# How Can I Make \$.35? : Using our Knowledge of Coins to Build A Total

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## Objective

SWBAT determine the coins necessary to make a total.

#### Big Idea

Students use their knowledge of coins to build a total.

## Entrance Ticket

10 minutes

I start class by handing out an entrance ticket to students.  I allow students 5 minutes to work on the entrance ticket.  When finished, I go over the question with students, allowing at least one student to share his/her strategy for solving the problem.

Entrance ticket:

I am at the grocery store and see the following items:

 Cereal Milk Banana Oatmeal \$.30 \$.32 \$.37 \$.75

I decide the buy the cereal and the milk.  How much money do I need?

This entrance ticket reviews the objectives from previous days and sets the stage for students to determine the coins they need to make a total since students may break the amount they need for the cereal and milk down into coins.

## Introduction to New Material

10 minutes

Now I need to figure out how I can make \$.62.  On the bottom of your entrance ticket. I want you to draw the coins you would need to be able to afford the milk and the cereal.

I allow students 2-3 minutes to work.  As students work, I circulate to check for understanding.

Turn and Talk: What coins do you need to be able to afford all three items?  How do you know?

As students share, again I circulate to check for understanding and determine student strategies. Some students may start with the largest coin (quarter or half dollar), others might make a bar model, others might create the total using tens and ones (dimes and pennies).

When students are finished sharing, ask 2-3 students who have used different strategies to share out their answers and strategies.  I reinforce that it is okay to have different strategies/answers - there are different ways of getting to the correct amount. In order to prove this, I ask students to "prove" their answer either by showing their work on the white board or using coin manipulatives.

As students share, I write their strategies on the board so that all students will be able to reference the strategies later on.

## Guided Practice

10 minutes

Now you are going to work in partners on a practice problem.  You can use coin manipulatives to help you solve the problem.

I allow students to work in heterogenous pairs for 5-10 minutes.  (Students may use coins to help them solve the problem if it helps them visualize the problem).

When finished, I bring students back together and have students share different ways that they solved the problem.  As students share, I write the various ways to make \$.89 cents on the board so that students can visualize the wide variety of ways to solve the problem.

## Independent Practice

10 minutes

I tier independent practice by my students' facility with money:

Group A (In need of intervention)

Group A will work with the teacher to determine how to build a total.  This group will have access to coin manipulatives.

Group B (Right on track!)

Group B will work independently to determine how to build a total.  They will be expected to find ONE way to build a total.

Group C (Extension)

Group C will work independently to determine how to build a total.  They will be expected to find MORE THAN ONE way to build a total.

## Closing

5 minutes

I bring students back to the carpet.  I ask students to share their work and their strategies with a teammate. I ask students to share so that they can hear different ways to successfully solve this type of problem.  Additionally, I purposefully pair students so students in the C group are sharing their strategies with students in the A group--thus these students are getting exposure to more complex strategies and ways to group coins.

If time permits, I ask one student from each group to share their work with the class.