MAFS.2.MD.3.8  Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations1. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?

c. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?).

(1See glossary Table 1)

Cognitive Complexity Level: 2 – Basic Application of Skills and Concepts 

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

  • Determine the value of any combination of coins within one dollar
  • Determine the value of any combination of bills
  • Solve one and two step word problems involving dollars OR coins
  • Use the $ and ¢ symbols appropriately

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

  • Provide opportunities for students to use different combinations of coins to make a dollar
  • Provide opportunities for students to find the value of coins within a dollar
  • Provide word problems for students to solve using coins OR bills
  • Provide concrete tools for students to use to solve word problems
  • Allow students to discuss and compare their solutions

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

  • Ask:  I have 2 quarters, 1 dime, and 3 nickels in my wallet.  How much money do I have?
    • Sample answer that would indicate understanding:  You have 75 cents in your wallet.  25 and 25 is 50 plus 10 is 60 then  65, 70, 75 (The student my draw the coins on a paper and then determine the value.)
    • Sample answer that indicates an incomplete understanding or a misconception:  You have 6 cents in your wallet.  (The student may draw the coins and then just count the number of coins.)
  • Ask: I bought candy for 83 cents.  I gave the cashier 3 quarters and one dime.  How much change should I get back?
    • Sample answer that would indicate understanding:  You should get 2 cents back.  3 quarters is 75 cents plus a dime is 85 cents.  85 minus 83 is 2.
    • Sample answer that indicates an incomplete understanding or a misconception:  The students may just say 85 cents, because they only find the value of 3 quarters and one dime.

[divider] [/divider] Additional Resources:

Additional in depth content knowledge

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

Note: This task may be implemented individually, in small groups, or in a whole-group setting. If the task is given in a whole-group setting, the teacher should ask each student to explain his or her thinking and strategy.

  1. The teacher provides the student with the Combinations of Coins worksheet and reads aloud the directions.
  2. The teacher may provide the student with coins from a manipulatives set.

MFAS_CombinationsOfCoinsWorksheet.docx

 

Note: This task may be implemented individually, in small groups, or in a whole-group setting. If the task is given in a whole-group setting, the teacher should ask each student to explain his or her thinking and strategy.

  1. The teacher provides the student with the School Store worksheet and reads aloud the directions.
  2. The teacher asks follow-up questions as needed

MFAS_SchoolStoreWorksheet.docx

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

  • Using shopping ads, give your child story problems involving the money in the ad.  Have them draw quick pictures or use actual money to model the problem and solve.
  • Khan Academy: Counting Coins
  • Khan Academy: Counting Dollars