## Reflection: Checks for Understanding Time and Money - Section 2: Center Practice

I was filming the students as they counted coins today. They were checking the amount that the student next to them had counted. The child laid out her coins in a line, quarter, dime, dime, dime, nickel, penny, penny, penny. She counted 25 (pointed to quarter), 30 (pointed to the dime), 40 (pointed to the dime), 50 (pointed to the dime) and then counted the pennies. She knew that the quarter was 25 and the dimes were 10, but did not show a clear understanding of place value when she added 25 + 10 and got 30. Here was evidence that her misunderstanding was not with the coins, but with adding 10 to a 2 digit number.

I need to work with her again on adding 10 to a number, because without this fluency (also a Common Core Skill) I can not expect her to be able to correctly add dimes to other coin amounts.

Noticing Misunderstandings.
Checks for Understanding: Noticing Misunderstandings.

# Time and Money

Unit 6: Everything in Its Place
Lesson 11 of 14

## Big Idea: As the result of a Unit assessment, it was found that students showed some confusion with writing time and with adding sets of coins. These skills need to be reviewed to aid in mastery of the Common Core standards for time and money.

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5 teachers like this lesson
Standards:
Subject(s):
Math, Money, Number Sense and Operations, telling time, coins, time, counting
45 minutes

### Beth McKenna

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