## Reflection: Student Ownership Change From \$1.00 - Section 2: Making Change from \$1.00

I had an interesting discussion with two students as they were counting out the change. The first child looked at the price of \$.44 and started with dimes saying aloud as she counted, "54,64,74,84, 94" then she switched to pennies and said "95,96,97,98,99, 1.00." Her partner looked at me and said, "That's not right.  You have to count with pennies and get, 45, 46,47,48,49,50 and then use the dimes and count 60,70,80,90,100." I asked the girls if they thought they would get different answers? One said yes and one said no.

I asked them both to count out change their way and then to see how much change they had and we would see if it came out the same. They both counted their change and had 56 cents.  I asked them why that might be that even though they counted differently they had the same answer. After puzzling for several seconds, the girl who originally said her partner wasn't right said, "we both counted the dimes but I did it second and she did it first. I guess it doesn't matter."

I could have jumped in at the beginning and said, of course they are the same, but I stopped myself and helped them figure it out. It is too easy as a teacher just to state what is true rather than to stop, listen and ask questions rather than answer them.

That's Not Right!
Student Ownership: That's Not Right!

# Change From \$1.00

Unit 10: Money
Lesson 1 of 7

## Big Idea: Breaking apart numbers is one way to approach making change and relates to an understanding of how numbers can be manipulated.

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Standards:
Subject(s):
Math, Money, coins
45 minutes

### Beth McKenna

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