# Mixing Coins

### Summary

Students will explore mixed (different denomination) coin sets and will create different total amounts using what they learn. This lesson is part of the Unit Plan “Creative Coin Combinations.”

### Coin Type(s)

- Cent
- Nickel
- Dime
- Quarter
- Half dollar

### Coin Program(s)

- Generic

### Objectives

- Students will learn to display coin equivalents with mixed coin sets.
- Students will learn ways to make different numeric amounts using coins.

### Major Subject Area Connections

- Math

### Grades

- Kindergarten
- First grade
- Second grade

### Class Time

**Sessions**: One

**Session Length**:
30-45 minutes

**Total Length**:
0-45 minutes

### Groupings

- Whole group
- Small groups
- Pairs

### Terms and Concepts

- Cent
- Coin equivalents
- Dime
- Half dollar
- Nickel
- Penny
- Quarter

### Materials

- Real or play coins or coin stamps: pennies, nickels, dimes, quarters, and a half dollar for each group of students
- Strips of paper or precut shapes (that relate to the story read in the lesson “For Sale!”) with numeral values written on them (laminate these for durability)
- Math journals

### Preparations

Cut some strips of paper and mark them with an assortment of dollar-and-cents amounts for the students to match by adding coins. Instead of strips, you could cut out shapes that relate to items in the story you read in "For Sale!"

- Once students have been exposed to the basics of skip counting, introduce them to the idea of creating coin equivalencies using mixed sets of coins (not same coin type as in the lesson “For Sale!”). Distribute real or play coins or stamps (of the denominations listed under "Materials") to each student, and have them make ten cents by using both pennies and nickels.
- Once students seem comfortable with this concept, divide the class into pairs or small groups and give each group ten strips (or shapes) of paper with total amounts on them and a set of real or play coins.
- Have the student groups count out coins to match the numerical values on their strips.
- In their math journals, have the students copy the numerical value on each strip and underneath draw the coins used to make the matching amount.
- Repeat this activity the next day distributing different strip sets to different groups, but using the same procedure.

### Differentiated Learning Options

Create sets of strips with larger or smaller amounts listed so as to meet the needs of all of the students.

Evaluate the math journal entries. Students showing eighty percent accuracy are ready for the next lesson.

This lesson plan is not associated with any Common Core Standards.

**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**: K-2 Number and Operations

**Cluster**: Understand meanings of operations and how they relate to one another.

**Grade(s)**:
Grades K–2

**Standards**:

In K through grade 2 all students should

- understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations;
- understand the effects of adding and subtracting whole numbers; and
- understand situations that entail multiplication and division, such as equal groupings of objects and sharing equally.

**Discipline**: Mathematics

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

**Cluster**: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

**Grade(s)**:
Grades K–2

**Standards**:

In K through grade 2 all students should

- count with understanding and recognize "how many" in sets of objects;
- use multiple models to develop initial understandings of place value and the base-ten number system;
- develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections;
- develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers;
- connect number words and numerals to the quantities they represent, using various physical models and representations; and
- understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.

**Discipline**: Mathematics

**Domain**: All Representation

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

**Grade(s)**:
Grades K–2

**Standards**:

- Create and use representations to organize, record, and communicate mathematical ideas
- Select, apply, and translate among mathematical representations to solve problems
- Use representations to model and interpret physical, social, and mathematical phenomena

**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.