Reflection: Identifying Coins - Section 4: Closing


Students suggested a variety of ideas for buying the balloon. One child said that you only had 10 cents (confusing the nickel value with the dime) so that you could not buy the balloon. Here I had to be careful to let students present their ideas before the others jumped on them for incorrect information.

Another child suggested that you just give them one dime because you didn't have any pennies.

Another child said that you had to get change back because you had 20 cents.

After we generated a number of these solutions, we discussed how to evaluate each suggestion by deciding if it made sense with the problem, and then if it was a fair solution.

Several students realized that the first suggestion was incorrect because you really had 20 cents so we reviewed the value of the coins. With the suggestion to only pay with the dime, students looked at the fairness of this and realized that you can't pay 10 cents for something that cost 12. When they got to the change suggestion, students agreed that this made sense but how to figure out the change became a problem.

Students then had to use what they know about adding on and taking away to try to figure out the change from 20 cents for a 12 cent item.

The process informed my teaching for the future about their understanding of the relationship between larger and smaller numbers, as well as their understanding of coin values.

  Problem Solutions
  Problem Solutions
Loading resource...

Identifying Coins

Unit 1: What and Where is Math?
Lesson 6 of 9

Objective: SWBAT identify penny, nickel, dime and quarter and tell what each coin is worth.

Big Idea: Most students think of money when they’re asked where they see math in their world. While money is all around them, they rarely get to use it themselves. This lesson reviews coin identification

  Print Lesson
Similar Lessons
Which coin is which?
1st Grade Math » Time is Money: Hitting all the MD Standards
Big Idea: Show me the money! Students will identify differences between the coins and sort them into like groups.
New Orleans, LA
Environment: Urban
Amanda Cole
Introduction to Money
1st Grade Math » Money!
Big Idea: Students will take time to examine each coin, create a coin chart, and play a coin trading game.
Waitsfield, VT
Environment: Suburban
Thomas Young
Identifying Tens and Ones
2nd Grade Math » Numbers & Operation in Base Ten Grade 2
Big Idea: Students will be given set amount of money to add, and identify how many tens and ones.
Jackson, MS
Environment: Urban
Carol Redfield
Something went wrong. See details for more info
Nothing to upload