Reflection: Connection to Prior Knowledge Tens and Ones, Dimes and Pennies - Section 4: Independent Practice


The CCSS asks students and teachers to constantly make connections across mathematical concepts-this helps students develop a deep conceptual understanding of these mathematical concepts. This lesson explicitly asks students to think about how base 10 models are related to coins. I ask questions like:  "Which coin represents a group of 10; which coin represents this one?" or "How can I use what I know about building this number using base 10 to help me build it with coins?" These questions help bridge student understanding between these 2 very important concepts in the early grades.

In one student's work, she used base 10 to help her think about ways to make a given amount using coins. Every time she needed to build a number using dimes and pennies, she first showed it using base 10. Then she used her base 10 model to decide how many dimes she needed and pennies. This is a student who struggled with base 10 initially, but now can apply her understanding of it to other concepts.

See attached Group B Example Work: Using the Base 10 Model for the work I refer to in this reflection!

  Connection to Prior Knowledge: Helping Kids Make Connections
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Tens and Ones, Dimes and Pennies

Unit 14: Time is Money: Hitting all the MD Standards
Lesson 10 of 14

Objective: SWBAT count dimes and pennies together. SWBAT explain base 10 models that would match dime and penny models.

Big Idea: Students use their understanding of base 10 to make coin counting a breeze!

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