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# How Much for Your Name?

### Summary

Students will create different coin combinations for a single amount.

### Coin Type(s)

- Cent
- Nickel
- Dime
- Quarter

### Coin Program(s)

- Generic

### Objectives

- Students will practice counting.
- Students will demonstrate their knowledge of the value of coins.
- Students will demonstrate their knowledge of coin combinations.

### Major Subject Area Connections

- Math

### Minor/supporting Subject Area Connections

- Language Arts

### 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
- Individual work

### Terms and Concepts

- Coin combinations
- Coins
- Money
- Value

### Materials

- Set of circulating coins for each group of 4 students
- Sheet of poster paper for each student with a black line dividing the board horizontally, and the bottom half broken into 3 even sections
- Pencil and crayons
- Chart/overhead transparency displaying letter values

### Preparations

Make a chart with an assigned value for each letter of the alphabet: A=1, B=2, C=3, D=4, etc.

- Display a chart with the assigned value of each letter of the alphabet: A=1, B=2, C=3, D=4, etc.
- Have each child write out the letters of their first name on the top half of their piece of poster board.
- Have the students figure out the "value" of each letter of their name based on the classroom chart and write this on their poster.
- Have your students add the “value” of each letter together to find the total “value” of their name. Have them write this on the poster board as well.
- Have the students work in groups to "make change" for the value of their name. The students should come up with at least 3 different coin combinations.
- Have the students trace the coins onto the bottom half of their poster board and write the coin value inside the tracing, to show the different combinations for the value of their name.
- Have the students write sentences about the value of their name. For example: "My name is Ann. The value of my name is 29 cents. You can make 29 cents using one quarter and 4 pennies."

### Differentiated Learning Options

Students can just make one combination for the value of their name.

### Enrichments/Extensions

For students whose name's value is under one dollar, have the students show how much change they would get if they "purchased" their name for a dollar.

- Have the students exchange posters in their groups and count each other's coin combinations.
- Evaluate the accuracy of the students' name value and number sentences.

There are no related resources for this lesson plan.

**Discipline**: Math

**Domain**: 1.NBT Number and Operations in Base Ten

**Grade(s)**:
Grade 1

**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

**Grade(s)**:
Grade 1

**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**: K.CC Counting and Cardinality

**Grade(s)**:
Grade 1

**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.

**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**: 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