor moves over it. Flip Students click opposite side.
and then click a coin or bill to see the
Trade Up exchanges coins for coins or bills of a higher denomination. Students click , click the coins they want to regroup, then click again. The highest denomination students can trade up to is $1. Trade Down Trade Down exchanges coins or bills for lower denominations. Students click and then click the bills or coins they want to exchange. Sum automatically totals all the money in the two sections of the Addition mat. There is also a Subtraction mat and an Open mat.
Identify and Count Money
208
MultiPart Lesson
1 A
PART
B
C
D
E
F
PART
A
B
C
D
E
F
Count Coins C
PART
D
1
MultiPart Lesson
Name
Count Coins
Get Ready
Count Coins
Main Idea
I will count on to determine the value of a collection of coins.
Objective
86
¢
Count on to determine the value of a collection of coins.
Find the total value of the coins. Start with the coin that has the greatest value. Is there enough money to buy the hat?
Resources Materials: Lemonade! from HandsOn Activity Tools and Resources, (p. 73) Manipulatives: coins
yes no
50 ¢, 75 ¢, 85 ¢, 86 ¢
Leveled Worksheets Get ConnectED
3. Sample answer: It helps to put coins in order by their value because you start counting with the Use coins. Count to find the value. Do you have coins of greatest value enough money to buy the item? Circle yes or no.and count on to the coins of least value.
C Check
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. Checks for Understanding ✔ 0206.1.5
1 INTRODUCE Activity Choice 1: HandsOn • Give each student a random combination of play money: pennies, nickels, dimes, and quarters. • Hold up a classroom item, such as a pencil. I want to sell this pencil for 32¢. How can you determine if you have enough money to buy it? Separate the coins by value, and count starting with the greatest value.
1.
yes
50 ¢, 60 ¢, 65 ¢, 66 ¢
68
¢
2.
no
yes
10 ¢, 20 ¢, 30 ¢, 31 ¢, 32 ¢
30
¢
no
3. E Talk Math Why is it helpful to put coins in order by their value before you count them? GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
Identify and Count Money
two hundred nine
209
• Does anyone have enough money to buy it? See students’ responses. 209_210_C05_L01_103028.indd 209
Activity Choice 2: Music Introduce the lesson using Math Song Animation: Lemonade! A lesson plan can be found online.
3/10/10 12:45 PM
Get Ready
Use the Get Ready section at the top of the page to teach the lesson concept. Skip count and count on. Check
Observe students as you work through the Check Exercises as a
class.
2 TEACH Scaffolding Questions Provide small groups of students with a random combination of money: pennies, nickels, dimes, and quarters. • Ask students to separate their coins by value, and look at the quarters first. • Tell students to start with the quarter(s). Have them add 25 to find the value of the quarters. Write the value down. • Tell students to skip count by tens from that number to find the value of the dimes. Have them write the value. • Have students count on from that value by skip counting the nickels by fives. Then they can count the pennies. What was the total value of your coins? See students’ responses.
209 Identify and Count Money
E
TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.
Practice Use coins. Count to find the value. Do you have enough money to buy the item? Circle yes or no.
Alternate Teaching Strategy
AL
Remember
Put the coins in order. Start with the coin that has the greatest value. Count on.
If
students have difficulty counting coins . . .
Then
use one of these reteach options:
4.
1 yes
25 ¢, 50 ¢, 55 ¢, 60 ¢, 65 ¢
60
2
no
¢
yes
95
Reteach Worksheet
Virtual Manipulatives Use virtual coins to practice counting coins. IWB
3 Use Real Models Show 2 quarters. How many quarters? 2 How much is this? 50¢ Repeat with different amounts of coins and coin combinations.
5.
25 ¢, 50 ¢, 75 ¢, 80 ¢, 81 ¢
AL
no
¢
3 PRACTICE
6.
Practice yes
¢
no Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
25 ¢, 50 ¢, 55 ¢, 60 ¢, 65 ¢
68
7. Jewel has 1 halfdollar, 2 pennies, and 2 dimes. She wants to buy this hat for 75¢. Does she have enough money? Explain.
No. Jewel has 72¢, which is less than 75¢. 75
210
two hundred ten
!
COMMON ERROR! Instead of counting on, some students may start counting from 0 each time they switch to a different type of coin. Have students use coins and a hundred chart to help them see that they are not starting over at the beginning, but rather building on.
Level
Assignment
AL
Approaching Level
Guide students through the exercises.
OL
On Level
Complete the exercises independently.
BL
Beyond Level
Complete the exercises without coins.
Homework Practice Worksheet ProblemSolving Practice Worksheet
4 ASSESS
¢
Formative Assessment
Math at Home Activity: Give your child a group of coins. Have your child put the coins in order starting with the coin of greatest value.
209_210_C05_L01_103028.indd 210
Differentiate practice using these suggestions.
3/10/10 12:45 PM
Ask students to use skip counting to add 3 pennies, 2 nickels, 2 dimes, and 1 quarter. What is the total? 58¢ Ask students to tell in what order they counted the coins. greatest to least; quarters, dimes, nickels, then pennies
E
WRITE MATH How would students write a combination of 1 quarter, 1 nickel, 2 dimes, and 5 pennies. Sample answer: Separate the coins by value and then count starting with the greatest value.
As students line up, ask the value of coin A combinations. How much are 2 nickels and 2 pennies worth? 12¢ Repeat using different collections of coins.
Are students continuing to struggle with counting coins? During Small Group Instruction If Yes
AL AL AL
If No
OL BL OL BL
Daily Transparencies Differentiated Instruction Option 2 (p. 201d) Strategic Intervention Guide (pp. T26, T88) Differentiated Instruction Option 1 (p. 201d) Differentiated Instruction Option 1 (p. 201e) Skills Practice Worksheet Enrich Worksheet Identify and Count Money
210
Making a coin begins with an artist. The artist makes a drawing of both sides of the coin. Then a model of the coin is made.
An artist draws a design for a quarter, nickel, and penny. What is the value of these coins? 31¢ B 3/10/10 12:48 PM
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
Objective
A
211_212_C05_CC_103028.indd 211
This book belongs to
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
3/10/10 12:48 PM
211_212_C05_CC_103028.indd 212
A machine stamps new, blank coins out of sheets of metal. Then a different machine stamps the artist’s design onto o the coins.
Activate Prior Knowledge
Solve problems using coins.
Before you turn students’ attention to the pages, discuss the value of each coin used in the United States.
Vocabulary
• What coin is worth 1¢? penny
penny, nickel, dime, quarter
• What coin is worth 5¢? nickel • Which coin is worth five cents more than a nickel? dime
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. ✔ 0206.1.15 Use ageappropriate books, stories, and videos to convey ideas of mathematics.
211 Identify and Count Money
• Which coin do you need four of to make $1? quarter • Place the coins in order from least value to greatest value. Students place coins in order: penny, nickel, dime, quarter.
Peo tha
nk .
People use coins to buy things that they want and need.
Marcus wants to buy a toy tank for 47¢ and a toy car for 33¢. How much money does he need? 80¢
Today there are new designs for nickels and quarters. This table shows how many designs had been made by the end of 2008.
Coin
Number of Designs
ppenny
1
nickel n
7
dime
1
quarter
50
35 C
Fun Facts F • The U.S. Mint is the largest manufacturer of medals and coins. • The Lincoln cent is the only circulating coin in which the portrait faces to the right. • Sacagawea, Helen Keller and Susan B. Anthony are the only women honored on a circulating coin. • The first coin to feature an African American was the Booker T. Washington Memorial halfdollar. • Have you ever seen any of these coins? See students’ responses.
cents
D
FOLD DOWN
If you had one nickel for every nickel design, how much money would you have?
Use the Student Pages Have students work individually or in pairs to read the information on pages B–D and solve the problems on pages B–D. Page B Students should read about how coins are made, and compare what they look like before they are stamped to what they look like after they are stamped. Students will determine the value of a quarter, nickel, and penny. 31¢ Page C Discuss with students that money is used to make purchases. Students will determine how much money is needed to buy the two objects. 80¢ Page D Students need to study the table and find how many nickel designs have been made. Students can count by fives to find the solution. 35¢
E
WRITE MATH Explain to students that there are 50 statespecific quarters. Ask students to create their own quarter for their state and write about what they chose as the image and why. Also, have students write about how they think states select the images that represent their state. Identify and Count Money
212
MultiPart Lesson
1 A
PART
B
C
D
E
F
PART
A
B
1 C
D
E
F
Equal Value in Cents
PART
E
MultiPart Lesson
Name
Count Coins
Get Ready
Equal Value in Cents
Main Idea
One Way
I will compare the value of coins up to 100¢.
Objective Compare the value of coins up to 100¢.
25 ¢
Resources
=
5¢
=
5
5¢ ¢,
5¢
Leveled Worksheets
Another Way = 10 ¢
Get ConnectED
25 ¢
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
1 INTRODUCE Activity Choice 1: HandsOn • Explain that addition facts can be different, yet equal. For example, 3 + 4 = 7 and 5 + 2 = 7. • Have students use twocolor counters to explore and identify different addition facts that equal the same sum. • Explain that different combinations of coins can also have equal value.
=
5¢
10 ¢
10 ¢, 20 ¢, 25 ¢, = 25¢
3. Sample answer: For one, I used all nickels; for the other, I used 5 pennies and 2 dimes.
C Check
Checks for Understanding ✔ 0206.1.5, ✔ 0206.1.15
5¢
10 ¢, 15 ¢, 20 ¢, 25 ¢, = 25¢
Here are ttwo ways I can sshow 25 cents.
Manipulatives: twocolor counters, coins
5¢
Use coins. Draw to show the value of each coin in two ways. 1.
One Way
Another Way
= See students’
= See students’
work. 2.
work.
One Way
Another Way
= See students’
= See students’
work.
work.
3. E Talk Math Explain the difference between the two combinations that you used to solve Exercise 2. GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
Activity Choice 2: Graphic Novel
Identify and Count Money
two hundred thirteen
213
Play the Graphic Novel Animation “Pinwheel, Please!” 213_214_C05_L01_103028.indd 213
How can Sophia determine if she has enough money? Count the coins What are the amounts she needs to add together? 10¢ + 10¢ + 5¢ = 25¢ Discuss if she can buy the pinwheel. When have they been in similar situations?
3/10/10 12:51 PM
Get Ready Use the Get Ready section at the top of the page to teach the lesson concept. Guide students to compare value of coins. Check
Observe students as you work through the Check Exercises as a
class.
2 TEACH Scaffolding Questions • Give groups of students 1 quarter, 3 dimes, 4 nickels, and 10 pennies. • Is 1 dime equal to 2 nickels? yes • Describe the relationship between 1 nickel and 5 pennies. They are equal in value. • What are some ways you can show 10¢? Sample answers: 1 dime; 2 nickels; 10 pennies • What are some ways you can show 25¢? Sample answers: 25 pennies; 2 dimes and a nickel; 1 quarter • Encourage students to investigate all of the different possibilities that exist when finding equal amounts in coins.
213 Identify and Count Money
E
TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.
Building Math Vocabulary Materials: pennies, nickels, dimes or classsize coins • Write the review vocabulary term equal to on the board. Write 10¢ on the board. Ask students to show 10¢ using one coin. 1 dime Explain that one dime is equal to 10¢. • Have students show 10¢ with two kinds of coins. 1 nickel and 5 pennies Make sure students understand that one nickel and five pennies are equal to one dime or two nickels. They are all equal to 10¢.
Practice
Alternate Teaching Strategy
AL
4–7. See students’ work.
Use coins. Draw to show the value of each coin in two ways. 4.
One Way
If Another Way
Then
=
=
1 5.
One Way
Another Way
=
6.
One Way =
7.
=
2
Reteach Worksheet
IWB Virtual Manipulatives Use virtual coins to reteach the concept.
=
3 Provide Explicit Cues Have students work in pairs. Have one student make 26¢ with a combination of dimes and pennies and the other use quarters and pennies.
Another Way
Remember, tomorrow is my little sister’s birthday, and I want to get her a pinwheel.
3 PRACTICE
Another Way
Practice
=
Sophia has two dimes and a nickel. The sign says they cost 25¢ each. Does she have enough?
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
Use the th information to solve the problem. Pinwheel, Please! P
two hundred fourteen
Differentiate practice using these suggestions. Level
Assignment
AL
Approaching Level
Guide students through the exercises with coins for support.
OL
On Level
Complete the exercises independently with coins for support.
BL
Beyond Level
Complete the exercises without coins.
Homework Practice Worksheet ProblemSolving Practice Worksheet
10 ¢, 20 ¢, 25 ¢ = 25 ¢ Does Sophia have enough? yes
214
AL
use one of these reteach options:
=
One Way
8.
students are having difficulty comparing the value of coins . . .
Math at Home Activity: Have your child tell you what coins can make up 60¢.
4 ASSESS Formative Assessment
213_214_C05_L01_103028.indd 214
!
COMMON ERROR! When asked to match the value of a set of coins with another combination of coins, students might create a new combination but with a different total. Have students first show the amount using only pennies and then trade their pennies for other coins. Ask them to count their final combination and then count the original one again.
3/10/10 12:52 PM
Have students show 14¢ using several different combinations of coins. Sample answers: 1 dime, 4 pennies; 2 nickels, 4 pennies
E
WRITE MATH Have students write about how they can show the same amount of money using different combinations of coins. Sample answer: 25¢ can be 25 pennies, one quarter, or two dimes and a nickel.
A students line up, give them an amount. As Have them tell you what coins they would use to equal that amount.
Are students continuing to struggle comparing the value of coins? During Small Group Instruction If Yes
AL AL
If No
OL OL BL
Daily Transparencies Strategic Inter vention Guide (pp. T90–T91) Differentiated Instruction Option 2 (p. 201d) Skills Practice Worksheet Enrich Worksheet Identify and Count Money
214
MultiPart Lesson
1 A
PART
PART
F
MultiPart Lesson
Count Coins B
C
D
PART
E
A
B
1 C
D
E
F
Name
F
ProblemSolving Strategy: Act It Out
Act It Out Main Idea
Objective
Gavin has 1 quarter, 3 dimes, 2 nickels, and 4 pennies. Does he have enough money to buy this toy?
I will act it out to solve a problem.
Use the act it out strategy to solve problems.
65
Resources
¢
Manipulatives: coins What do I know? Underline what you know. What do I need to find? Circle the question.
Leveled Worksheets Get ConnectED
How will I solve the problem? I will use coins to act out or show how much money Gavin has. I will count the total and compare it to the cost of the toy. Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
GLE 0206.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. Also addresses GLE 0206.1.7.
1 INTRODUCE Activity Choice 1: Review Write on the board and read out loud the following: Larissa had 40¢. She bought a snack for 28¢. How much money did she have left? 12¢ • What number sentence helps solve this problem? 40¢ – 28¢ = 12¢ How did you find the answer? See students’ responses.
Act it out.
25¢, 35¢, 45¢, 55¢, 60¢, 65¢, 66¢, 67¢, 68¢, 69¢ 69 ¢ > 65 ¢ Does Gavin have enough money to buy the toy? yes
Is my answer reasonable? How do I know?
See students’ explanations.
GLE 0206.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. Also addresses GLE 0206.1.7.
• Have students use coins to model.
Identify and Count Money
two hundred fifteen
215
Activity Choice 2: RWPS Reader Activate prior knowledge by asking students what restaurants they like in their neighborhood. Read The Green Cafe together as a class. Display page 16 of the story for students. Ask them whether they would some day like to own a restaurant.
215_216_C05_PSS_103028.indd 215
AL
Alternate Teaching Strategy If Then
2 TEACH
1
AL
students have difficulty acting out the problem . . . use one of these reteach options: Reteach Worksheet
Have students read the problem at the top of page. Guide them through the problemsolving steps.
2
Understand
3 Show a Model Draw 20 stars on a piece of paper. Have students find the coins that equal the amount of stars. They could exchange one group of 10 stars for a dime and two groups of five stars for 2 nickels.
Using the questions, review what students know and what they need to find out.
Plan Have them discuss their strategy. Solve Guide students to use coins to act it out. What do we already know? Gavin has 1 quarter, 3 dimes, 2 nickels, and 4 pennies.
Check Have students look back at the problem to make sure that the answers are reasonable. • Does Gavin have enough money to buy the toy? yes How do you know? He has 69¢ and the toy costs 65¢. 215 Identify and Count Money
Virtual Manipulatives Use virtual coins and bills manipulatives to reteach the concept. IWB
3/10/10 1:01 PM
Remember
As a class, complete the Try It Exercises.
3 PRACTICE
Act it out to solve. 1. Maria has 1 quarter in her piggy bank. Her mom gives her a nickel. Her dad gives her a dime. How much money does Maria have in all?
Your Turn Have students complete the Your Turn Exercises. Encourage students to use coin manipulatives to model the coins needed to solve the problem.
40¢
2. Mark has 2 quarters, 1 dime, and 1 penny. He wants to buy a toy truck for 55¢. Does he have enough money to buy the toy truck?
55
Homework Practice Worksheet
¢
yes
4 ASSESS Formative Assessment Have students find the fewest possible coins needed to purchase a toy for 28¢. 2 dimes, 1 nickel, 3 pennies
Act it out to solve. 3. Wesley has 2 quarters, 3 dimes, and 2 nickels. He has enough money to buy a race car. What is the greatest amount of money that the race car could cost?
ELL
Homonyms: Students might need clarification on the dual meanings of operation. operation Prompt students to explain the difference between a medical and a math operation. operation
90¢
75
¢
60¢ 5. Kenya is at the toy store. She has 1 halfdollar. Kenya’s friend Paige tells her she can buy a toy that costs 2 quarters. Does Kenya have enough to buy the toy?
216
two hundred sixteen
yes
Math at Home Activity: Have your child show you the coins needed to buy a toy that costs 64¢.
215_216_C05_PSS_103028.indd 216
!
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
4. José does not have enough money to buy this boat. He needs 15¢ more. How much money does José have?
3/10/10 1:01 PM
Are students continuing to struggle with acting out the problem?
COMMON ERROR! Students may have difficulty deciding which coins to count out. Remind them to count the coins with the greatest value first.
During Small Group Instruction If Yes
AL AL
A students line up, ask the value of coin As combinations. How much are 2 nickels and 2 pennies worth? 12¢ Repeat using different combinations of coins.
If No
OL BL
Differentiated Instruction Option 1 Daily Transparencies Skills Practice Worksheet Enrich Worksheet
(p. 201d)
MultiPart Lesson 1 What are some things you learned about coins in this multipart lesson? Sample answers: There is more than one way to show the same value in coins. It is easier to count coins by starting with the coin that has the greatest value, and then count on with the additional coins. Identify and Count Money
216
MidChapter Check
MidChapter Check
Name Count to find the value of the coins.
Formative Assessment
1.
Use the MidChapter Check to assess students’ progress in the first half of the chapter.
10 ¢, 20 ¢, 30 ¢, 35 ¢, 36 ¢, 37 ¢
= 37 ¢
50 ¢, 60 ¢, 70 ¢, 75 ¢, 80 ¢
= 80 ¢
25 ¢, 35 ¢, 40 ¢, 41 ¢, 42 ¢
=
2.
Customize and create multiple versions of your MidChapter Check and answer keys.
Dinah Zike’s Foldables® Use these lesson suggestions to incorporate the Foldable during the chapter.
3.
Lesson 1B Use the two Foldables that were made with nickels to find the value of different amounts of nickels.
Lesson 1C Use the Foldable that was made with quarters to find the value of different amounts of quarters. Lesson 1E Use all of the Foldables to compare equal amounts in cents.
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, panies, Inc.
Lesson 1B Use the Foldable that was made with dimes to find the value of different amounts of dimes.
42 ¢
Use coins. Draw to show the value of the coins in two ways. 4. See students’ work
One Way
4.
Another Way
5. Tara has 2 quarters, 3 dimes, and 1 nickel. What is the value of Tara’s coins? Identify and Count Money
85¢ two hundred seventeen
217_218_C05_MC_103028.indd 217
3/10/10 1:02 PM
DataDriven Decision Making Based on the results of the MidChapter Check, use the following resources to review concepts that continue to give students problems.
Exercises
Tennessee Standards
What’s the Math?
Error Analysis
1–3
GLE 0206.1.7
Solve problems by adding mixed value coins.
Does not add correctly.
4
GLE 0206.1.7
Show equal value in cents.
Draws wrong coins. Does not understand equal value.
5
GLE 0206.1.7
217 Identify and Count Money
Count coins.
217
Adds incorrectly.
Resources for Review Chapter Resource Masters Get ConnectED
Lesson Animations SelfCheck Quiz
Write the sum. 6.
7.
54 + 22
8.
22 + 69
76
91
68 + 10
78
Objective Review and assess mastery of skills and concepts from previous chapter(s).
Write the fact family. 9.
5 6
11
5
+
6
=
11
6
+
5
=
11
11

5
=
6
11

6
=
5
10.
6 8 + 6
11.
5 7 + 4
16
20
12.
8 9 + 9
13.
26
10 6 + 3
19
Write the the missing numbers. Then describe the pattern. 14. 53, 55,
Skip counting by
218
two hundred eighteen
217_218_C05_MC_103028.indd 218
15. 30,
57 , 59 2s
40 , 50,
60
Copyright © Macmillan/McGrawHill, a division of The McGrawHill C McGraw Hill Companies, C Inc.
Find each sum.
Skip counting by 10s Identify and Count Money
3/10/10 1:02 PM
Identify and Count Money
218
MultiPart Lesson
2
Count Dollars and Coins
Planner PART
PART A Dollars B
Dollars
Title/Objective
Coins and Dollar Signs
(pp. 219–222)
Use coins to make one dollar
Represent and count amounts of money using the cent (¢) symbol or decimal point and the dollar ($) sign.
GLE 0206.1.7
GLE 0206.1.7
Dollars and Cents Standards
E
B
(pp. 225–226)
Coins and Dollar Signs
C
PART
A
Essential Question
How is it possible for different groupings of bills to have the same value? Sample answer: Different bills are worth different amounts. Twentyfive $1 bills is the same value as two $10 bills and a $5 bill.
Focus on Math Background Because bills of all denominations are the same size, students might think they have the same value. It is not unusual for students to refer to all paper money as “dollars.” Counting groups of bills, starting with the largest first, is a good “counting on” experience with tens, fives, and ones.
dollar, dollar sign g $
Vocabulary
Visual Vocabulary Card 16 hundred chart, chart paper, bills, coins
Materials/ Manipulatives Resources
coins
Get ConnecttED
✔ 0206.1.15
Get ConnecttED
Leveled Worksheets
Explore Worksheet
VVisual isual Vocabulary Cards
VVirtual irtual Manipulatives
Lesson Animations
eGames: Starfish Theater–Dollars and Cents
Daily Transparencies Problem of the Day SelfCheck Quiz VVirtual Manipulatives eGames: Starfish Theater–Dollars and Cents HandsOn Activity Tools and Resources
Blended Approach
Extra Practice (p (p. 223) Game Time
Money “Cents” (p. 224)
IWB
All digital assets are Interactive Whiteboard ready.
Suggested Pacing MultiPart Lessons PART Days
219a Identify and Count Money
1 A
B
1
(13 Days)
2
3
Assess
C
D
E
F
A
B
C
A
B
C
1
1
1
1
1
1
1
1
1
1
2
Count Dollars and Coins
PART
Notes
C
Dollars and Cents
(pp. 227–230)
Title/Objective
Use a decimal and dollar sign to show money amounts. GLE 0206.1.7
Standards
Vocabulary
sale flier from local store, overhead projector, bills, coins Get ConnecttED
Leveled Worksheets
Materials/ Manipulatives Resources ✔ 0206.1.15
Daily Transparencies Problem of the Day VVirtual Manipulatives eGames: Starfish Theater–Dollars and Cents HandsOn Activity Tools and Resources
Math Their Way, pp. 332–333
Blended Approach
Identify and Count Money
219b
Differentiated Instruction Approaching Level
On Level
AL
Option 1
Use with 2A
Materials: 1 of each bill ($1, $5, $10, $20), number cube
Option 2
2
• Ask another student in the group to make sure the total is correct.
3
Use with 2C
Materials: bills • Review with students the different ways to use coins to make 50¢. • Have students make as many combinations of bills as possible that equal $50.
&%
&%
*
• Using a large construction paper circle as the body of an octopus, have students write an amount of money up to $100 in the circle. • Have students work together using bills to find different ways to show the amount. • Have students cut out the bills and glue them to long strips of construction paper to represent the different ways to show the amount on the body. Attach these “tentacles” to the octopus body.
*
*
*
* &%
Use with 2B
*
*
*
&% &%
*
Option 1
Materials: photocopies of bills, construction paper, scissors, glue
• Have students select one of the bills from the pile. • Roll the number cube. Students add the value of the bill they selected as many times as displayed on the number cube.
OL
*
• Invite students to use bills to model different combinations and then record each one.
Option 2
Use with 2C
Materials: money (coins) • Give students a handful of coins. Have students write a word problem that involves money. • Have students trade problems. Each student should try to solve the partner’s problem by either drawing a picture, acting it out, or solving a simpler problem. • Ask students to trade papers again to check each other’s work.
Other Options TE
Learning Station Card 21 Get ConnectED
Virtual Manipulatives, Lesson Animations, eGames: Starfish Theater–Dollar and Cents
Other Options Get ConnectED
219c Identify and Count Money
Virtual Manipulatives, Lesson Animations, eGames: Starfish Theater–Dollar and Cents
Count Dollars and Coins
Beyond Level Option 1
English Language Learners
BL
Use with 2C
Materials: pictures of toys, coins (pennies, nickels, dimes) • Display a picture of a toy with a price marked on it. • Display two different combinations of coins that each equal the price of the toy. Ask students which combination shows the fewest coins that could be used to purchase the item. • Display another toy and have students select coins that they could use to buy the item. Ask whether they can make any trades to use fewer coins.
ELL
This strategy helps English Learners learn and use the language required to identify and count coins. Find Core Vocabulary and Common Use Verbs in the online EL strategies to help students grasp the math skills; use Language Alerts at point of use in the Teacher Edition. AL Beginning Word Recognition Help students associate words with coins and the ¢ symbol.
• When students have the fewest number of coins possible, have them draw their combination.
• Hold up various coins. Call out the name of each one. Practice saying the names of the coins in pairs. One student names the coin, and the other points to the correct coin. Switch roles.
• Ask students to explain the strategy they used. Sample answer: Starting with the coin of greatest value helps to find the fewest coins needed.
• Label a Tchart, “Coin” and “Cent ¢.” Post enlarged copies of coins. Write 1¢ across from the penny. Continue with other values.
Option 2
OL Intermediate Writing Forms Help students internalize the words for the coins.
Use with 2B
Materials: paper bag, classroom items with price labels up to $5.00, coins, bills • Review the value of each type of coin. Give each group of students a paper bag filled with priced items. • Have one student reach into the bag and pull out one item. Another student uses coins to show how to pay for the item. He or she gives the coins to the other student to pay. Other group members check that the student gives the correct amount. • Have students repeat the activity so that everyone gets a chance to choose an item and pay.
• Hold up coins while students write the name of each. Have partners check each other’s work. • Ask students to write a sentence for each coin, following this pattern: “A nickel is 5¢.” Partners check each other’s work. BL Advanced Public Speaking Help students speak about a topic.
• Have students work in groups of four. Assign each student a penny, nickel, dime, or quarter. Have each group use a rhyme or memory device to help automate the coin’s name and value. • Model the activity, using a dime. Say, “This is a dime. It is worth 10¢. It is smaller than a nickel, but it is worth more.” Give students time to plan what they will say. Use questions to clarify understanding. Extend Provide newer and older versions of coins, such as the quarter. Ask multilingual groups to make a list of all the differences they can find among the designs.
Other Options Get ConnectED
Virtual Manipulatives, eGames: Starfish Theater–Dollars and Cents
Repeat with foreign currencies. Allow students to discuss coin values. For example, what will 50 centavos buy compared to 50 cents?
Identify and Count Money
219d
MultiPartt Lesson
2 A
PART
B
C
PART
A
2
B
C
Dollars
PART
A
MultiPart Lesson
Name
Count Dollars and Coins
Get Ready
Dollars
A dollar has a value of 100 cents or 100¢. When you write one dollar, you use a dollar sign .
Main Idea
I will use coins to make one dollar.
Objective
onedollar bill $1
Vocabulary dollar dollar sign $
Use coins to make one dollar.
Vocabulary
dollar sign
dollar, dollar sign $
You can use different coins to make $1.
Resources
100 pennies = 20 nickels = 10 dimes = 4 quarters = 2 halfdollars = $1 $1 $1 $1 $1
Materials: hundred chart, chart paper Manipulatives: bills, coins Leveled Worksheets
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. Checks for Understanding ✔ 0206.1.5
1 INTRODUCE Activity Choice 1: HandsOn • Give each student a dollar bill, two halfdollars, and four quarters. • Let students examine the dollar bill. What do you notice about the bill? George Washington is on the front and the number 1 is in each corner. • Have students fold the bill in half. Which coin is worth half of a dollar? a halfdollar How many do you need to make a dollar? 2 Students place two halfdollars under the bill.
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
Get ConnectED
Gina needs $1 to buy some pencils. Here are the coins she has.
How much does Gina have?
87¢ 87¢
Think 87¢ < 100¢
Does she have enough money to buy the pencils? yes
no
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
Identify and Count Money
two hundred nineteen
219_222_C05_L02_103028.indd 219
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• Have students fold the bill in half again. Point out the four equal sections. What coin do you need four of to make $1? quarter Students place four quarters under the dollar bill and two halfdollars.
Activity Choice 2: Learning Stations– Reading, Card 21 • Read the directions on the Learning Station Card–Dollars aloud. Have students gather necessary materials. • Put students into small groups. Have them complete the activity. • To extend, ask students to repeat with additional examples.
Building Math Vocabulary Write the terms dollar and dollar sign $ on the board. Pass around a dollar bill for students to inspect. • Explain that a dollar is equal to 100 cents. • Explain that a dollar sign, $, shows dollars.
Visual Vocabulary Cards Use Visual Vocabulary Cards to reinforce the vocabulary in this lesson in English and Spanish. (The Define/Example/Ask routine is printed on the back of each card.) 219 Identify and Count Money
219
ISBN: 9780021017386 MHID: 0021017387
Copyright © by The McGrawHill Companies, Inc. All rights reserved.
10. $ shows dollar and cent amounts. ¢ shows only cents. Both $ and ¢ are used to name Use these coins to make one dollar. amounts of money.
C Check
2 TEACH Give each pair of students over 100 pennies, a blank hundred chart, and a few dollar bills.
Write the number of coins you used.
• Instruct pairs of students to count out 100 pennies. How can you count the pennies without counting onebyone? by 2s, 5s, or 10s
Amount
$1
1.
2
2.
10
3.
4
4.
100
You need $1 to buy stickers. Count the coins. Write the value. Circle the combinations that equal $1. 6.
5.
• Have them check their work by filling in a blank hundred chart with their pennies.
20
• Show a dollar bill. Write $1 on the board. Point to the dollar sign, and describe how it is used to name values. Which is easier to count, 100 pennies or a $1 bill? Why? the $1 bill, because you don’t have to count up to 100
Remember
Label your answer with a $ or a ¢.
7.
• How many pennies equal $1? 100 Use the Get Ready section at the top of the page to teach the lesson concept: using coins to make a dollar. Get Ready Check
$1
77¢ 9.
$1
$1
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
8.
Observe students as you work through the Check Exercises as a class.
E
TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.
10. E Talk Math Describe how $ and ¢ are different. How are they alike?
220
two hundred twenty
219_222_C05_L02_103028.indd 220
!
3/10/10 1:03 PM
COMMON ERROR! Students might forget that $1 is equal to 100 cents. To remind them, write $1 = 100¢ on the board.
ELL
Respond to Guided Questioning: OnebyOne Students might need clarification of the meaning of “count onebyone.” Write the phrase and demonstrate it, continuing with twobytwo, and so on. Use the song “The Ants Go Marching,” allowing students to act it out.
Identify and Count Money
220
AL
Alternate Teaching Strategy If
students have difficulty using coins to make one dollar . . .
Then 1
AL
2
Name
Think
Practice You need $1 to buy bottled water. Count the coins. Write the value. Circle the combinations that equal $1.
use one of these reteach options:
12.
11.
Reteach Worksheet
Use a dollar sign to write dollars. Use a cent sign to write cents.
IWB Virtual Manipulatives Use the virtual coins and bills manipulatives to reteach the concept.
$1
53¢
3 Show a Model Draw a dollar on chart paper. Write $1 =20 nickels. Have a student count nickels by fives up to 100. Then write $1 = 10 dimes. Have a student count by 10s up to 100. Repeat with quarters and halfdollars.
13.
14.
60¢
3 PRACTICE
AL
16.
Differentiate practice using these suggestions. Level
Assignment
Approaching Level
Guide students through the exercises. Help them use coins to find one dollar.
OL
On Level
Complete the exercises independently.
BL
Beyond Level
Complete the exercises without the coins.
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
Practice
15.
50¢
$1 17.
Identify and Count Money
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221 Identify and Count Money
18.
46¢
Homework Practice Worksheet ProblemSolving Practice Worksheet
$1
$1 two hundred twentyone
221
3/10/10 1:04 PM
19. Natasha has 1 quarter, 2 dimes, 10 nickels, and 4 pennies. Does she have enough coins to make one dollar?
4 ASSESS Formative Assessment
no
• Write this problem on the board and say it out loud: I have 4 different kinds of coins that add up to $1. I have 14 coins in all. What coins do I have? 2 quarters, 2 dimes, 5 nickels, 5 pennies
How much does she have?
99 ¢
• Ask students to tell how they solved the problem.
20. Chip says he has a dollar. He has three quarters and one dime. Does he have a dollar?
E
WRITE MATH Have students complete Exercises 19 and 20 in their math journals. Have them explain how they found their answer. You may choose this exercise as an optional formative assessment.
no How much does he have?
85 ¢ How much more does he need to make a dollar?
Sample answer: 3 nickels or 15¢
21. Max has 4 Tennessee state quarters. s. How much money does he have?
$1
Copyright C opyrighht © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
This is the Tennessee state quarter. The quarter has “Tennessee 1796” on it. t. This is the year that Tennessee became e a state. The quarter shows images of the he fiddle, the trumpet, and the guitar.
Have students use a computer to design their own dollar bill. Ask students to explain why their bill looks the way it does.
Are students continuing to struggle with using coins to make one dollar? During Small Group Instruction If Yes If No
AL
Daily Transparencies
OL
Differentiated Instruction: Option 1 Differentiated Instruction: Option 2 Skills Practice Worksheet Enrich Worksheet
BL
222
two hundred twentytwo
OL
Math at Home Activity: Ask your child to show you coin combinations that equal $1.
219_222_C05_L02_103028.indd 222
Fun Facts F
BL
(p. 219c) (p. 219d)
3/10/10 1:04 PM
• What two quarters in the Statehood quarter collection have George Washington on both the front and the back of the coin? His bust appears on the front of all 50 of the state quarters, but he also appears on the back of the 1999 New Jersey quarter as he crosses the Delaware, and on the reverse of the 2006 South Dakota quarter, on Mt. Rushmore. • What determined the order that they were released and how many were released each year? They were released in the order that they were admitted to the Union. There were 5 new quarters each year. • Is there any food (not including animal meat) shown on any of the quarters? If so, what? Yes there is, the peach on Georgia’s, corn and cheese on Wisconsin and maple syrup on the Vermont quarter.
Have students say a combination of coins that equal one dollar and line up. Identify and Count Money
222
Extra Practice
Extra Practice e
Name Write the amount. Is there enough money to buy the item? Circle yes or no.
Review Lessons 1A to 2A
What I Want to Buy
Objective: Review and assess mastery of previous lessons skills and concepts.
How Much I Have
1.
• Review with students how to count change using pennies, nickels, dimes, and quarters.
yes
• Review with students how to skip count coins by 1s, 5s, 10s, or 25s up to one dollar.
79
• Students may wish to use coins to make models of each amount to check their work.
no
¢
80¢
2. yes
Practice with Technology
no
Get ConnectED
Find additional practice with online activities, games and quizzes.
52
¢
yes no
96
¢
$1
4. yes no
63
¢
Identify and Count Money
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223 Identify and Count Money
35¢
3. Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
For extra practice of basic facts the students have learned, see Fast Facts.
Do I Have Enough?
65¢ two hundred twentythree
223
3/10/10 1:04 PM
Money “Cents” Add Coins
Play with a partner. Take turns. Put your
1 4 5
paper and pencil coins
Money “Cents” Add Coins
5
You Will Need
on Start.
Roll the 1 4 and move that number of spaces. Show that amount of money. If you land on $1, take another turn. When you both get to Finish, put your coins in groups that equal $1. Count your money. The player with more money wins.
Materials: two game pieces, paper, and pencil Manipulatives: number cube, coins Introduce the game to students to play as a class, in small groups, or at a learning workstation to review concepts introduced in this chapter. You may wish to use the available Game Board to play the game.
Instructions • Have students play with a partner. Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
• Students take turns rolling the number cube. • The first player rolls and moves his or her game piece the number of spaces rolled. • The student looks at the money amount and shows it with coins. As a player takes turns, he or she adds all coins to a pile. • The second player takes a turn. • If a player lands on $1, he or she takes another turn. • At the end of the game, players put their coins in groups that equal $1. • The player with more money when both players reach the finish wins the game.
224
two hundred twentyfour
Identify and Count Money
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Differentiated Practice Use these leveled suggestions to differentiate the game for all learners. Level
Assignment
AL
Approaching Level
Allow students to work together to model the money amounts.
OL
On Level
Have students play the game with the rules as written.
Extend the Game
BL
• Have students exchange for greater valued coins when possible. • Have students add the coins as they go without making models. • For another game focusing on the same mathematical concept, see Game Time.
Identify and Count Money
224
MultiPartt Lesson
2
PART
A
B
MultiPart Lesson
Name
Count Dollars and Coins
PART
C
A
B
2 C
Coins and Dollar Signs
PART
B X Coins and Dollar Signs
Look at the coins. You can also use a decimal point and dollar sign to write the value of coins.
Objective
A penny has a value of 1 cent.
Represent and count amounts of money using the cent (¢) symbol or a decimal point and the dollar ($) sign.
Resources
1¢ or $0.01
A nickel has a value of 5 cents.
5¢ or $0.05
Manipulatives: coins A dime has a value of 10 cents.
Explore Worksheet
A quarter has a value of 25 cents.
Get ConnectED
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. Checks for Understanding ✔ 0206.1.5
1 INTRODUCE Introduce the Concept • Tell students they can use a decimal point and dollar sign to write the value of coins. Explain that there are several ways using different signs to show equal values.
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
10¢ or $0.10
25¢ or $0.25
A halfdollar has a value of 50 cents.
50¢ or $0.50
About It
• Show the students examples of each of the coins being studied. Ask them to tell you their value.
1. How would you read $0.25? zero dollars and twentyfive cents
• Tell the class you are now going to look at how they can write those values in several ways.
Identify and Count Money
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
225_226_C05_EXP_103028.indd 225
2 TEACH Teach the Concept • Review the dollar sign ($), the decimal point, and the placement of both in $1.00. • Tell students that amounts of money less that $1.00 can be written with a cent sign or with a decimal point and dollar sign. • Look at the first page of the Explore lesson. Demonstrate the two ways to write the value of 1 cent. Then have each student follow along as you invite a student up to write the value for each of the remaining coins. • Have the students each write the values in both ways in their Foldable or on a piece of paper.
225 Identify and Count Money
two hundred twentyfive
225
3/10/10 1:05 PM
• Explain to students $0.10 could be read zero dollars and 10 cents. How would you read $0.01, $0.05, $0.25, and $0.50? zero dollars and 1 cent; zero dollars and 5 cents; zero dollars and 25 cents; zero dollars and 50 cents (Note: You may want to point out to students that although we generally do not read money this way it is done here to reinforce the use of the zero in the dollars place.)
and Apply It Write each value. 2.
3.
15¢
89¢
15 ¢ or $ 0.15 4.
48¢
48 ¢ or $ 0.48
89 ¢ or $ 0.89 5.
• How would you write 43¢ using a decimal point and dollar sign? $0.43 How would you read this? zero dollars and 43 cents
76¢
76 ¢ or $ 0.76
About It
Count to find the value of the coins. 6.
Assign the Think About It Exercise to assess student comprehension of reading monetary values when using decimal points and dollar signs. $ 0.53
$ 0.38 8. E Write Math Erik has the coins shown below. He wants to buy popcorn that costs $0.32. Does he have enough to buy the popcorn? Explain.
3 PRACTICE
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
7.
Use the Practice and Apply It Exercises to assess comprehension of reading values using decimal points and dollar signs. For more practice of the concepts presented in this Explore lesson, see Explore Worksheet.
4 REFLECT AND CLARIFY
No, Erik only has $0.27. He needs $0.32 to buy the popcorn.
226
two hundred twentysix
225_226_C05_EXP_103028.indd 226
Money can be written and read in several ways. One of the ways is given to you. Can you fill in the missing one?
Identify and Count Money
3/10/10 1:06 PM
• Copy the money amounts below, either in small groups or as a class, fillin the blanks, then read them aloud. Be sure to read them written both ways so that students see and here the difference but that they are equal amounts. 68¢
or
$0.68
42¢
or
$0.42
74¢
or
$0.74
99¢
or
$0.99
E
WRITE MATH Assign the Write Math Exercise to check comprehension of Exercise reading and understanding values when using decimal points and dollar signs.
Identify and Count Money
226
MultiPartt Lesson
2 A
PART
B
C
PART
A
B
2 C
Dollars and Cents
PART
C
MultiPart Lesson
Name
Count Dollars and Coins
Get Ready
Dollars and Cents
Marcy and Max have money to spend at the toy store.
Main Idea
I will use a decimal and dollar sign to show money amounts.
Objective Use a decimal and dollar sign to show money amounts.
= 25¢ = $0.25
How much money does Marcy’s wallet have in it?
Resources Materials: store fliers, Counting Coins–HandsOn Activity Tools and Resources, (p. 43) Manipulatives: bills and coins
$0.25, $0.50, $0.75, $0.85, $0.95, $1.05, $1.15
Leveled Worksheet
Marcy’s wallet has
Get ConnectED
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
1 INTRODUCE Activity Choice 1: HandsOn • Display a sale flier from a local store. Have a volunteer choose an item under $2.00 to buy. • Write the cost on the board. Give each student play dollar bills and coins. Ask students to use the bills and coins to model the cost of the item. • What bills and coins did you use to buy the item? Have students share models with the class.
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
in it.
How much money does Max’s wallet have in it? $1.00, $1.10, $1.20, $1.21 Max’s wallet has in it. dollars cents
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
Identify and Count Money
two hundred twentyseven
227
• Choose a different item in the flier and repeat. 227_230_C05_L02_103028.indd 227
Activity Choice 2: Poem “Counting Coins” by Jack Silbert • Have students read chorally the poem that is found in the HandsOn Activity Tools and Resources (p. 43). • How much does Ruthie have when she gets to 100 each time? one dollar Have a student write that amount on the board using the correct symbols learned in this chapter. $1.00 • Can you do this with other coins? Yes. Students should work as a group to write another stanza of the poem and then share it with the class.
Building Math Vocabulary Write the term decimal point on the board. • Review what a decimal point is and where it goes when writing dollars and cents. • Does the number to the left of the decimal point name dollars or cents? dollars What do the numbers to the right of the decimal point name? the cents 227 Identify and Count Money
3/10/10 1:06 PM
C Check
5. Yes, because you can write cents with a ¢ sign or $ dollar sign and decimal point.
2 TEACH
Count the money. Write the amount in dollars and cents.
Arrange two halfdollar coins and one quarter on the overhead projector.
1.
• Before turning on the overhead projector, tell students to look closely at the coins. Turn the overhead projector on for five seconds, then turn it off. • Was the total you saw more or less than $1.00? more How did you figure this out? Sample answer: There were 2 halfdollars, and they equal $1.00. Plus there was a quarter.
$1.60 total 2.
• Turn on the overhead projector so students can confirm. • Repeat the activity with seven dimes and four nickels. Use the Get Ready section at the top of the page to teach the lesson concept. Focus on dollar signs and decimals. Get Ready
$1.20 total Draw the bills and coins needed to buy each item. 3. bottle of glue that costs $2.20 Sample answer for $2.20:
5. E
228
TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.
Talk Math Is $0.63 the same as 63¢? Explain.. two hundred twentyeight
227_230_C05_L02_103028.indd 228
!
E
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
4. baseball that costs $4.57 Sample answer for $4.57:
Check Observe students as you work through the Check Exercises as a class.
3/10/10 1:06 PM
COMMON ERROR! Understanding the decimal point is difficult for students who are working on place value. Students may write $1.5 instead of $1.05; they confuse the tens and ones places. Have students write amounts in a series of three boxes, each of which designates a place for a single digit. Place the decimal between the first and second boxes. Tell students that the box to the right of the decimal holds a place for the number of tens and ones in the cent value.
Identify and Count Money
228
AL
Alternate Teaching Strategy If
Name
students have difficulty understanding a decimal and dollar sign to show money amounts . . .
Then
Practice Count the money collected on each day. Write the amount in dollars and cents.
use one of these reteach options:
Remember 25¢ = $0.25
6.
1 2
AL
Reteach Worksheet
(p. 31)
IWB Virtual Manipulatives Use the virtual coins and bills to reteach the concept.
Monday’s total: $1.05 7.
3 Show a Model Draw three boxes on the board with a $ to the left of them and a decimal point to the right of the first box.
Tuesday’s total: $2.27
• In the far left box, write 2. Explain that 2 shows the dollars.
8.
• In the remaining boxes, write 38. Explain that 3 shows the tens, and 8 shows the ones.
• Ask students to use play money to model $1.38. 1 dollar bill, 3 dimes, 8 pennies
3 PRACTICE Practice
AL
Differentiate practice using suggestions. Level
Assignment
Approaching Level
Guide students through the exercises. Help them use dollar bills and coins to model the money amounts.
OL
On Level
Complete the exercises independently.
BL
Beyond Level
Complete the exercises without the dollar bills and coins.
229 Identify and Count Money
Wednesday’s total: $1.75 Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
• Emphasize that cents are parts of a whole. The decimal point shows this. 38 cents are 38 out of the 100 cents that make a whole dollar.
9.
Thursday’s total: $1.05 10.
Friday’s total: $2.12
Identify and Count Money
227_230_C05_L02_103028.indd 229
two hundred twentynine
229
3/10/10 1:07 PM
Draw the bills and coins needed to buy each item.
4 ASSESS
11. box of crayons that cost $1.05 Sample answer for $1.05:
Formative Assessment Have students model and count three halfdollars, one quarter, and three dimes. What was the total in dollars? $2.05
E
WRITE MATH Have students complete the Write Math Exercise in their math journals. Ask them to explain how they got their answer. You may choose this exercise as an optional formative assessment.
12. scissors that cost $3.35 Sample answer for $3.35:
13. markers that cost $3.10 Sample answer for $3.10:
Are students continuing to struggle with using a decimal dollar sign to show money amounts?
14. notebook that costs $1.35 Sample answer for $1.35:
During Small Group Instruction
Yes, Jenny’s 5 coins are worth more than Carla’s 7 coins.
230
two hundred thirty
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
15. E Write Math Jenny has 5 coins in her pocket and Carla has 7 coins in her purse. Jenny has more money than Carla. Is that possible? Explain.
If Yes If No
AL
Reteach Worksheet
OL
Differentiated Instruction Option 2 Skills Practice Worksheet Enrich Worksheet
OL BL
(p. 319c)
Math at Home Activity: Give your child one dollar and several coins. Have your child count the total amount of money.
227_230_C05_L02_103028.indd 230
3/10/10 1:07 PM
When students line up for recess, lunch, or W dismissal, write dollars and cents values, such as $1.27, on the board. Have a student read the value out loud. Repeat using different values until all students are in line.
Identify and Count Money
230
MultiPart Lesson
3
Add and Subtract Money
Planner PART A Add Money B
Subtract Money
C
ProblemSolving Investigation: Choose a Strategy
E
Essential Question
How are adding and subtracting money different from adding and subtracting numbers? Sample answer: It is the same except for adding the use of signs and symbols with the money to show it is money.
PART
Add Money
Title/Objective
Standards
Materials/ Manipulatives
(pp. 233–234)
Regroup to subtract money.
GLE 0206.2.3
GLE 0206.2.3
admission tickets, coins, bills
small items for a “store,” price tags, coins, bills
Get ConnecttED
Focus on Math Background It is important for students to understand that adding and subtracting money is not any different from adding and subtracting other numbers. The difference is adding the use of signs indicating that it is money. A common error is to use all of the signs for the same amount of money; use a dollar sign when totaling the amount of bills, and use the cent symbol when totaling the amount of coins.
Get ConnecttED
Leveled Worksheets
Leveled Worksheets
Daily Transparencies
VVisual Vocabulary Cards
Problem of the Day
Daily Transparencies
SelfCheck Quiz
Problem of the Day
VVirtual Manipulatives
SelfCheck Quiz
eGames: Scrambled Egg City–Add Money Amounts
eGames: Scrambled Egg City– Subtract Money Amounts
Math Their Way, (p. 317)
Blended Approach
Math Their Way, (p. 317)
Suggested Pacing MultiPart Lessons PART Days
231a Identify and Count Money
Subtract Money
(pp. 231–232)
Vocabulary
✔ 0206.1.15
All digital assets are Interactive Whiteboard ready.
B
Add money amounts.
Resources
IWB
PART
A
1 A
B
1
(13 Days)
2
3
Assess
C
D
E
F
A
B
C
A
B
C
1
1
1
1
1
1
1
1
1
1
2
Add and Subtract Money
PART
Notes
C
ProblemSolving Investigation: Choose a Strategy
Title/Objective
(pp. 235–236)
Choose the best strategy to solve a problem. GLE 0206.1.2
Standards
Vocabulary
coins, bills Get ConnecttED
Leveled Worksheets
Materials/ Manipulatives Resources ✔ 0206.1.15
Lesson Animations Daily Transparencies Problem of the Day VVirtual Manipulatives
Blended Approach
Chapter Ch t R Review/Test i /T t (pp. ( 237–238) 2 2 8) Test Practice (pp. 239–240)
Identify and Count Money
231b
Differentiated Instruction Approaching Level
On Level
AL
Option 1
Use after 3B
OL
Option 1
Use with 3A
Materials: index cards and money (coins)
Materials: plastic sandwich bag, coins, 2 number cubes
• On index cards, write story problems that include adding and subtracting coins. On another index card, write “+” on one side and “– “ on the other.
• Fill a bag with 20 pennies, 10 nickels, 10 dimes, 8 quarters, and 4 halfdollars.
• Students may get input from other group members if they need it.
• Students take the number of pennies rolled on the cubes. • Each student takes a turn to roll for pennies. Then they continue for any other coins. • Students trade for coins of higher value when possible. • Play continues until one player reaches $1.
• After the problem has been acted out, have students hold up the operation sign used to solve the problem.
5
2 1 56
7
• Have a student choose a story card. As you read the story problem, have group members act out the problem using the coins.
Option 2
Use with 3C
Materials: bills, paper, pencil • Have students work in pairs. Have one student write a dollar amount on paper. • The other student draws two ways to form that dollar amount. He or she can use bills to demonstrate his or her response.
Option 2
Use after 3A
• Repeat the activity, switching roles.
Materials: poster menu • Show students the poster and tell them to choose one sandwich and one drink. How much will your lunch cost? See student responses. Accept reasonable answers. • Have students write each sandwich/drink combinations and find the cost for each. HVcYl^X]Zh
9g^c`h
Ijg`Zn(%
B^a`&%
8]ZZhZ'%
?j^XZ&*
IjcV'*
AZbdcVYZ*
Other Options TE
Learning Station Card 22 Get ConnectED Virtual Manipulatives, Lesson Animations, eGame: Scrambled Egg City–Add Money Amounts
Other Options Get ConnectED
Virtual Manipulatives, eGame: Scrambled Egg City–Subtract Money Amounts
231c Identify and Count Money
Add and Subtract Money
Beyond Level
English Language Learners
BL
Option 1
Use after 3C
Materials: play money (coins and bills) Have students make the following money amounts using the fewest number of bills and coins: • $2.21 2 dollar bills, 2 dimes, 1 penny
ELL
This strategy helps English Learners use the language required to identify and count bills. Find Core Vocabulary and Common Use Verbs in the online ELL strategies to help students grasp the math skills; use Language Alerts at point of use in the Teacher Edition. AL Beginning Word Recognition Teach words associated with bills.
• $1.45 1 dollar bill, 1 quarter, 2 dimes • $3.18 3 dollar bills, 1 dime, 1 nickel, 3 pennies
• Hold up a onedollar bill. Say, “This is a dollar bill.” Ask students to find the numbers on all four corners. Then show pictures of other bills, and ask students to find the numbers.
• $1.72 1 dollar bill, 1 halfdollar, 2 dimes, 2 pennies You can continue the activity by giving them additional amounts or having them work in pairs and give amounts to challenge each other.
• Write $1, $5, and so on the board. Point to the $. Say, “This is the dollar sign.” Read the dollar amounts again as students repeat chorally. Write dollar amounts ($5) and words (five dollars) on cards. Have partners match the words with amounts. Intermediate Scaffold Help students internalize the words for bills. OL
• Hold up pictures of bills. Ask students to point out and read the numbers on each. Write $ on the board. Say, “This is the dollar sign. A dollar is equal to 100 cents or pennies, 20 nickels, 10 dimes, 4 quarters, or 2 halfdollars.”
Option 2
Use with 3A
Materials: bills, paper, pencil, index cards with word problems • Give students index cards with a word problem such as the following: Emma has 3 fivedollar bills. She earns 2 more fivedollar bills for completing her chores. How much money does she have now? • Encourage students to draw a bar diagram to solve the problem. Make sure they write their explanation on paper. Emma has $25. She started with $15 and earned $10 more.
Other Options TE
Learning Station Card 23 Get ConnectED Virtual Manipulatives, Lesson Animations, eGame: Scrambled Egg City–Add Money Amounts
• Show pictures of a five and 5onedollar bills. Ask, “What are these worth?” Students respond, “Ten dollars.” Use the format as a scaffold and repeat. Advanced Public Speaking Help students speak about a topic. BL
• Model the activity, using a dollar bill. Say, “This is a dollar bill. It is the smallest bill. It is worth $1.” • Work in small groups. Assign each student a copy of a $5 bill, a $10 bill, a $20 bill, or a $50 bill. Tell them to describe the bill for the group. Encourage students to ask each other questions for ideas of what to say. Extend Provide two recent onedollar bills. Have one multilingual group list all the things they can find on the face and the other multilingual group list things on the reverse. Repeat with foreign currency. Have groups share their lists with the class in a graphic organizer.
Identify and Count Money
231d
MultiPart Lesson
3 A
PART
B
C
PART
A
3
B
C
Add Money
PART
A
MultiPart Lesson
Name
Add and Subtract Money
Get Ready
Add Money
You add money the same way you add other numbers. Just remember to write either ¢ or $ and a decimal point in your answer.
Main Idea
I will add money.
Objective Add money amount.
Resources Materials: admission tickets Manipulatives: play money (coins)
Find 21¢ + 18¢.
Find $0.34 + $0.10
2 1¢ + 1 8¢
$0 + 0
3 9¢
Leveled Worksheets
.3 .1
4 0
$0 .4 4
Get ConnectED
7. Sample answer: When you add money, you have to label it with the cent sign or the dollar sign and decimal point.
C Check GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multidigit addition and subtraction. Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
Add.
1 INTRODUCE Activity Choice 1: HandsOn • Give pairs of students a pile of coins. Tell students that Jaime had 31¢ in his piggy bank. He saved another 24¢ and put it in his bank. Jaime wants to know how much money he has. • Have students use coins to model 31¢ and 24¢ while you write 31¢ + 24¢ vertically on the board. What is the total? 55¢
Have students complete the activity on Learning Station Card 22How Much Is That Cat?
9 1¢
4.
Give each student a ticket for “admission” to the playground for 37¢. Tell them that admission for a teacher is 58¢. Show them your ticket for this amount. Also show the students that 37¢ and 58¢ can be written as $0.37 and $0.58.
$0 + 0
.6 .1
3.
5 6¢ + 2 5¢
8 1¢
3 7
$0 .8 0
5.
$0 + 0
.7 .2
4 3¢ + 2 9¢
7 2¢
9 0
$0 .9 9
6.
$0 + 0
.3 .4
$0 .8 6
two hundred thirtyone
• What is the total cost? 95¢ or $0.95 Have students show their white boards with their answers.
Get Ready
3/10/10 1:08 PM
Use the Get Ready section at the top of the page to teach the
lesson concept. Observe students as you work through the Check Exercises as a
class.
E
TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.
Building Math Vocabulary Write the term regroup on the board. • Tell students when they add numbers with two or more digits, they may need to regroup. • Write 43¢ + 29¢ on the board vertically and review how to add the numbers using regrouping. Write 72¢ as the sum.
231 Identify and Count Money
231
231_232_C05_L03_103028.indd 231
• Tell students that you want to know how much it will cost for one student and one teacher to go to the playground. • Write 58¢ + 37¢ and $0.58 + $0.37 vertically on the board. Have students copy the problem on a white board.
8 8
GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multidigit addition and subtraction.
Identify and Count Money
Check
2 TEACH
2.
7 2¢ + 1 9¢
7. E Talk Math How is adding money different than adding twodigit numbers?
• Have students help you add to find the total to check their work.
Activity Choice 2: Learning Stations: Art, Card 22
1.
Remember
43¢ + 29¢ is the same as 43 + 29
Remember
Add. 8.
2 5¢ + 5 0¢
9.
7 5¢
10.
31¢ + 29¢
$0.25 + 0.50
+
$0.73 0.07
If Then
9 4¢ 11.
12.
60¢ + 11¢
15.
16.
$0.80
+
17.
20. +
$0.64
21. +
$0.97
Reteach Worksheet
• Then write 59¢ + 35¢ on the board vertically. Point out that it is the same as the previous problem, except that the ¢ is added. Show this problem as $0.59 + $0.35 vertically, too.
$0.82
$0.95 0.02
use one of these reteach options:
• Have students help you add. 94
$0.32 + 0.50
$0.90
$0.48 0.16
AL
students have trouble understanding how to add money . . .
2 Show a Model Write 59 + 35 vertically on the board.
75¢
$0.45 + 0.45
$0.78
1
20¢ + 55¢
90¢
$0.49 + 0.29
19.
13.
85¢ + 5¢
71¢
$0.75 18.
When you add money amounts, write the ¢ or $ and a decimal point in the answer.
9 1¢ + 3¢
60¢ 14.
Alternate Teaching Strategy
AL
Practice
$0.77 0.18
$0.95
3 PRACTICE Differentiate practice using these suggestions. Level
Assignment
BL
Below Level
Guide students through the exercises. Help them use coins to add.
OL
On Level
Complete exercises independently.
AL
Above Level
Complete exercises without the coins.
Homework Practice Worksheet
9
ProblemSolving Practice Worksheet
.5
72
$0
.5
$0.
.2
$0
$0
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
22. You have two quarters, two pennies, and two nickels. Which item could you not buy with these coins? Circle it.
2
232
two hundred thirtytwo
Math at Home Activity: When at a store, find two itemss that are priced in cents only. Have your child add up the two items.
4 ASSESS Formative Assessment
231_232_C05_L03_103028.indd 232
ELL
Word Meaning Tell students that one meaning of admission is an amount of money that is paid to be let in to an event, such as a movie or a circus.
!
3/10/10 1:08 PM
Ask students to add 26¢ + 48¢. 74¢ Also show the problem as $0.26 + $0.48 vertically. Ask students to show their work.
E
WRITE MATH Have students make up a word problem that involves addition of dollar bills and coins.
COMMON ERROR! Students may have difficulty using decimal notation when writing money. Help students understand that the number before the decimal represents dollars and the numbers after the decimal represent cents.
Are students continuing to struggle with adding money? During Small Group Instruction
W When students line up for recess, lunch, or dismissal, write a dollar money amount on the board. Have students add a quarter to the money amount mentally. Repeat using different coin values.
If Yes
AL AL
If No
OL BL OL BL
Differentiated Instruction Option 2 (p. 219c) Reteach Worksheet Differentiated Instruction Option 2 (p. 219c) Differentiated Instruction Option 2 (p. 219d) Skills Practice Worksheet Enrich Worksheet Identify and Count Money
232
MultiPart Lesson
3 A
PART
B
C
PART
A
3
B
C
Subtract Money
PART
B
MultiPart Lesson
Name
Add and Subtract Money
Get Ready
Subtract Money
You subtract money the same way you subtract other numbers.
Main Idea
I will regroup to subtract money.
Objective
Find 7 8 2
Subtract money amounts.
Resources
82¢  27¢. 12 2¢ 7¢
Find $0.56  $0.21. $0  0
5 5¢
Materials: small items for a “store,” price tags Manipulatives: play money (coins)
.5 .2
6 1
$0 .3 5
Oh, I remember doing this! I need to regroup tens as ones.
Leveled Worksheet Get ConnectED
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
1 INTRODUCE Activity Choice 1: HandsOn • Play store. Put price tags on several small items. Give the students each a handful of play coins. • Have the students count their coins, write down the amount, and then work by themselves or with a partner to figure what they can buy with their money. • Guide students as necessary by asking questions such as, How much does that cost? How much do you have? Do you have enough to buy it? How much will you have left? Will you be able to buy anything else?
Activity Choice 2: Learning Stations: Language Arts, Card 23 Have students complete the activity on Learning Station Card 23 Money Words.
2 TEACH
Subtract. 1.
2.
5 7¢  2 8¢
2 9¢
4.
$0  0
.1 .0
Remember
7. Sample answer: When you subtract money, you subtract the numbers the same way.
C Check
GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multidigit addition and subtraction.
3.
6 6¢  3 9¢
2 7¢ 3 9
$0 .0 4
5.
$0  0
.3 .2
40¢ – 15¢ is the same as 40 – 15.
4 0¢  1 5¢
2 5¢ 9 8
6.
$0 .1 1
$0  0
• Take the money out of the jar and put it on the overhead. Have a volunteer count the money. • Do I have enough money to buy the eraser? yes How can I figure out how much money I will have left? subtract; $0.87  $0.42 = $0.45
233 Identify and Count Money
8 5
$0 .2 3
7. E Talk Math How is subtracting money like subtracting other twodigit numbers? GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multidigit addition and subtraction.
Identify and Count Money
two hundred thirtythree
233
233_234_C05_L03_103028.indd 233
3/10/10 1:09 PM
Use the Get Ready section at the top of the page to teach the lesson concept. Guide students to regroup to subtract money. Get Ready Check
Observe students as you work through the Check Exercises as a
class.
E
TALK MATH Use the Talk Math Exercise to assess student comprehension before assigning the practice exercises.
Place $0.87 worth of coins in a clear container (2 quarters, 3 dimes, 1 nickel, 2 pennies). • Explain that the jar contains all of the change that you have. Say that you need to use the money to buy an eraser that costs $0.42.
.7 .5
Building Math Vocabulary Discuss the term subtract and write it on the board. • Remind students that to subtract is to find the difference between two numbers. • Write $0.63  $0.21 on the board vertically. Point out how the $ and decimal are used in the answer, $0.42.
MultiPart Lesson
Name
PART
A
B
3
Alternate Teaching Strategy
AL
C
If
Add Money Get Ready I will add money.
Find 21¢ + 18¢.
Find $0.34 + $0.10
2 1¢ + 1 8¢
$0 + 0
3 9¢
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
2.
7 2¢ + 1 9¢
9 1¢
$0 + 0
.6 .1
• Then write $0.32  $0.13 on the board vertically. Model for students how to line up the digits and bring the decimal point straight down. $0.19
4 0
3.
5 6¢ + 2 5¢
8 1¢
3 7
5.
$0 .8 0
$0 + 0
.7 .2
3 PRACTICE
Remember
43¢ + 29¢ is the same as 43 + 29
Differentiate practice using these suggestions.
4 3¢ + 2 9¢
Level
Assignment
AL
Approaching Level
Guide students through the exercises. Help them make place value charts to subtract.
8 8
OL
On Level
Complete exercises independently.
$0 .8 6
BL
Beyond Level
Complete exercises without making place value charts.
7 2¢
9 0
$0 .9 9
6.
$0 + 0
.3 .4
Homework Practice Worksheet ProblemSolving Practice Worksheet
GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multidigit addition and subtraction.
Identify and Count Money
Reteach Worksheet
• Ask students to help you find the difference. 19
7. E Talk Math How is adding money different than adding twodigit numbers? two hundred thirtyone
231_232_C05_L03_103028.indd 231
!
AL
use one of these reteach options:
2 Show a Model Write 32  13 on the board.
7. Sample answer: When you add money, you have to label it with the cent sign or the dollar sign and decimal point.
Add.
4.
.3 .1
1
$0 .4 4
C Check 1.
Then
You add money the same way you add other numbers. Just remember to write either ¢ or $ and a decimal point in your answer.
Main Idea
students have difficulty understanding how to subtract money . . .
COMMON ERROR! Students might have difficulty subtracting money when dollar signs and decimal points are used. Help students line up numbers in the appropriate columns, and bring the decimal point straight down into their answer.
231
3/10/10 1:08 PM
4 ASSESS Formative Assessment Subtract $0.38  $0.16. What is the difference? $0.22 Have students show their work.
E
WRITE MATH Have students write how they will remember where to place the dollar sign and the decimal point in a money amount such as $4.15.
W When students line up for recess, lunch, or dismissal, call out subtraction problems using money. The answers should be 5s or 10s. Students who respond with the correct answer may get in line.
Are students continuing to struggle with subtracting money? During Small Group Instruction If Yes
AL
If No
OL
AL
BL
Differentiated Instruction Option 1 Reteach Worksheet Skills Practice Worksheet Enrich Worksheet
(p. 231c)
Identify and Count Money
234
MultiPart Lesson
3 A
PART
PART
X C
MultiPart Lesson
Add and Subtract Money B
PART
A
B
3 C
Name
C
ProblemSolving Investigation
Main Idea
Objective
I will choose a strategy to solve the problem.
Choose the best strategy to solve a problem.
Resources Manipulatives: coins, bills
I want to buy two gallons of juice. One gallon costs $3. A halfgallon costs $2. Should I buy two onegallon jugs of juice or four halfgallon jugs to spend the least amount of money? Your Mission: Find how many gallons he should buy. Find which type he should buy.
Leveled Worksheets What do I know? Underline what you know. What do I need to find? Circle it.
Get ConnectED
How will I solve the problem? One way is to solve a simpler problem.
1 INTRODUCE Activity Choice 1: Review Write on the board and read out loud the following: Yang earned 23¢ on Monday, 42¢ on Tuesday, and 31¢ on Wednesday for helping around the house. How much did he earn in all? • What operation did you choose to solve? addition • How much money did Yang earn? 23¢ + 42¢ + 31¢ = 96¢
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
GLE 0206.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. Also addresses GLE 0206.1.7.
Solve a simpler problem. 4 halfgallon jugs at $2: 2+2+2+2 Or, 2 onegallon jugs at $3: 3+3 He should buy
2 onegallon jugs.
4 halfgallons = $8 2 onegallons = $6
See students’ Is my answer reasonable? How do I know? explanations.
2 TEACH Understand
Using the questions, review what students know and what they need to find.
Plan Have them discuss their plan. Solve Guide students to solve a simpler problem. • What do you know? One gallon of juice costs $3 and a halfgallon of juice costs $2. • How many gallons of juice do you need to buy to have two gallons total? 2 How much would that cost? Why? $6 because $3 + $3 = $6 • How many halfgallons of juice do you need to buy to have two gallons total? 4 How much would that cost? Why? $8 because $2 + $2 + $2 + $2 = $8 • Which option is cheaper? buying 2 onegallon jugs
Check
Have students evaluate their solutions.
• What can you do to make sure your answer is correct? Sample answer: I can read the question again and repeat drawing a picture to make sure I get the same answer both times.
235 Identify and Count Money
GLE 0206.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. Also addresses GLE 0206.1.7.
Identify and Count Money
235_236_C05_PSI_103028.indd 235
two hundred thirtyfive
235
3/10/10 1:09 PM
AL
• Act it out • Draw a picture • Solve a simpler problem
Alternate Teaching Strategy If
Choose a strategy. Solve.
Then
1. Paco has 1 halfdollar, 4 pennies, and 1 dime to buy a snack. How much money does he have?
1 2 64¢
AL
students have trouble choosing a operation . . . use one of these reteach options: Reteach Worksheet
Virtual Manipulatives Use virtual bills to practice using money. IWB
3 Use Manipulatives Give students sets of coins. Ask them to place a row of ten nickels in front of them.
2. Tess has 2 quarters. She buys a pencil for 15¢. How much money does she have now?
• Remove every other nickel and replace it with a penny. Have students find the total value of the coins now shown. 30¢
35¢
3. A glass of lemonade costs 50¢. Megan pays for it with two coins. What two coins does she use?
2
3 PRACTICE
quarters
Mixed Problem Solving
$5
5. Abby is buying kites for a party. She invited 6 friends from school, 3 friends from dance, and 2 cousins. How many kites will she need to buy if everyone gets 2?
22 236
To assess mastery of GLE 0206.1.7, see your Tennessee Assessment Book.
Homework Practice Worksheet
4 ASSESS Formative Assessment Ask students to explain how they solved Exercise 5.
kites
• What strategy worked best for you to solve this problem? Some students will draw a picture, some will solve a simpler problem, and some will act it out.
Math at Home Activity: Take advantage of problemsolving opportunities during daily routines such as riding in the car, bedtime, doing laundry, putting away groceries, planning schedules, and so on.
235_236_C05_PSI_103028.indd 236
!
Exercises 1–5 For each exercise, students must choose the best plan for solving the problem. For some problems, students may want to use manipulatives to act out the problem.
Copyright © Macmillan/McGrawHill, a division vision of The McGrawHill Companies, Inc.
4. Riley spends 2 dollars on a drink. Then he buys a pretzel for 3 dollars. How much money does he spend?
3/10/10 1:10 PM
COMMON ERROR! Students may have difficulty solving problems with multiple steps. Encourage them to reread problems to make sure they understand what to do in each step.
Are students continuing to struggle with choosing a strategy? During Small Group Instruction If Yes
AL
If No
OL
AL
W When students line up for recess, lunch, or dismissal, talk about this problem. • Mandy has 42¢. She loans 18¢ to her sister. How much money does she have left? 24¢
OL BL
Daily Transparencies Differentiated Instruction Option 1 Differentiated Instruction Option 2 Skills Practice Worksheet Enrich Worksheet
(p. 231c) (p. 231c)
• Have students write their responses on paper and hold them up for you to see. Students with the correct response should line up. • Continue with different amounts until all students are in line.
MultiPart Lesson 3 What are some things you learned about adding and subtracting money in this multipart lesson? Sample answer: It is just like adding and subtracting twodigit numbers, but you have to remember to add $ or ¢ to your answer. Identify and Count Money
236
Chapter Review/Test
Vocabulary
The
Draw lines to match. 1. cent
BIG Idea As a class revisit this chapter’s Big Idea. How can I name, compare, and combine money in cents and dollars? Sample answer: I will use the knowledge I have gained to identify the coins and bills by their appearance and then combine them and count up their value using skip counting and addition.
b. 37 ¢
3. decimal point
c. $ 1. 00
Concepts Count to find the total value of the coins. 4.
50
Use the lesson suggestions to incorporate the Foldable during the chapter. Students can then use their Foldable to review for the test.
• eGlossary Reflecting on the Chapter
Chapter Test Get ConnectED
Find alternative summative assessment
options.
$1.00 Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
• Visual Vocabulary Cards (5, 15, 16, 25, 37, 45, 51, 60)
¢
60
65
¢
¢
70
¢
75
75¢ total
¢
5.
Vocabulary Review Review chapter vocabulary using one of the following options.
a. $1 . 25
2. dollar sign
Dinah Zike’s Foldables®
•
Chapter Review/Test
Name
$1.10
$1.20
$1.21
$1.22
$1.22 total
6. A book costs $3.67. Draw the bills and coins needed to buy the book. Sample answer for $3.67:
Use coins. Draw to show the value of each coin in two ways. 7.
One Way = See students’ work.
Identify and Count Money
Another Way = See students’ work.
two hundred thirtyseven
237_238_C05_CR_103028.indd 237
3/10/10 1:10 PM
Chapter Project Classroom Store Have students discuss the results of their completed chapter project as a class.
237 Identify and Count Money
237
Count. Is there enough money to buy the item? Circle yes or no.
Summative Assessment
8.
Use these alternative leveled chapter tests to differentiate assessment for the specific needs of your students.
yes $2
$1.00
$2.00
$2.10
.15
no
$2.20
Level
Add or subtract. 9.
$0.54 + $0.19
10.
$0.73 13.
$0.69 + $0.03
11.
$0.88  $0.08
$0.27 + $0.72
$0.80 14.
$0.72
12.
$0.47  $0.11
$0.99 15.
$0.64 + $0.05
$0.75  $0.25
$0.69
16.
$0.45  $0.36
$0.50
$0.09
Multiple Choice
1A
AL
Multiple Choice
1B
OL
Multiple Choice/Free Response
2A
OL
Multiple Choice/Free Response
2B
BL
Free Response
3A
BL
Free Response
3B
Additional Chapter Resource Masters Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
$0.62
18. Alexa buys a pencil for 35 cents. She gives the clerk 50 cents. How much change will she get?
Form
AL
$0.36
17. Write sixtytwo cents two different ways.
62¢
Chapter Tests Type
OL
Vocabulary Test
OL
Oral Assessment
OL
Listening Assessment
AL
= approaching grade level
OL
= on grade level
BL
= beyond grade level
Alexa should get 15¢ or $0.15.
238
two hundred thirtyeight
Customize and create multiple versions of your Chapter Test and their test answer keys.
Identify and Count Money
237_238_C05_CR_103028.indd 238
3/10/10 1:11 PM
DataDriven Decision Making Based on the results of the Chapter Test, use the following to review concepts that continue to present students with problems.
Exercises 1–3
Tennessee Standards GLE 0206.1.7
What’s the Math? Know and use decimal notation and dollar and cent symbols for money.
Error Analysis Does not recognize symbol for cent or dollar sign. Cannot read words for money vocabulary.
4–8
GLE 0206.1.7
Solve problems by adding amounts of money.
Does not add money correctly. Does not circle coins that make a dollar. Does not circle “yes” or “no.”
9–16
GLE 0206.1.7
Solve problems by representing, adding, and subtracting amounts of money.
Does not regroup when adding. Does not subtract both numbers.
18
GLE 0206.1.7
Subtract amounts of money.
Does not rename ones to subtract.
Resources for Review Chapter Resource Masters Get ConnectED
Lesson Animations • SelfCheck Quiz
Identify and Count Money
238
Test Practice
Test Practice
Name Listen as your teacher reads each problem. Choose the correct answer.
1 INTRODUCE
A. Look at the groups of coins. Which group of coins has the greatest value?
For the Teacher • Review the names and values of each coin before having students begin the test.
B. What is another way to write one dollar?
do
• Make sure students understand each problem before they work to solve it. $1
$10
on e lla r
$100
$1000
For the Student • Remind students to work slowly and check over their test. 1. Mirna has a quarter, a dime, and a nickel. How much money does she have?
• Remind students to completely fill in the bubble.
2 TEACH Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
Before beginning the practice test, give students an opportunity to solve the Additional Example. p
How much is 1 quarter, 2 dimes, and 3 pennies worth? ○ 75¢
○ 60¢
48¢
○ 33¢
IWB INTERACTIVE WHITEBOARD READY
• Use Student Edition pp. 239–240 as practice and cumulative review. The questions are written in the same style as many standardized tests. • You can use these two pages to benchmark student progress, or as an alternative homework assignment.
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2. How many cents do these stickers cost in all?
14 12¢
$3
$2
$1
$0
4. Manny has 1 quarter, 2 dimes, 1 nickel, and 3 pennies. How much money does he have?
8¢
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$1.00
two hundred thirtynine
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Additional Practice •
Standardized Test Practice
•
Get ConnectED
•
239 Identify and Count Money
$2
Identify and Count Money
3 ASSESS Formative Assessment
3. Percy buys pencils for $2. He pays with a five dollar bill. How much change should he get back?
Find additional test practice. Create practice worksheets or tests that align to your state’s standards.
5. Bob has the money you see in the box. How much money is this?
8. Which of these can be used to check the answer to the problem in the box?
Test Directions for Teachers
5+4=9
$1.27
$1.57
$1.62
$1.77
6+3=9
13  4 = 9
9 + 4 = 13
95=4
Read the following directions to students before they begin the test. Then read each question followed by a pause to allow students time to work on the problem and choose an answer. The first test item can be worked as a class example. • Write your name at the top of the page. • I am going to read each question to you. Listen carefully to the entire question before you choose an answer.
6. Lenora has 75¢ in her bank. Look at the coins below. Which group could be the coins in Lenora’s bank?
9. Emma has the money you see in the box. How much money is this?
10. Isabella buys an apple for 60¢. She pays with dimes. How many dimes does Isabella use?
7. What is another way to write twentyfive cents?
25¢
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cents
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two hundred forty
A. Look at the groups of coins. Which group of coins has the greatest value? B. What is another way to write one dollar? 1. Mirna has a quarter, a dime, and a nickel. How much money does she have? 2. How many cents do these stickers cost in all? 3. Percy buys pencils for $2. He pays with a fivedollar bill. How much change should he get back? 4. Manny has 1 quarter, 2 dimes, 1 nickel, and 3 pennies. How much money does he have?
Copyright © Macmillan/McGrawHill, a division of The McGrawHill Companies, Inc.
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Multiple Choice
• Turn the page over. 5. Bob has the money you see in the box. How much money is this? 6. Lenora has 75¢ in her bank. Look at the coins below. Which group could be the coins in Lenora’s bank? 7. What is another way to write twentyfive cents? 8. Which of these can be used to check the answer to the problem in the box?
dimes
Identify and Count Money
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Short Response
ELL
Understanding Directions: Testing Students may need clarification and modeling of directions that include unfamiliar English terms pause, listen carefully, entire question, before. Pantomime following the directions to help scaffold meaning.
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9. Emma has the money you see in the box. How much money is this? 10. Isabella buys an apple for 60¢. She pays with dimes. How many dimes does Isabella use?
Identify and Count Money
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Photo Credits: Unless otherwise credited, all currency courtesy of the US Mint. 197C Michael Houghton/StudiOhio; 197F Richard Hutchings/Digital Light Source Inc.; 219c (l to r, t to b)Michael Houghton/ StudiOhio, Michael Houghton/StudiOhio, Mark Steinmetz, Jacques Cornell/The McGrawHill Companies, Mark Steinmetz; 219d (l)Richard Hutchings/Digital Light Source Inc., (r)Stockbyte/PunchStock; 231c (l)Mark Steinmetz, (r)PhotoLink/ Photodisc/Getty Images; 231d (l to r, t to b)Michael Houghton/StudiOhio, Mark Steinmetz, The McGrawHill Companies, Michael Houghton/StudiOhio, Michael Houghton/StudiOhio.
Copyright © 2012 by the McGrawHill Companies, Inc. All rights reserved. Permission is granted to reproduce the Chapter Resource Masters material on pages 1–82 on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with Tennessee Math Connects. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher. No additional parts of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Send all inquiries to: Macmillan/McGrawHill 8787 Orion Place Columbus, OH 432404027 ISBN: 9780021030682 (Teacher Edition) MHID: 0021030685 (Teacher Edition) ISBN: 9780021030286 (Student Edition) MHID: 0021030286 (Student Edition)
Tennessee Math Connects, Grade 2
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