# Pennies and Nickels and Dimes…Oh, My!

### Summary

Students will play a game in which they determine the number of cents (pennies) that equal a nickel, dime, and quarter. The students will also identify which set of coins has more, fewer, or the same amount while also counting each collection and writing the corresponding value.

### Coin Type(s)

- Cent
- Nickel
- Dime
- Quarter

### Coin Program(s)

- 50 State Quarters

### Objectives

- Students will play a game in which they determine the number of cents (pennies) that equal a nickel, dime, and quarter.
- The students will also identify which set of coins has more, fewer, or the same amount while also counting each collection and writing the corresponding value.

### Major Subject Area Connections

- Math

### Grades

- Kindergarten

### Class Time

**Sessions**: One

**Session Length**:
20-30 minutes

**Total Length**:
0-45 minutes

### Groupings

- Whole group
- Small groups

### Background Knowledge

Students should have basic knowledge of:

- The cent sign (¢)
- Counting by fives and tens
- Coins and the value of a cent, nickel, dime, and quarter

### Terms and Concepts

- Cent
- Nickel
- Dime
- Quarter
- Value
- Greater than
- Less than
- Equal to

### Materials

- The “What’s The Value?” worksheet
- The “How Many Make a…?” worksheet
- Colored pencils and/or crayons
- One of each coin: cent, nickel, dime, and quarter
- Glue
- Scissors
- Value card sets

### Preparations

- Make copies of the “What’s The Value?” worksheet (1 per student)
- Make copies of the “How Many Make a…?” worksheet (1 per student)
- Create value card sets, one per student plus a teacher set using the Value Cards resource page included.

### Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/239.pdf.

- To review the value of a cent, nickel, dime and quarter as a class, play the following game with your students.
- Give each student a set of value cards. Tell them to lay out each card in front of them.
- Hold up one of the four coins for all students to see. Ask students to select a value card and hold it up to show the number of cents that the coin is worth.
- Ask the students how many cents this coin is worth. Solicit group response.
- Show the students the correct value (selected from the teacher’s set of value cards).
- Ask students if that coin’s value is greater than, less than, or equal to a different coin that you select.
- Repeat numerous times, randomly selecting one of the four coins. (As a challenge, display all four coins in a random order. Have the students place the corresponding value cards in that same order.)

- Introduce the “How Many Make a …?” worksheet. Review the directions with the class and ask students to complete this worksheet individually. When students finish, check worksheets for understanding.
- Work with students to complete the “What’s the Value?” worksheet. This can be completed as a class or in small groups with or without supervision as necessary.

### Differentiated Learning Options

- Use coins or other manipulatives to complete “What’s the Value?” questions.
- Compare coin amounts in terms of “more than,” “less than,” or “equal to.”
- Hold up a value card and invite students to find different combinations of coins that equal the amount on the value card.
- Have students use dice and change (cents, nickels, dimes, and quarters) to play a game in pairs. For each roll, the student will get that number of cents. Students will trade up for coins of greater value, and the first to reach a quarter wins.

### Enrichments/Extensions

- Create an activity center in one section of the classroom where students can practice counting stacks of cents, nickels, and dimes in amounts up to $1.00.
- Create a classroom store center where students can practice matching basic price tags with coin amounts.
- Refer to “Lesson 2: Money Matters” in the 1999/2000 50 State Quarter Program® lesson plans for more topic-related work.

Use the game to assess whether the students have met the lesson objectives.

**Discipline**: Math

**Domain**: K.MD Measurement and Data

**Grade(s)**:
Grade K

**Cluster**: Describe several measurable attributes of a single object

**Standards**:

**K.MD.2.**Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.**K.MD.3.**Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

**Discipline**: Mathematics

**Domain**: All Problem Solving

**Cluster**: Instructional programs from kindergarten through grade 12 should enable all students to

**Grade(s)**:
Grades K–12

**Standards**:

- Build new mathematical knowledge through problem solving
- Solve problems that arise in mathematics and in other contexts
- Apply and adapt a variety of appropriate strategies to solve problems
- Monitor and reflect on the process of mathematical problem solving

**Discipline**: Mathematics

**Domain**: K-2 Number and Operations

**Cluster**: Compute fluently and make reasonable estimates.

**Grade(s)**:
Grades K–12

**Standards**:

In K through grade 2 all students should

- develop and use strategies for whole-number computations, with a focus on addition and subtraction;
- develop fluency with basic number combinations for addition and subtraction; and
- use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators.

**Discipline**: Mathematics

**Domain**: All Communication

**Cluster**: Instructional programs from kindergarten through grade 12 should enable all students to

**Grade(s)**:
Grades K–12

**Standards**:

- organize and consolidate their mathematical thinking through communication
- communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
- analyze and evaluate the mathematical thinking and strategies of others; and
- use the language of mathematics to express mathematical ideas precisely.