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Clarifications
Clarification 1: Instruction includes the identification of a one, five and ten-dollar bill and the computation of the value of combinations of pennies, nickels and dimes or one, five and ten dollar bills.Clarification 2: Instruction focuses on the connection to place value and skip counting.
Clarification 3: Within this benchmark, the expectation is not to use decimal values or to find the value of a combination of coins and dollars.
Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
Terms from the K-12 Glossary
- NA
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is for students to relate skip counting by 5s and 10s with counting a sequence of coins or bills. Students will relate the coin or bill to its value. In Kindergarten, students skip counted by 10s (MTR.2.1, MTR.5.1, MTR.7.1).- Instruction includes and reinforces strategies for addition.
- Instruction includes helping students to realize that it may be easier to first skip count by tens using dimes, and then by fives using nickels, with pennies being added last.
- Instruction includes making a connection to tally marks by putting pennies into groups of five.
- Instruction uses the format 25¢, not $0.25.
Common Misconceptions or Errors
- Students may believe the value of a coin is directly related to its size (e.g., a nickel is bigger than a dime and is worth more, or a penny is bigger than a dime, so it must also be worth more). In these cases students need additional practice identifying a coin with its actual value.
- Students may not count coins as a sequence of their value and make mistakes in counting. In these cases, have students identify coins with their value prior to counting. Then have students explore ways to count the coins that make sense for them (i.e., counting dimes then nickels and pennies).
Strategies to Support Tiered Instruction
- Teacher provides opportunities to use descriptive language to discuss observable details of each coin and record their observations in a chart. Students can use a magnifying lens to notice details closely.
- A chart (like the one below) is used to organize the information students observe about the coins. Student misconceptions about coins can be observed by the teacher and guided toward understanding in the “What do you notice or wonder?” column.
- Information from the chart can be made into cards for students to sort using each coin name as a header.
- Teacher asks questions to elicit ideas of what students notice about the coins and those that require students to make comparisons such as:
- “What do you notice about the outside edge of this coin? Why do you think some coins have ridges?”
- “Who is on the smallest coin?”
- “What are the words you see on the penny?”
- “Do all of the coins tell their value?”
- Teacher provides opportunities to trade coins for equal values.
- For example, students can take turns “trading up to a dollar” using a tray of sorted coins (enough to allow for multiple rounds of trading) and dice or dot cards. Each student will take a turn rolling a die or flipping a dot card. On their turn, the student takes that many pennies from the bank, counts the total coins they have, and then determines if a “trade” needs to be made (i.e., trade 5 pennies for a nickel, 3 nickels and 5 pennies for 2 dimes, 2 dimes and a nickel for 1 quarter, etc.) Each student continues to take turns and making trades until one player has enough to exchange for the $1 bill.
Instructional Tasks
Instructional Task 1 (MTR.7.1)
- Part A. Matt counted coins that he found in his pocket. How much money does he have?
- Part B. Matt’s friend gave him the five coins shown below. Count on from the coins Matt had in his pocket. How much money does Matt have now?
Instructional Items
Instructional Item 1
There are three dimes and seven pennies on the table. What is the total value of the coins?
Instructional Item 2
What is the value of the coins shown?
Instructional Item 3
What is the value of the dollar bills shown?
*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Original Student Tutorials
STEM Lessons - Model Eliciting Activity
In this Model Eliciting Activity, MEA, students will work together to problem solve. The students are presented with a problem in which they have to decide on a procedure for choosing the activity that should be done at a Move-a-Thon fundraiser. Students will organize data in a tally chart as well as a pictograph. In the “twist” students will be given combinations of bills representing the value of each of the activities. Students will work together to reevaluate their original procedure and determine if it should change, along with the rankings.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
In this Model Eliciting Activity, MEA, students will work together to determine a procedure for ranking toys for a company. They will use data presented in a tally chart, count money, and consider information in tables.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
MFAS Formative Assessments
Students are shown various paper currency and are asked to name each bill and identify its value.
Original Student Tutorials Mathematics - Grades K-5
Learn how to add the same type of coins together using skip counting and a number line in this interactive student tutorial.
This is part 2 of 5. Click below to open the other tutorials in the series.
Learn the value and characteristics of dollar bills when you meet with a bank teller in this interactive tutorial.
This is part 6 of 6. Click below to open the other tutorials in the series.
(Part 1) Let's Talk About Money
(Part 2) Let's Add Money: Using Similar Coins
(Part 3) Let's Add Money: Mixed Coins
(Part 4) Let's Add Money: Place Value
(Part 5) Let's Make a Dollar
Student Resources
Original Student Tutorials
Learn how to add the same type of coins together using skip counting and a number line in this interactive student tutorial.
This is part 2 of 5. Click below to open the other tutorials in the series.
- (Part 1) Let's Talk About Money
- (Part 3) Let's Add Money: Mixed Coins
- (Part 4) Let's Add Money: Place Value
- (Part 5) Let's Make a Dollar!
Type: Original Student Tutorial
Learn the value and characteristics of dollar bills when you meet with a bank teller in this interactive tutorial.
This is part 6 of 6. Click below to open the other tutorials in the series.
(Part 1) Let's Talk About Money
(Part 2) Let's Add Money: Using Similar Coins
(Part 3) Let's Add Money: Mixed Coins
(Part 4) Let's Add Money: Place Value
(Part 5) Let's Make a Dollar
Type: Original Student Tutorial
