Reflection: Identifying Coins - Section 4: Closing

Students suggested a variety of ideas for buying the balloon. One child said that you only had 10 cents (confusing the nickel value with the dime) so that you could not buy the balloon. Here I had to be careful to let students present their ideas before the others jumped on them for incorrect information.

Another child suggested that you just give them one dime because you didn't have any pennies.

Another child said that you had to get change back because you had 20 cents.

After we generated a number of these solutions, we discussed how to evaluate each suggestion by deciding if it made sense with the problem, and then if it was a fair solution.

Several students realized that the first suggestion was incorrect because you really had 20 cents so we reviewed the value of the coins. With the suggestion to only pay with the dime, students looked at the fairness of this and realized that you can't pay 10 cents for something that cost 12. When they got to the change suggestion, students agreed that this made sense but how to figure out the change became a problem.

Students then had to use what they know about adding on and taking away to try to figure out the change from 20 cents for a 12 cent item.

The process informed my teaching for the future about their understanding of the relationship between larger and smaller numbers, as well as their understanding of coin values.

Problem Solutions
Problem Solutions

Identifying Coins

Unit 1: What and Where is Math?
Lesson 6 of 9

Big Idea: Most students think of money when they’re asked where they see math in their world. While money is all around them, they rarely get to use it themselves. This lesson reviews coin identification

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65 minutes

Beth McKenna

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