MAFS.1.MD.2 Identify and combine values of money in cents up to one dollar working with a single unit of currency1.  (1Students are not expected to understand the decimal notation for combinations of dollars and cents.)

a. Identify the value of coins (pennies, nickels, dimes, quarters).

b. Compute the value of combinations of coins (pennies and/or dimes).

c. Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.)

Cognitive Complexity Level: 1-Recall

[divider] [/divider] Students are able to… 

  • Identify the value of coins
  • Count groups of pennies and dimes
  • relate each coin to the value of $1.00

[divider] [/divider] Students are able to…because teachers:

  • Model use of money vocabulary
  • Provide opportunities to count groups of pennies and dimes
  • Make connections between each coin and $1.00

 [divider] [/divider] Questions to ask students:

  • Ask:  What strategy could you use to count a group of pennies and dimes?
    • Sample answer that indicates understanding: I would count the dimes first because I can count by tens and each dime is worth ten cents.  Then I would count on by ones because each penny is equal to one cent. 
  • Ask: How many dimes would equal the same value as $1.00?  Explain your thinking.
    • Sample answer that indicates understanding: 10 dimes is the same as $1.00.  I counted by tens until I got to 100.  There are 10 tens in one hundred and 10 dimes in $1.00.

[divider] [/divider] Additional Resources:

Additional in depth content knowledge

[divider] [/divider] Sample Formative Assessment Tasks:

[divider] [/divider] Resources/Tasks to Support Your Child at Home:

  • Math Task: Using your coin jar, have your child sort and group like coins.  Then have them label and put a value to each group of coins.  Extend to have them skip count to find the total value of each set of coins.