• Display Han’s coins.
• “¿Qué observan acerca de las monedas de Han?” // “What do you notice about Han’s coins?” (They’re nickels. They’re all the same size. Some show a head and some show a building. One side says, “five cents.”)
• “¿Cómo encontraron el valor de las monedas de Han?” // “How did you find the value of Han’s coins?”
• Share responses.
• As needed, summarize the responses: “Todas las monedas tienen una parte delantera y una parte trasera. Las monedas de un mismo tipo, como los ‘nickels’, tienen el mismo tamaño. Cuando cuenten monedas que tienen el mismo valor, pueden contar a saltos usando ese valor, o contar de ese valor en ese valor” // “All coins have a front and a back. Coins of the same type, such as nickels, have the same size. When you count coins that have the same value, you can skip-count or count on by that value.”
• If time, review other student responses.

The purpose of this activity is for students to find the total value of a set of coins that contain different denominations. Students first identify each coin and confirm they have assigned the correct values to the coins. They need to know the value of each coin before doing the calculations, so it’s okay if they need to refer to the chart. Students find the value of a mixed set of coins by counting on, adding, or grouping like coins, and then adding their values. For example, a student might explain their thinking by saying, “I put all the dimes together, nickels together, and pennies together first, and then added .” When students group the coins in order to find their value efficiently, they strategically use base-ten structure (MP7).

• Invite selected students, who added or skip-counted in various orders, to share their reasoning. Highlight the use of 10 in the methods.
• “¿Cómo organizaron las monedas para encontrar el valor total de las monedas de Priya? ¿Por qué las organizaron así?” // “How did you organize the coins to find the total value of Priya’s coins? Why did you choose to organize them this way?” (First I counted all the dimes, then nickels, then pennies, and then I added it all up.)
• Share and record students' thinking and equations.