Enhanced Instructional Transition Guide
Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Unit 07: Collection of Coins (5 days)
Possible Lesson 01 (5 days)
POSSIBLE LESSON 01 (5 days)
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing
with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and
districts may modify the time frame to meet students’ needs. To better understand how your district is implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and
Midcycle State Adopted Instructional Materials.)
Lesson Synopsis:
Students count mixed collections of coins using compound skip counts to name the sum, determine equivalent collection, and record the value using the cent or dollar
symbol in real life problem situations.
TEKS:
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas
law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit.
The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148
2.3
Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems. The student is
expected to:
2.3D
Determine the value of a collection of coins up to one dollar.
2.3E
Describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins.
Underlying Processes and Mathematical Tools TEKS:
2.12
Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday
experiences and activities in and outside of school. The student is expected to:
2.12A
Identify the mathematics in everyday situations.
page 1 of 31 Enhanced Instructional Transition Guide
Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
2.12D
Use tools such as real objects, manipulatives, and technology to solve problems.
2.13
Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The
student is expected to:
2.13B
Relate informal language to mathematical language and symbols.
Performance Indicator(s):
page 2 of 31 Enhanced Instructional Transition Guide
Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Grade 02 Mathematics Unit 07 PI 01
Count a collection of coins from a real-life situation such as the following:
Chia emptied the following coins from her purse.
Record the value of Chia’s collection using two different representations. Describe how the symbol of each representation is used to name the value of Chia’s coin collection.
Compare the collection below to the above collection. Explain in words if the collections represent the same value.
Standard(s): 2.3D , 2.3E , 2.12A , 2.12D , 2.13B
ELPS ELPS.c.3H , ELPS.c.3J , ELPS.c.5G
Key Understanding(s):
Different coins can represent the same value.
Each coin represents a certain value and has specific attributes.
page 3 of 31 Enhanced Instructional Transition Guide
Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Symbols are used to record the value of coins.
A collection of coins can be calculated by using repeated addition of equally valued coins.
A collection of coins can be counted using skip counting.
Number patterns and relationships help us determine the value of a collection of coins.
Coins are used in exchange for everyday wants and needs.
Misconception(s):
Some students may place a cent symbol (¢) following a dollar symbol and decimal point (e.g., $0.75¢) and do not understand that this is an incorrect
representation.
Underdeveloped Concept(s):
Some students may not realize that equivalent coin values can be recorded using different symbolic representations (e.g., 75¢ or $ 0.75).
Vocabulary of Instruction:
cent
cent symbol “¢”
coin
decimal
dollar
dollar symbol “$”
skip count
Materials List:
Bag of Coins (14 pennies, 40 nickels, 20 dimes, 8 quarters, 4 half-dollars) (1 collection per student, 1 collection per teacher) (previously created)
cardstock (1 sheet per 2 students)
cardstock (1 sheet per 4 students)
cardstock (1 sheet per teacher)
page 4 of 31 Enhanced Instructional Transition Guide
Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
cup (1 per 2 students)
paper (1 sheet per student)
plastic zip bag (sandwich sized) (1 per 2 students)
plastic zip bag (sandwich sized) (1 per teacher)
plate (paper) (1 per 2 students)
scissors (1 per teacher)
Attachments:
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments
that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.
Price Tag Cards
Money Collection Cards
Money Collection Recording Sheet
Teacher Money Symbols
Recording Coin Collections SAMPLE KEY
Recording Coin Collections
Teacher Writing Money
Coin Counting KEY
Coin Counting
GETTING READY FOR INSTRUCTION
page 5 of 31 Enhanced Instructional Transition Guide
Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to
teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using
the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. Suggested
Day
1
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Unlike coin collections
Coin collection value
ATTACHMENTS
Engage 1
Card Set: Price Tag Cards (1 set per 2
Students explore counting collections of unlike coins.
students)
Teacher Resource: Price Tag Cards (1
Instructional Procedures:
1. Prior to instruction, create a card set: Price Tag Cards for every 2 students and a teacher set:
set per teacher)
MATERIALS
Price Tag Cards for each teacher by copying on cardstock, cutting apart, and laminating. Each
page consists of 2 card sets (16¢ and 21¢), to be used by 2 pairs of students.
Bag of Coins (14 pennies, 40 nickels, 20
dimes, 8 quarters, 4 half-dollars) (1
2. Place students in pairs and distribute a card set: Price Tag Cards and a Bag of Coins to each
pair.
3. Instruct student pairs to use their Bag of Coins to collect the price on each of the cards from card
collection per 2 students, 1 collection per
teacher) (previously created in Unit 04
Lesson 02 Engage 1)
set: Price Tag Cards, and count the collection of coins out loud. Remind student pairs that they
cardstock (1 sheet per 4 students)
must both agree that the sum of the coins matches the price on the card before moving to the next
scissors (1 per teacher)
card. Allow time for students to complete the activity. Monitor and assess student pairs to check
for understanding.
4. Display the 16¢ price tag from teacher resource: Price Tag Cards. Invite a student pair to share
page 6 of 31 Enhanced Instructional Transition Guide
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Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
the coins they collected to represent this price tag. Display the coins named by the students.
Instruct the class to count the displayed collection aloud. As they orally count, touch each coin to
confirm the count and value.
5. Invite another student pair to share the coins they collected to represent this price tag. Display the
coins named by the second pair of students. Instruct the class to count the new displayed
collection aloud. As they orally count, touch each coin to confirm the count and value.
6. Display the 21¢ price tag from teacher resource: Price Tag Cards. Repeat the discussion by
inviting two student pairs to share the coins they collected to represent this price tag. Display the
coins named by each pair of students. Instruct the class to count the displayed collection aloud.
As they orally count, touch each coin to confirm the count and value.
Topics:
MATERIALS
Unlike coin collections
Bag of Coins (14 pennies, 40 nickels, 20
Coin collection value
dimes, 8 quarters, 4 half-dollars) (1
Cent “¢” symbol
collection per student, 1 collection per
Various collections with equivalent value
teacher) (previously created)
Explore/Explain 1
Students are introduced to compound skip counting. Through whole group instruction, students
chorally count a selected collection of coins in order to name the sum of the collection and record the
value using the cent symbol.
Instructional Procedures:
page 7 of 31 Enhanced Instructional Transition Guide
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Suggested Instructional Procedures
Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Notes for Teacher
1. Distribute a Bag of Coins to each student. Instruct students to place 1 penny and 2 nickels in front
of them. Display the same coins for the class to see.
Ask:
What is the value of this penny? (1 cent)
What is the symbol you can use to write "cent"? (¢)
How can you record the value of a penny? (1¢)
What is the value of this nickel? (5 cents)
How can you record the value of a nickel? (5¢)
2. Instruct students to place their coins in order from greatest value to the least value. Demonstrate
this process for the class using the displayed coins. Allow students to make self-corrections, as
needed.
3. Explain to students that since a nickel is worth 5 cents, 2 nickels together makes 10 cents. When
a penny is added, the sum of the coins is 11 cents. Instruct students to count the coins again with
you as they touch each corresponding coin: "5, 10, 11." Next to the coins, record: 5 + 5 + 1 =
11¢.
4. Explain to students that when people count a collection of coins that are not all the same, they
often group the like coins together to make skip counting, and finding the sum, easier. The coins
are often counted in sets from the largest valued coin to the smallest valued coin.
5. Instruct students to place a new set of coins in front of them; 2 dimes and 1 nickel. Display the
same coins for the class to see.
Ask:
page 8 of 31 Enhanced Instructional Transition Guide
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Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Notes for Teacher
What is the value of this nickel? (5 cents)
How can you record the value of a nickel? (5¢)
What is the value of this dime? (10 cents)
How can you record the value of a dime? (10¢)
6. Instruct students to place their coins in order from greatest value to the least value. Demonstrate
this process for the class using the displayed coins. Allow students to make self-corrections, as
needed.
7. Instruct the class to chorally count the coins with you as they touch each corresponding coin: “10,
20, 25.” Next to the coins record: 10 + 10 + 5 = 25¢.
8. Remind students that 25 cents can be represented in a variety of ways, using other collections of
coins. Instruct students to use their Bag of Coins to count out another collection of coins to
represent 25 cents. Allow time for students to explore the possible combinations.
9. Invite various student volunteers to share their combination. Display the coins named by the
student. Instruct the class to count the displayed collection aloud. As they orally count, touch
each coin to confirm the count and value. Record the number sentence of each collection created
for the class to see.
10. If time allows, challenge pairs of students to find as many different collections valued at 25 cents
as they can, then compare lists to make a large class list of all the combinations.
2
Topics:
Spiraling Review
Unlike coin collections
Coin collection value
ATTACHMENTS
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Day
Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
Cent “¢” symbol
Card Set: Money Collection Cards (1 set
Explore/Explain 2
per 2 students)
Students match a coin collection to a specific value.
Handout: Money Collection Recording
Sheet (1 per student)
Instructional Procedures:
1. Prior to instruction, create a card set: Money Collection Cards for every 2 students by copying
on cardstock, cutting apart, and placing in a plastic zip bag.
2. Place students in pairs. Distribute handout: Money Collection Recording Sheet to each student
and a card set: Money Collection Cards to each pair.
3. Display teacher resource: Money Collection Recording Sheet and review the sample row with
the class. Instruct students to match the coins to the correct sum from card set: Money
Teacher Resource: Money Collection
Recording Sheet (1 per teacher)
MATERIALS
cardstock (1 sheet per 2 students)
scissors (1 per teacher)
plastic zip bag (sandwich sized) (1 per 2
students)
Collection Cards and then record the match on their handout: Money Collection Recording
Sheet. Allow time for students to complete the activity. Monitor and assess student pairs to
check for understanding. Facilitate individual discussions with students about the activity, as
needed.
Topics:
ATTACHMENTS
page 10 of 31 Enhanced Instructional Transition Guide
Suggested
Day
Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
Unlike coin collections
Teacher Resource: Teacher Money
Coin collection value
Symbols (1 per teacher)
Cent “¢” symbol
Teacher Resource: Recording Coin
Dollar symbol
Collections Sample KEY (1 per teacher)
Decimal
Teacher Resource: Recording Coin
Collections (1 per teacher)
Explore/Explain 3
Handout: Recording Coin Collections (1
Students explore different representations for the same collection of coins. Through whole group
per student)
instruction, students demonstrate part-whole relationships using the decimal point and dollar symbol
Teacher Resource: Teacher Writing
as labels to represent the value of money and practice representing the different representations for
Money (1 set per teacher)
the same collection of coins.
MATERIALS
Instructional Procedures:
1. Prior to instruction, create card set: Teacher Writing Money for each teacher by copying on
cardstock, cutting apart, and placing in a plastic zip bag.
cardstock (1 sheet per teacher)
scissors (1 per teacher)
plastic zip bag (sandwich sized) (1 per
teacher)
2. Distribute a Bag of Coins to students and present the following scenarios to the class:
The school vending machine is broken and will not accept quarters. Use your Bag of
Coins to create various coin combinations you could use to buy a bag of chips for 50¢.
3. Invite students to display their collections and demonstrate counting the collection. Continue to
Bag of Coins (14 pennies, 40 nickels, 20
dimes, 8 quarters, 4 half-dollars) (1
collection per student, 1 collection per
teacher) (previously created)
invite students to share their combinations until at least 4 different representations are shown and
counted.
Ask:
Is it important to be able to represent a collection of coins in a variety of ways?
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Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Notes for Teacher
Explain. Answers may vary.
4. Present a new scenario to the class:
My coin purse is too full to close. To minimize the amount of coins I want to trade the
following coins for quarters: 10 pennies, 3 dimes, and 6 nickels. How many trades would I
be able to make?
Ask students to use their Bag of Coins to represent a minimal collection of the coins in your
purse.
5. Invite a student to display their trades and demonstrate counting the collections. Ask students
how they would represent the value of each of the collections demonstrated. Record the
representations on the board.
6. Explain to students that they have represented the value of money using the word “cents” and the
cent symbol “¢.” Today they will be introduced to symbols that can be used in place of the word
“cents” or the cent symbol “¢.”
7. Display the decimal and the dollar symbol from teacher resource: Teacher Money Symbols.
Explain to students that these two symbols are always written together when representing the
value of money less than a dollar or if there is a combination of dollars and cents, however they will
never be used in combination with the cent symbol “¢.”
8. Using the decimal symbol from teacher resource: Teacher Money Symbols explain to students
that this symbol is called a decimal point. Demonstrate pointing to the appropriate area on either
side of the decimal point and describe how the decimal is used to separate the whole dollar
amounts from the parts or fractions of a dollar. Explain to students that the whole dollar amounts
are always written between the dollar symbol and the decimal point, or to the left of the decimal
page 12 of 31 Enhanced Instructional Transition Guide
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Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Notes for Teacher
point.
9. Record the money amounts for one penny, one nickel, one dime, one quarter, two quarters, three
quarters, four quarters, and a half-dollar using the dollar symbol and decimal point. ($0.01, $0.05,
$0.10, $0.25, $0.50, $0.75, $1.00, $0.50) Facilitate a class discussion about how money amounts
with no whole dollars are recorded with a zero to the left of the decimal.
10. Distribute handout: Recording Coin Collections to each student. Display the card from card set:
Teacher Writing Money that represents 28 cents. Instruct students to take out matching coins
from their Bag of Coins to represent the amount displayed on the card.
Ask:
What is the value of the collection of coins on this card? (28 cents)
11. Demonstrate counting the collection of coins, pointing to each corresponding coin as you count.
“10, 20, 25, 26, 27, 28.”
Ask:
Does this collection of coins make a whole dollar? Explain. (No, because you need 100
cents to make a whole dollar.)
Will you write this amount on the left or the right of the decimal on your handout?
Explain. (On the right because it is less than one dollar.)
What could you write between the dollar symbol and the decimal point? Explain. (A
zero because I do not have any whole dollars.)
12. Demonstrate how to record 28 cents using dollar and decimal notation.
Ask:
page 13 of 31 Enhanced Instructional Transition Guide
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Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
How can you write this value using the cents sign? (I could write 28 before the cents
sign.)
13. Allow time for students to fill in the correct notation on their handout: Recording Coin
Collections. Remind students that it is never correct to use a cent symbol and a dollar symbol at
the same time. Only the cent symbol alone or the dollar symbol and decimal point can be used to
represent the value of the collection, but never together.
14. Repeat the activity again with another card from teacher resource: Teacher Money Symbols by
displaying the card and instructing students to model the representation with coins from their Bag
of Coins. Facilitate class discussions about the value of the collection, if the collection makes a
whole dollar, and how the value can be represented with the dollar symbol and decimal point or
with the cent symbol. Allow time for students to record the correct notations for each collection of
coins.
3
Topics:
Spiraling Review
Unlike coin collections
Coin collection value
MATERIALS
Cent “¢” symbol
Dollar symbol
cup (1 per 2 students)
Decimal
plate (paper) (1 per 2 students)
Bag of Coins (14 pennies, 40 nickels, 20
Elaborate 1
dimes, 8 quarters, 4 half-dollars) (1
Student pairs spill coins onto a paper plate. They then count and record the value of the collection
collection per 2 students, 1 collection per
page 14 of 31 Enhanced Instructional Transition Guide
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Day
Suggested Instructional Procedures
using symbols and words.
Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Notes for Teacher
teacher) (previously created)
paper (1 sheet per student)
Instructional Procedures:
1. Place students in pairs and distribute a cup, paper plate, and Bag of Coins to each pair. Instruct
TEACHER NOTE
students to remove 5 pennies, 5 nickels, and 5 dimes from their Bag of Coins and place them in
Teaching only one method of counting limits
their cup.
students' thinking. The two strategies used in this
2. Instruct student pairs that the student with the longest first name will get to choose “heads or tails”
lesson include the “counting on” method (e.g., 10,
for the following activity. Explain to students that they will spill the coins onto a paper plate, and
20, 30, 35, 40, 41, 42, 43) and the “addition
one partner will be responsible for skip counting the sum of the coins that are “head” side up while,
method” (30 + 10 + 3 = 43).
the other partner will be responsible for skip counting the value of the coins that are “tails” side up.
3. Instruct students to begin the activity. Allow time for students to complete 2 spills. Monitor and
assess student pairs to check for understanding and to observe counting strategies.
4. Distribute a sheet of paper to each student. Instruct students to repeat the activity 2 more times,
recording their first spill on the front side on their paper and the second spill on the back side of
the same piece of paper by tracing around each of the coins they are assigned to count, and
marking each coin with the first letter of its name to distinguish the coin recorded. Allow time for
students to record their two spills. Monitor and assess student pairs to check for understanding.
5. Instruct students to count their recorded coin collection and record how they counted the sum
using the cents symbol and/or decimal notation. Allow time for students to complete the record.
Monitor and assess students to check for understanding and to observe counting strategies.
Example:
page 15 of 31 Enhanced Instructional Transition Guide
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Suggested Instructional Procedures
Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Notes for Teacher
6. Display the following coins: 3 dimes, 2 nickels, and 3 pennies. Model the “addition method” of
counting coins for students by arranging the coins in order from the greatest valued coin to the
least valued coin, and then point to each dime as you orally count the set of dimes: “10, 20, 30,”
stop, and record the sum of “30” below the set of dimes.
Ask:
What is the next set of coins? (nickels)
How should the nickels be counted? (by fives)
7. Model pointing to each nickel as you orally count the set of nickels; “5, 10,” stop, and record the
sum of “10” below the set of nickels.
page 16 of 31 Enhanced Instructional Transition Guide
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Suggested Instructional Procedures
Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Notes for Teacher
Ask:
What is the last set of coins needing to be counted? (pennies)
When counting pennies, what number do you count by? (ones)
8. Model pointing to each penny as you orally count the set of pennies; “1, 2, 3,” stop, and record the
sum of “3” below the set of pennies.
9. Explain to students that by keeping a running total each time you count “like coins” all you have to
do is add them together to get the sum of the coin collection.
Ask:
What is the number sentence that represents this collection of coins? (30 + 10 + 3 =
page 17 of 31 Enhanced Instructional Transition Guide
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Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
43¢)
What is the total of the collection? (43¢)
How can the value of this collection be represented two ways? (43¢ or $0.43)
4
Topics:
Spiraling Review
Unlike coin collections
Coin collection value
ATTACHMENTS
Cent “¢” symbol
Dollar symbol
Teacher Resource: Coin Counting Key (1
Decimal
per teacher)
Handout: Coin Counting (1 per student)
Elaborate 2
Students practice counting a collection of coins and record the total of the collection using appropriate
labels.
MATERIALS
Bag of Coins (14 pennies, 40 nickels, 20
dimes, 8 quarters, 4 half-dollars) (1
Instructional Procedures:
collection per student) (previously created)
1. Distribute handout: Coin Counting and a Bag of Coins to each student. Instruct students to use
their coins to help them reorganize and count pictured coin sets. Allow time for students to
complete the handout independently. Monitor and assess students to check for understanding.
2. Facilitate a class discussion about the handout.
Ask:
How did you represent the value of the collections in a variety of ways? Answers will
page 18 of 31 Enhanced Instructional Transition Guide
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Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
vary depending on the coin collection.
Who can describe how the representations are alike? Answers will vary.
How are they different? Answers will vary.
5
Evaluate 1
MATERIALS
Instructional Procedures:
Bag of Coins (14 pennies, 40 nickels, 20
1. Assess student understanding of related concepts and processes by using the Performance
Indicator(s) aligned to this lesson.
dimes, 8 quarters, 4 half-dollars) (1
collection per student) (previously created)
Performance Indicator(s):
Grade 02 Mathematics Unit 07 PI 01
Count a collection of coins from a real-life situation such as the following:
Chia emptied the following coins from her purse.
Record the value of Chia’s collection using two different representations. Describe how the symbol of
each representation is used to name the value of Chia’s coin collection. Compare the collection below to
page 19 of 31 Enhanced Instructional Transition Guide
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Suggested Instructional Procedures
Grade 2/Mathematics
Unit 07:
Suggested Duration: 5 days
Notes for Teacher
the above collection. Explain in words if the collections represent the same value.
Standard(s): 2.3D , 2.3E , 2.12A , 2.12D , 2.13B
ELPS ELPS.c.3H , ELPS.c.3J , ELPS.c.5G
04/09/2013
page 20 of 31 Grade 2
Mathematics
Unit: 07 Lesson: 01
Price Tag Cards
16¢
21¢
16¢
21¢
©2012, TESCCC
09/07/12
page 1 of 1
Grade 2
Mathematics
Unit: 07 Lesson: 01
Money Collection Cards
14¢
30
cents
55¢
United States coin image(s) used following official guidelines from the United States Mint
©2012, TESCCC
04/09/13
page 1 of 1
Grade 2
Mathematics
Unit: 07 Lesson: 01
Money Collection Recording Sheet
Value of Coins
20¢
Coin Counts
10¢
5¢
5¢
10 + 5 + 5 = 20 cents
©2012, TESCCC
09/07/12
page 1 of 1
Grade 2
Mathematics
Unit: 07 Lesson: 01
Teacher Money Symbols
¢
$
•
©2012, TESCCC
09/07/12
page 1 of 1
Grade 2
Mathematics
Unit: 07 Lesson: 01
Recording Coin Collections SAMPLE KEY
(cards may be used at random)
©2012, TESCCC
$0.40
$0.75
40¢
75¢
$0.28
$0.90
28¢
90¢
$1.00
$0.43
100¢
43¢
09/07/12
page 1 of 1
Grade 2
Mathematics
Unit: 07 Lesson: 01
Recording Coin Collections
$________ . __________
$________ . __________
_________¢
_________¢
$________ . __________
$________ . __________
_________¢
_________¢
$________ . __________
$________ . __________
_________¢
©2012, TESCCC
_________¢
09/07/12
page 1 of 1
Grade 2
Mathematics
Unit: 07 Lesson: 01
Teacher Writing Money
United States coin image(s) used following official guidelines from the United States Mint
©2012, TESCCC
04/09/13
page 1 of 1
Grade 2
Mathematics
Unit: 07 Lesson: 01
Coin Counting KEY
For problems 1 – 3, count the coins. Write the amount of the coins using the dollar symbol
and decimal, and using the cents sign.
1.
$0.47
47¢
2.
$0.36
36¢
3.
$0.51
51¢
United States coin image(s) used following official guidelines from the United States Mint
©2012, TESCCC
04/09/13
page 1 of 2
Grade 2
Mathematics
Unit: 07 Lesson: 01
Coin Counting KEY
For problems 4 - 5, draw two different ways to create the amount using coins. In the second
box show two ways to write the total using the dollar sign and decimal point, and using the
cent sign.
4. 27 cents Answers may vary.
Picture
Total
Q
P
P
$0.27
D
N
D
P
P
27¢
5. 73 cents Answers may vary.
Picture
Q
Q
D
P
P
Total
D
P
$0.73
Q
Q
N
D
N
©2012, TESCCC
P
73¢
P
P
04/09/13
page 2 of 2
Grade 2
Mathematics
Unit: 07 Lesson: 01
Coin Counting
For problems 1 – 3, count the coins. Write the amount of the coins using the dollar symbol
and decimal, and using the cents sign.
1.
$___ . ____
____¢
2.
$___ . ____
____¢
3.
$___ . ____
____¢
United States coin image(s) used following official guidelines from the United States Mint
©2012, TESCCC
04/09/13
page 1 of 2
Grade 2
Mathematics
Unit: 07 Lesson: 01
Coin Counting
For problems 4 - 5, draw two different ways to create the amount using coins. In the second
box show two ways to write the total using the dollar sign and decimal point, and using the
cent sign.
4. 27 cents
Picture
Total
$___ . ____
___¢
5. 73 cents
Picture
Total
$___ . ____
____¢
©2012, TESCCC
04/09/13
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