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Stamping Coins

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Summary

Students will learn and demonstrate that they can use a variety of coin combinations to make a single amount. 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 about coin equivalents.
  • Students will learn all the ways to make 50 cents using different coin combinations.

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
  • Pairs

Terms and Concepts

  • Cent
  • Coin equivalents
  • Dime
  • Half dollar
  • Money
  • Nickel
  • Penny
  • Quarter
  • Representation

Materials

  • 1 large piece of paper for each student pair
  • 1 paper strip or precut shape for each student pair that relates directly to the story read in the first lesson, “For Sale!” This shape should be different from the shape used in the second lesson, “Mixing Coins.”
  • Real or play coins: pennies, nickels, dimes, quarters, and a half dollar for each group of students
  • Glue
  • Coin stamps in the same denominations as the coins

Preparations

Cut and write amounts on the paper strips or precut shapes. They must be large enough to allow attaching multiple coin stamps to equal the total amount.

  1. Review with the students skip counting with coins and counting out coins to match numerical values.
  2. Introduce your students to the idea that they can make a single coin amount using different coin combinations. Model with your students one way to make 25 cents, and then invite students to try to make 25 cents in a different way.
  3. Once the students seem comfortable with this concept, divide the class into pairs. Give each pair a paper strip or shape (to glue on top of a large piece of paper), an assortment of real or play coins, and coin stamps.
  4. Have the students use their coins to make all possible combinations that equal 50 cents. Each time the students find a new combination, have them attach the correct coin stamps in a row on their strip or cut-out shape.

Differentiated Learning Options

Students could also do this assignment independently or in larger groups, depending on their needs.

Evaluate the pages where the students show different ways to make 50 cents.

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

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: K-2 Number and Operations
Cluster: Understand meanings of operations and how they relate to one another.
Grade(s): Grades K–12
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–12
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–12
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 

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