About The Unit...
Standards of Learning Objective:
1.7 The student will:
a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; and
b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.
Related Objectives:
1.1 The student will
a) count from 0 to 100 and write the corresponding numerals; and
b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.
1.2 The student will count forward by ones, twos, fives, and tens to 100 and backward by ones from 30.
Prior Knowledge:
Students are secure skip counting by 2s, 5s, and 10s.
Students understand the use of money in everyday life and basic consumer skills.
Students understand place value up to the hundreds.
Standards of Learning Curriculum Framework:
-playing store and purchasing classroom objects, using play money (pennies);
-representing the value of a nickel, a dime, and a quarter, using pennies;
-trading the equivalent value of pennies for a nickel, a dime, and a quarter, using play money.
Relevant Vocabulary:
coin: a metal disc or piece used as money
penny: a bronze coin worth one hundredth of a dollar or one cent
nickel: a coin worth one twentieth of a dollar or 5 cents
dime: a coin worth one tenth of a dollar or 10 cents
quarter: a coin worth one fourth of a dollar or 25 cents
exchange: to give up something for something else
consumer: a person who acquires goods or services
producer: a person who provides goods or services
1.7 The student will:
a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; and
b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.
Related Objectives:
1.1 The student will
a) count from 0 to 100 and write the corresponding numerals; and
b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.
1.2 The student will count forward by ones, twos, fives, and tens to 100 and backward by ones from 30.
Prior Knowledge:
Students are secure skip counting by 2s, 5s, and 10s.
Students understand the use of money in everyday life and basic consumer skills.
Students understand place value up to the hundreds.
Standards of Learning Curriculum Framework:
- Many experiences with coins help students develop an understanding of money, such as
-playing store and purchasing classroom objects, using play money (pennies);
-representing the value of a nickel, a dime, and a quarter, using pennies;
-trading the equivalent value of pennies for a nickel, a dime, and a quarter, using play money.
- Counting money helps students gain an awareness of consumer skills and the use of money in everyday life.
- A variety of classroom experiences in which students manipulate physical models of money and count forward to determine the value of a collection of coins are important activities to ensure competence with counting money.
- Establishing a one-to-one correspondence between the number names and the items in a set of coins (pennies, nickels, or dimes) is essential for an accurate count.
- The last number stated represents the value of a collection of coins being counted. This is known as the cardinality of the set.
Relevant Vocabulary:
coin: a metal disc or piece used as money
penny: a bronze coin worth one hundredth of a dollar or one cent
nickel: a coin worth one twentieth of a dollar or 5 cents
dime: a coin worth one tenth of a dollar or 10 cents
quarter: a coin worth one fourth of a dollar or 25 cents
exchange: to give up something for something else
consumer: a person who acquires goods or services
producer: a person who provides goods or services