Exploring Pennies and Dimes

Unit:Number Cents 
Grade: PreK to 2nd
Periods: 1
Author: Grace M. Burton

Materials

• Plastic bags, each containing 24 pennies and 3 dimes
• Book: Alexander Who Used to Be Rich Last Sunday
• Paper and crayons
• Paper bags
• Ten Frame Activity Sheet
• Paper Bag Activity Sheet

Instructional Plan

Distribute plastic bags containing 24 pennies and 3 dimes to each child. To begin this unit, read Alexander Who Used to Be Rich Last Sunday. Then reread the book and ask the children to work with a friend to model the amounts he spends, starting with page 12 where he buys some bubble gum. [There will be enough money if children combine their bags of money.]

Hold up a penny and ask the children to find a penny in their bag. Ask them to describe the penny, and record their descriptions on chart paper. Now ask the children to place a piece of paper over one penny and to rub the paper with a crayon to make impressions of both sides of the coin. Ask them to record the coin’s value in both words (1 cent) and using the cent sign (¢). Then repeat the procedure with a dime.

Next ask the children what similarities and differences they notice about the coins. Then ask what words they used when they were talking about the money. As children name them, create a word wall by writing the words on a poster or on sticky notes and post them in a prominent place in the classroom.

Ten Frame Activity Sheet

Next give each child a copy of the Ten Frame Activity Sheet. Ask them to use it to find out how to trade the pennies in their bags for dimes. Model this by placing 1 penny in each cell of the ten frame, and when the frame is full, exchanging the 10 pennies for 1 dime. Then ask them to find out how many dimes’ worth of pennies they have in their bag. [You may wish to remind the children that both a number (such as 4) and a unit (such as dimes or cents) must be given to express a quantity.]

Write in a prominent place and call children’s attention to the cents sign (¢) and the word "cents". Now put the children into pairs, and give each pair a number cube and a paper bag. Ask the children to dump the coins from both their plastic bags onto a piece of paper. Then have the children take turns rolling the number cube, with one child rolling to tell how many dimes will be put into the paper bag, and the other child rolling to determine the number of pennies. After both children have rolled the number cube, ask them to record the amount they have in the bag in both formats and then to verify their prediction. Ask them to repeat the activity several times. Students should record the results on the Paper Bag Activity Sheet.

Paper Bag Activity Sheet

When the children are ready, ask for volunteers to choose one of the amounts they modeled and show it in coins to the other children. Then for a first entry for their portfolio, ask the children to write one amount and draw the coins which show that amount.

Assessments and Extensions

none

Questions and Reflections

Questions for Students

1. What words did we use today, which tell about money?

[Penny and dime.]

2. How many pennies do we trade for a dime?

[10.]

3. What is alike between a penny and a dime? What is different?

[They both are coins and are used as money; each size is different, and each value is different.]

4. How could you help younger child trade pennies for dimes?

[You could use a ten frame to show that 10 pennies have the same value as a dime.]

5. How would you model 23 cents? 32 cents?

[23 cents: 2 dimes and 3 pennies, 1 dime and 13 pennies, or 23 pennies]
[32 cents: 3 dimes and 2 pennies, 2 dimes and 12 pennies, 1 dime and 22 pennies, or 32 pennies.]

6. What two ways can you write "cents"?

[With a word or with a cents symbol.]

Teacher Reflection

• With which coin values were children familiar before the lesson began?
• Which students met all the objectives of this lesson? What extension activities would be appropriate for those students?
• Which students did not meet the objectives of this lesson? What instructional experiences do they need next?
• Were the children able to distinguish between the dime and the penny?
• Would you make any adjustments the next time you teach this lesson?

 

Objectives and Standards

Learning Objectives

Students will:

• Model amounts with pennies and dimes to 60 cents.
• Identify words and symbols relating to cents.
• Recognize physical differences in pennies and dimes.
• (This is lesson 1 of the Unit below from NCTM)

• Number Cents

  Grade: PreK to 2nd
  Author: Grace M. Burton
  In this unit, students explore the relationship between pennies, nickels, dimes, and quarters. They count sets of mixed coins, write story problems that involve money, and use coins to make patterns. 
  The unit consists of six lessons that give children an opportunity to identify individual coins and to make sets of coins with equivalent values. Students also pattern with coins, and use coins in real world situations. They will also determine the value of sets of pennies, nickels, dimes, and quarters, and record the value using 2 forms of notation. Actual coins are used in all lessons.  
  Numerous connections to children's literature are made in this unit. Suggestions for books dealing with money and coins are available.  
   A Sampling of Children's Books
  The lessons in this unit build an understanding of the relationship between coins in the United States monetary system and use coins in patterning, and in addition and subtraction situations. 

  Math Content 

  Students will: 
  • Exchange pennies, nickels, dimes, and quarters, model sets of coins which show a given amount. 
  • Use addition and counting to solve problems using money. 

  Lessons

  	Exploring Pennies and Dimes Grade: PreK to 2nd Model amounts to 60 cents.
  	How Many Ways? Grade: PreK to 2nd Extend your investigation of the previous day to include nickels.
  	Trading For Quarters Grade: PreK to 2nd Learn about quarters.
  	Modeling Prizes Grade: PreK to 2nd Model amounts to 70 cents.
  	Making Change Grade: PreK to 2nd Model prices mentioned in a children's book. Then, make change from a given amount by counting on from the price.
  	Looking Back and Moving Forward Grade: PreK to 2nd Review the work of the previous lessons; discuss and model prices and the words on the word wall, and play games to facilitate continuing practice.

  Objectives and Standards

  NCTM Standards and Expectations

  • Pre-K - 2

  • Number and Operations

  This week I chose to explore a unit on NCTM website, with focus on the first lesson.  I look forward to teaching students about money.  I especially like how the unit introduction includes literature and there is a suggested list of literature that goes with the unit.  
• One of the ideas I had was to use plastic replica coins and distribute different coins to students as a reward for participation.  The students could save these coins until the end of the unit at which the students would be able to take turns buying an item from a classroom store.  It is a good motivation that includes learning and positive reinforcement.