Reflection: Developing a Conceptual Understanding Adding money amounts (Part III) - Section 1: Introduction to New Material


In my experience, students oftentimes have a difficult time understanding that 100 cents = $1.00 and thus do not develop a conceptual understanding of what a decimal point is or why they carry to the other side of the decimal point when adding money amounts.

This year, I decided to spend a significant amount of time exploring how cents relate to dollars.  Developing this understanding started when I introduced coins using a hundreds chart and discussed how much of a dollar each coin equaled and continued into this lesson where we counted pennies and discussed how 100 pennies = $1.00.  (MP7)

While I still had students who struggled to conceptually understand how cents relate to dollars and why we carry to the other side of the decimal point, I found that my students finished our money unit this year with a deeper understanding of this concept than my students have had in the past. 

  Common student misunderstanding
  Developing a Conceptual Understanding: Common student misunderstanding
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Adding money amounts (Part III)

Unit 10: Money
Lesson 5 of 11

Objective: SWBAT add money amounts to create totals greater than $1.00

Big Idea: In this lesson, students build on their knowledge of coins and place value to add money amounts to create totals greater than one dollar.

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4 teachers like this lesson
Math, Money, Number Sense and Operations, Place Value, word problems, counting
  50 minutes
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