Reflection: Developing a Conceptual Understanding Making Change - Section 2: Study Centers

 

Making change falls under the Common Core standard for working with money. Students in second grade should go beyond recognition of coins, and counting out coins, to using coins in visualizing equal equations. This skill will help students understand equivalents and help them to understand that when one uses money to pay for an object that precision in matching the cost to the payment and the change is important (or fair). The activities are about precision in using coins that have a particular value. (MP6)

In this project I wanted students to see that if I pay with a quarter then the price of the object together with the change have to be equal to the quarter. The balance scale provided a way to visualize the equality of quarter, object and change. 

Students were saying "oh, this is easy. I can just count pennies." Most of the students relied on pennies. Several students counted the change on their fingers and then reached for nickels and dimes to add to the balance. 

  Using a Representation
  Developing a Conceptual Understanding: Using a Representation
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Making Change

Unit 6: Everything in Its Place
Lesson 2 of 14

Objective: SWBAT count by 5s, 10s and 25s to add money amounts and make change.

Big Idea: Skip counting is important in the development of fluency in calculation, number sense and as the basis of multiplication and division.

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3 teachers like this lesson
Subject(s):
Math, Money, Number Sense and Operations, making change, addition, coins, counting
  60 minutes
screen shot 2013 11 10 at 8 06 09 pm
 
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