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ALCoS 6: Money

This resource provides journal prompts and activities to help students understand and master money concepts, including identifying coins, determining monetary value, making change, and more. It also includes a game and worksheets for hands-on learning.

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ALCoS 6: Money

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  1. ALCoS 6: Money Autauga County Schools January 4, 2010 Sarah C. Housley

  2. Alabama Course of Study • M.K.4: Identify coins by name, including penny, nickel, dime, and quarter. • M.1.4: Determine the monetary value of individual coins and sets of like coins up to $1.00. What your students are expected to master before coming to you…

  3. Alabama Course of Study • M.2.6: Determine the monetary value of like and unlike sets of coins and bills up to $2.00. • Identifying sets of coins of equivalent value • Selecting coins to make equivalent sets • Applying monetary symbols, including dollar, cent, and decimal point • Recognizing decimal numbers .10, .25, .50, and .75 as related to money What your students are expected to master while with you…

  4. Alabama Course of Study • M.3.7: Use coins to make change up to $1.00. • Determining the monetary value of a set of unlike coins and bills up to $20 • Rounding money values to the nearest dollar • Using coins and bills to make change up to $20.00 • Using addition and subtraction to find money values up to $20.00 What your students are expected to master upon leaving you…

  5. Journal Prompt: Observing Coins • Use a hand lens to observe this coin. Record your observations using words, pictures, or numbers. Extension: What other tools might help you observe this coin?

  6. Journal Prompt: Daily Data • Would you rather have 12 pennies or 3 nickels? • Make a table. • 2. Write a statement: Our data tells us that… • Write a comparison using <, >, or =. • 4. Illustrate. 12 pennies 3 nickels Extension: Explain your choice.

  7. Journal Prompt: Poetry Stem • Smart • by Shel Silverstein • Do you think the boy in this poem is “smart”? Why or why not? Extension: How much money did the boy have at the beginning? At the end? Extension: Rewrite this poem with the actual amounts.

  8. Journal Prompt: Poetry Stem • The Dollar Song • to the tune of “Ten Little Indians” • Which is worth the most– 100 pennies, 20 nickels, or 10 dimes? Extension: We know that 100 pennies, 20 nickels, and 10 dimes are all worth $1.00. Which set of coins would you rather carry in your pocket– the pennies, the nickels, or the dimes? Why?

  9. Journal Prompt: Poetry Stem • Money’s Funny • By Mary Ann Hoberman • Would you rather have a penny, nickel, or a dime? Why?

  10. Journal Prompt: Poetry Stem • Lunch Money • By Carol Diggory Shields • How much money does each person have in this poem– Dad, Grandma, Mom, and “someone”? Extension: Who has the most money in this poem? How do you know?

  11. Journal Prompt: Poetry Stem • The Money Rap • By Carol Diggory Shields • How much is each coin worth? Which coin is worth the most? Which coin is worth the least? Extension: This poem suggests that one way to “make” a dime is to use two nickels. Think of another way to “make” a dime.

  12. Journal Prompt: Poetry Stem • I’ve Got a Dollar! • How many quarters “makes” a dollar? Explain your thinking. Extension: How could you use this song to help you count quarters?

  13. Journal Prompt: Calendar Money • Days of School: We have been in school 85 days. How could we represent that number with coins? • Countdown: It is 14 days until Martin Luther King, Jr. Day. How could we represent that number with coins? • Today’s Date: Today is the January 4. How could you represent that number with coins?

  14. Developing Money Concepts: Word Wall dollar sign $ nickel 5 cents cent sign c dime 10 cents decimal point . quarter 25 cents penny 1 cent half dollar 50 cents Ways to Write Money: $.63 $0.63 63c

  15. Developing Money Concepts: Addressing Prerequisite Skills • KWL • Journaling • Word Wall • Small Group

  16. Developing Money Concepts: Equalities Game • Materials: • 1 game board per student • 1 die per group • 1 set of coins per group • Procedure: • The first player will roll the die. The number on the die corresponds with the number of pennies that the first player will place on his or her game board. • The second player will repeat the first step. • When a player collects five pennies, he or she may exchange those pennies for a nickel. • If a player rolls “6”, then he or she must clear his or her game board completely. • The first player to collect five nickels wins the game. • Clear all game boards and play again until clapping begins.

  17. Developing Money Concepts:Equalities Game

  18. Developing Money Concepts:Equalities Game

  19. Developing Money Concepts: 100’s Mats What is the monetary value of 7 pennies? $0.07 $.07 7c I know that pennies are worth 1 cent.

  20. Developing Money Concepts: 100’s Mats What is the monetary value of 5 nickels? $0.25 $.25 25c I know that nickels are worth 5 cents.

  21. Developing Money Concepts: 100’s Mats What is the monetary value of 9 dimes? $0.90 $.90 90c I know that dimes are worth 10 cents.

  22. Developing Money Concepts: 100’s Mats Find the monetary value of the group of coins: $0.39 $.39 39c

  23. Creative Planning and Questions • Time Constraints/Flexible Instruction • When are some times during the day that allow for money practice outside of the designated block of time for math? • How can money practice extend beyond the allotted EPG timeframe? • What other “whole-theme” topics or subjects will lend themselves to money practice throughout the remainder of the year? • Differentiation • How can money practice be differentiated for all learning styles?

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