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Matching Pairs

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Students will match coins (of different denominations) to different amounts. This lesson is part of the Unit Plan “Creative Coin Combinations.”

Coin Type(s)

  • Cent
  • Nickel
  • Dime
  • Quarter
  • Half dollar

Coin Program(s)

  • Generic


  • Students will demonstrate making coin equivalents.
  • Students will match coins to different amounts.

Major Subject Area Connections

  • Math


  • Kindergarten
  • First grade
  • Second grade

Class Time

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


  • Pairs

Terms and Concepts

  • Cent
  • Coin equivalents
  • Dime
  • Half dollar
  • Math games
  • Money
  • Nickel
  • Patterns
  • Penny
  • Quarter


  • Paper shapes with coin values on them ("quarter," "dime," "nickel," etc.) used in the second lesson, “Mixing Coins” (if you used shapes).
  • Paper shapes with numeric values on them ("1," "5," "10," "15," etc.) used in the third lesson, “Stamping Coins,” (if you used shapes).
  • Blank paper shapes used in the second lesson, “Mixing Coins,” to give as awards during the game
  • 1 large die-cut shape for the class, the same shape used in the third lesson, “Stamping Coins,” for a bulletin board display


Cut the paper shapes for the matching game, awards, and bulletin board. Write values on the game pieces.

  1. Divide the class into pairs and explain to the students that they will be using the skills they learned over the past few days to play a math matching game.
  2. Model one turn of the game for the students. Match a shape (listing coin values) to the same shape (with the equivalent numerical value on it). Every time a student makes a successful match, he or she gets a blank shape for their collection.
  3. Monitor the students to see if they are counting correctly.
  4. When the game is over, have the students write their names on and decorate the blank shapes in their collection.
  5. Create a bulletin board within or outside the classroom that relates to the story read at the beginning of this unit. It should be covered with the students' decorated shapes and could be titled, “For Sale!”

Differentiated Learning Options

  • Allow students extra time.
  • Allow a parent volunteer or teacher assistant to work with each child individually.

Evaluate by observation whether the students demonstrate that they are counting correctly.

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

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

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

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

  • 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