The purpose of this Warm-up is to invite students to share what they know about money. Students did not work with money in grade 1, but may be familiar with coins and dollars from their experiences outside of school. This Warm-up allows teachers to hear the language students use to talk about money and how much they know about coins and their values.
Launch
“What do you know about money?”
1 minute: quiet think time
Activity
Record responses.
What do you know about money?
Student Response
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Advancing Student Thinking
Activity Synthesis
“Today we are going to learn more about money.”
Activity 1
Standards Alignment
Building On
Addressing
2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
The purpose of this activity is for students to identify pennies, nickels, and dimes. Students find the total value of a set of like coins by counting on or skip-counting by 5 or 10.
Launch
Groups of 2
Display the pre-made poster to show front and back images of pennies, nickels, and dimes. See sample below.
“Each coin has a value in cents. Does anyone know the names or the values of these coins?”
Share and record responses.
Write the name and the value of each coin on the poster.
“When we write the total value, we use the cent symbol after the number to show that it represents cents.”
Demonstrate writing the cent symbol (¢) next to the amount.
Activity
“Now you are going to find the value of 3 coin collections.”
“Don’t forget to use the cent symbol when writing your answer.”
5 minutes: independent work time
3 minutes: partner discussion
Name the coins in each collection. Find the value in cents. The cent sign (¢) is a symbol used to represent cents. Show your thinking, using drawings, numbers, or words.
Andre’s coins
Circle the name of the coins in this collection.
dimes
nickels
pennies
What is the value of the coins?
Clare’s coins
Circle the name of the coins in this collection.
dimes
nickels
pennies
What is the value of the coins?
Han’s coins
Circle the name of the coins in this collection.
dimes
nickels
pennies
What is the value of the coins?
Show 2 different ways to make 10¢. Show your thinking, using drawings, numbers, or words.
Student Response
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Advancing Student Thinking
Activity Synthesis
Display Han’s coins.
“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.”)
“How did you find the value of Han’s coins?”
Share responses.
As needed, summarize the responses: “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.
Activity 2
Standards Alignment
Building On
Addressing
2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
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).
MLR2 Collect and Display. Synthesis: Direct attention to words, values, and images of coins from the previous activity. Invite students to borrow language from the display as needed, and update it throughout the lesson. Advances: Conversing, Reading
Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to verbally name each coin, and write the values on or above the coins. Keep a display of the coin poster from Activity 1 throughout the lesson. Supports accessibility for: Memory, Organization
Launch
Groups of 2
Give students access to coins or a copy of the coins to cut out the pennies, nickels, and dimes.
Activity
“When all the coins are the same, we can use skip-counting to find the total value.”
“Sometimes we have to try different ways to find the value of coins when there are different coins together.”
“Work on your own to name the coins and find the value of each collection.”
8 minutes: independent work time
“Compare with your partner and work together to answer the questions to compare the values of the different groups of coins.”
3 minutes: partner discussion
Monitor for students who:
Group like coins to skip-count, count on, or add.
Look for ways to count by 10 or to make a ten.
Name the coins in each collection. Then find the value in cents. Show your thinking, using drawings, numbers, or words.
Mai’s coins
Circle the names of the coins in this collection.
dimes
nickels
pennies
What is the value of the coins?
Andre’s coins
Circle the names of the coins in this collection.
dimes
nickels
pennies
What is the value of the coins?
Clare’s coins
Circle the names of the coins in this collection.
dimes
nickels
pennies
What is the value of the coins?
Priya’s coins
Circle the names of the coins in this collection.
dimes
nickels
pennies
What is the value of the coins?
Compare your coin names. Tell your partner how you found the values.
Whose collection of coins has the least value?
Who has the most coins? Does this collection of coins have the greatest value? Explain your reasoning.
Activity Synthesis
Invite selected students, who added or skip-counted in various orders, to share their reasoning. Highlight the use of 10 in the methods.
“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.
Lesson Synthesis
“Today we found the values of sets of coins and used the cent sign to show the unit. Just like when we added within 100, there are different ways we can use to find the total.”
Display Clare’s and Priya’s groups of coins from the previous activity.
Clare’s Coins
Priya’s Coins
“Priya has the most coins, but her coins were not worth the most. How is that possible?” (Pennies are worth only 1 cent, and Priya has more pennies. Clare has 5 dimes which is 50 cents. It is not how many coins you have, it’s how much they are worth that matters.)
Standards Alignment
Building On
Addressing
Building Toward
2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
