50 State Quarters Game

Summary

Using their knowledge of place value and number sense, students can play this counting game in small groups or as a whole class to see who will be the first person to reach 50 cents.

• Cent
• Nickel
• Dime
• Quarter

Coin Program(s)

• 50 State Quarters

Objectives

• Students will practice counting money.
• Students will practice exchanging money (for example, 5 pennies for 1 nickel).

• Math

• Kindergarten

Class Time

Sessions: One
Session Length: 30-45 minutes
Total Length: 0-45 minutes

Groupings

• Whole group
• Small groups
• Individual work

• Counting
• Math games
• Number sense
• Place value

Materials

For each group of students (3-4) you will need:

• One die or spinner
• 50 pennies
• 20 nickels
• 15 dimes
• 10 quarters from the 50 State Quarters® Program

You can use this game as a learning station to practice place value and number sense or as a whole group lesson if you have enough coins.

1. Start by holding up two of the quarters. Describe for the kids which states are depicted on the quarters.
2. Pull down a map of the United States. See if the students can guess what the two quarters and the United States map have in common. (The two coins are worth 50 cents and there are 50 states!)
3. Explain to your students that the goal of the game is to get to 50 states (two quarters) first. Each student takes a turn rolling the die or using the spinner. They get a penny for each number they roll or spin. When it is their turn to roll or spin, they can also exchange their money for larger denomination (e.g. 5 pennies for 1 nickel) The first person to get exactly 50 states (two quarters) wins.
4. Designate one student to be the banker for the game. Their role is to pass out the money, make sure the students are making the correct exchanges when they trade in their coins, and make sure that all money is accounted for at the end of the game.

5. Demonstrate the game with a student volunteer as your partner, using an overhead projector so that the whole class can see.

6. Distribute the supplies to your students.
7. Allow your students to play the game in small groups for 20 to 25 minutes.
8. Regroup your class and discuss how the game went. Ask if they found any strategies for being the first person to get to 50 cents.

Differentiated Learning Options

Have students draw pictures to show the different money exchanges they can make during the game.

Enrichments/Extensions

• Have students write sentences about what they learned from playing they game.
• Have students write out winning strategies for the 50 State Quarters Game.

Take anecdotal notes to evaluate the students' achievement of the lesson objectives.

Games

Discipline: Math
Domain: 1.NBT Number and Operations in Base Ten
Cluster: Extend the counting sequence
Standards:

• 1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Discipline: Math
Domain: 1.NBT Number and Operations in Base Ten
Cluster: Understand place value
Standards:

• 1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases.
• 10 can be thought of as a bundle of ten ones - called a "ten".
•  The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones.
• The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones)
• 1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Discipline: Math
Domain: 1.OA Operations and Algebraic Thinking
Cluster: Represent and solve problems involving addition and subtraction
Standards:

• 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart and comparing with unknowns in all positions, eg, by using objects, drawings and equations with a symbol for the unknown number to represent the problem.
• 1.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, eg, by using objects, drawings and equations with a symbol for the unknown number to represent the problem.

Discipline: Math
Domain: 1.OA Operations and Algebraic Thinking
Cluster: Work with addition and subtraction equations
Standards:

• 1.OA.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
• For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
• 1.OA.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
• For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ?? - 3, 6 + 6 = ??.

Discipline: Math
Domain: K.CC Counting and Cardinality
Cluster: Count to tell the number of objects
Standards:

• K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.
• When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
• Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
• Understand that each successive number name refers to a quantity that is one larger.
• K.CC.5. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Discipline: Mathematics
Domain: K-2 Number and Operations
Cluster: Compute fluently and make reasonable estimates.
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.
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: All Representation
Cluster: Instructional programs from kindergarten through grade 12 should enable all students to