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# Coin Crossroads

### Summary

Students will play a racetrack game using money vocabulary and by adding coins with the same value.

### Coin Type(s)

- Quarter

### Coin Program(s)

- 50 State Quarters

### Objectives

Students will play a racetrack game using money vocabulary and by adding coins with the same value.

### Major Subject Area Connections

- Language Arts
- Math

### Grades

- Kindergarten
- First grade

### Class Time

**Sessions**: Two

**Session Length**:
20-30 minutes

**Total Length**:
46-90 minutes

### Groupings

- Whole group
- Small groups

### Background Knowledge

Students should have basic knowledge of:

- Coins and the value of a cent, nickel, and dime
- Adding same-set coin combinations

### Terms and Concepts

- Cent
- Nickel
- Dime
- Coins
- Value
- Addition

### Materials

- 1 overhead projector (optional)
- 1 overhead transparency or display copy of cents (pennies) (and nickels and dimes if needed)
- 1 “Around the Racetrack” worksheet for each student
- 1 “Around the Racetrack” overhead transparency
- 1 plastic cup for each group
- Spinner or die (numbered one through six)
- 6 cents for each group
- 1 pencil for each student
- 2 colored pencils (different colors) for each group
- 1 copy of an age appropriate text that relates to car racing, such as:
*My Race Car*by Michael Rex*Race Cars (Things That Go!)*by Craig Robert Carey*Race Cars (Transportation)*by Darlene R. Stille*Race Cars (Monster Machines)*by David Jefferis

### Preparations

- Make an overhead transparency (or enlarged photocopy) of “Around the Racetrack” so that it can be easily seen.
- Make overhead transparency (or enlarged photocopy) of cent (penny), and nickels and dimes if appropriate.
- Enlarge and make copies of the Racetrack worksheet for each student.
- Locate a copy of an appropriate text (see suggestions under “Materials”).

### Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/237.pdf.

**Session 1**

- Describe the 50 State Quarters® Program for background information, if necessary, using the example of your own state if available.
- Introduce your students to the Indiana quarter. Locate Indiana on a classroom map. Note its relation to their home state.
- Ask the students what they see on the coin. Discuss these images.
- Read the selected text.

**Session 2**

- Introduce the students to a game that involves race cars called Penny Racers.
- Place students in pairs and distribute materials: 1 die/spinner, 1 “Around the Racetrack” game board, 1 plastic cup containing 6 cents, and 2 different-colored pencils.
- Demonstrate the game to the class using overhead materials.
- The first student will use a spinner or die to determine the number of cents (s)he will place on the racetrack. The student will spin or roll, then place that number of cents in one lane of the first section of the racetrack, using money vocabulary: “I rolled three cents.”
- The first student will then trace the cents they have laid on the first space in the racetrack using his or her own colored pencil. It is then the other player’s turn to complete steps 4 and 5.
- Play will continue until all sections of the race track are filled.
- When both players have reached the finish line, they will count the number of cents in their lane on the racetrack. The player with the greatest number of cents is the winner!

### Differentiated Learning Options

Use nickels or dimes rather than cents with this lesson to reinforce skip-counting.

### Enrichments/Extensions

Reinforce these skills with lesson plan 6 from this set, “Pennies and Nickels and Dimes—Oh, My!”

Use the worksheets and class participation to assess whether the students have met the lesson objectives.

**Discipline**: Math

**Domain**: K.CC Counting and Cardinality

**Grade(s)**:
Grade K

**Cluster**: Know number names and the count sequence

**Standards**:

**K.CC.1.**Count to 100 by ones and by tens.**K.CC.2.**Count forward beginning from a given number within the known sequence (instead of having to begin at 1).**K.CC.3.**Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

**Discipline**: Math

**Domain**: K.OA Operations and Algebraic Thinking

**Grade(s)**:
Grade K

**Cluster**: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from

**Standards**:

**K.OA.1.**Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (eg, claps), acting out situations, verbal explanations, expressions or equations.**K.OA.2.**Solve addition and subtraction word problems, and add and subtract within 10, eg, by using objects or drawings to represent the problem.**K.OA.3.**Decompose numbers less than or equal to 10 into pairs in more than one way, eg, by using objects or drawings, and record each decomposition by a drawing or equation (eg, 5 = 2 & 3 and 5 = 4 + 1).**K.OA.4.**For any number from 1 to 9, find the number that makes 10 when added to the given number, eg, by using objects or drawings, and record the answer with a drawing or equation.**K.OA.5.**Fluently add and subtract within 5.

**Discipline**: Language Arts

**Domain**: RL.K Reading: Informational Text

**Grade(s)**:
Grade K

**Cluster**: Craft and Structure

**Standards**:

**RI.K.4.**With prompting and support, ask and answer questions about unknown words in a text.**RI.K.5.**Identify the front cover, back cover, and title page of a book.**RI.K.6.**Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

**Discipline**: Language Arts

**Domain**: RL.K Reading: Informational Text

**Grade(s)**:
Grade K

**Cluster**: Integration of Knowledge and Ideas

**Standards**:

**RI.K.7.**With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).**RI.K.8.**With prompting and support, identify the reasons an author gives to support points in a text.**RI.K.9.**With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

**Discipline**: Language Arts

**Domain**: RL.1 Reading: Informational Text

**Grade(s)**:
Grade K

**Cluster**: Integration of Knowledge and Ideas

**Standards**:

**RI.1.7.**Use the illustrations and details in a text to describe its key ideas.**RI.1.8.**Identify the reasons an author gives to support points in a text.**RI.1.9.**Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

**Discipline**: Mathematics

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

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

**Grade(s)**:
Grades K–2

**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 Problem Solving

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

**Grade(s)**:
Grades K–2

**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**: All Communication

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

**Grade(s)**:
Grades K–2

**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.