## Reflection: Data Analysis For the Love of Money - Section 4: Independent Practice

WHOA. I was so excited at the end of this lesson. All but 3 of my students mixed coins without any prompting and created their own strategies for how to count them. Their number sense is so strong-and this lesson was a testament to that. You can see evidence of number sense in every strategy.

Some of the strategies I saw for students who mixed coins:

1. Using counting on: One student took out 7 pennies, then added a nickel, counted on 5, then added another nickel, counted on 5 more, and then realized he still needed 3 cents by finding the missing addend between 17 and 20. This strategy shows a strong mental number line and understanding of how coin values translate to that number line.

2. Using Base Ten Understanding: I was so impressed by one student. He was trying to make 25 cents. He took out 2 nickels and 5 pennies, then realized he was still 10 short (showing his understanding of 10 more/10 less). He said: "I need another 10" and then promptly picked up a dime and counted 5, 10, 20, 21, 22, 23, 24, 25.

3. Grouping coins in "friendlier" ways: Some students immediately starting with the highest value coin, counting dimes, then nickels and then pennies. These students used skip counting throughout, and showed that they again had a strong mental number line. They fluidly counted by 10s, then switched to 5s and then switched to 1s.

Blown Away!
Data Analysis: Blown Away!

# For the Love of Money

Unit 14: Time is Money: Hitting all the MD Standards
Lesson 9 of 14

## Big Idea: Push students to new heights in their number sense while also teaching coins! Students think about all of the possible ways we could make a given number with coins in this complex task.

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80 minutes

### Amanda Cole

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