## Reflection: Checks for Understanding More Dimes and Dollars - Section 1: Warm Up

In the warm up today I am checking for understanding of how pennies and dimes can be used to represent a number in the same way they can represent a number in base 10 blocks.

As I walk around the room I am pleased to see that all of the students quickly read the base 10 number, wrote the number and then translated the number into coins. They did not do a direct move from blocks to coins, but were able to represent the number both ways. It was too abstract to take the blocks and then directly turn them into pennies and dimes and dollars without first writing and saying the numbers. The writing and saying step was an important connection between the base ten amounts and the coin amounts.

Students understand that a number can be represented in a variety of ways. This helps to strengthen a student's concept of what a number really is.

Informal Assessment
Checks for Understanding: Informal Assessment

# More Dimes and Dollars

Unit 6: Everything in Its Place
Lesson 3 of 14

## Big Idea: Students need practice using coins and dollars and relating them to ones, tens and hundreds. Common Core standards include counting by 10s and 100s.

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Standards:
Subject(s):
Math, Place Value, Number Sense and Operations, Money, problem solving, coins, counting
55 minutes

### Beth McKenna

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