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```Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 123642
Relating Coins
Students are asked to relate the values of pennies, nickels, dimes, and quarters to other coins and to the dollar.
Subject(s): Mathematics
Intended Audience: Educators
Keywords: MFAS, coin, money, cents, dime, nickel, quarter, penny, dollar
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_RelatingCoins_Worksheet.docx
Note: This task may be implemented individually or in small groups.
1. The teacher provides the student with the Relating Coins worksheet and says, “We are going to relate the value of some coins to the values of other coins and to the
dollar bill. You may use the coins you have to help you.”
2. The teacher asks follow-up questions as needed.
Getting Started
Misconception/Error
The student does not know the values of the coins.
Examples of Student Work at this Level
The student is unable to answer all or most of the questions. When asked, the student is unable to correctly identify the values of some or all of the coins.
Questions Eliciting Thinking
What is the value of each of these coins (show the student a penny, nickel, dime, and quarter)?
Instructional Implications
Provide instruction and activities that will help the student become familiar with coins (pennies, nickels, dimes, and quarters) and their values. For example, display an array of
page 1 of 3 items and their prices. Initially use prices that correspond to the value of one coin (i.e., 1, 5, 10, or 25 cents). Provide the student with a coin and ask which items could be
purchased with that coin.
Consider using the MFAS task Identifying the Values of Coins (2.MD.3.8).
Making Progress
Misconception/Error
The student makes errors when relating values of at least one of the coins to another coin or to the dollar.
Examples of Student Work at this Level
The student knows the value of coins but makes errors when relating the value of one coin to another. For example, the student makes an error in computation or when
skip counting.
Questions Eliciting Thinking
What is the value of each of these coins (show the student a penny, nickel, dime, and quarter)?
If two quarters equals 50 cents and a dollar equals 100 cents, how many quarters does it take to make one dollar?
How could you count these nickels to find how many nickels equal one dollar?
Instructional Implications
Review counting by five and ten, as needed. Also provide instruction on counting by 25 up to 100. Guide the student to count by five, ten, or twenty-five to determine
the numbers of nickels, dimes, and quarters that are equivalent in value to the value of a given coin or dollar. Encourage the student to use manipulatives if he or she finds
Ask the student to make a table that summarizes the numbers of pennies, nickels, dimes, quarters, and dollars that equal the value of each of these coins. Consider making
a 5 x 5 table with both rows and columns labeled with each coin (i.e., penny, nickel, dime, quarter, and dollar). Note that some of the table entries cannot be completed
(e.g., the number of nickels in a penny). Ask the student to place an “X” in any entry that does not make sense.
Provide additional opportunities for the student to relate the value of one coin to another.
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student says that there are two nickels in one dime, 25 pennies in one quarter, four quarters in one dollar, and 20 nickels in one dollar.
Questions Eliciting Thinking
How many dimes are in a quarter? How many dimes and nickels are needed to equal the value of a quarter? Is there more than one way to answer this question? How
many quarters are in \$1.25?
Instructional Implications
Provide the student with multistep word problems involving money.
Consider using the MFAS task School Store (2.MD.3.8).
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
12 dimes, 25 nickels, 110 pennies, 6 quarters for each student (either from a manipulatives kit, or actual coins)
Relating Coins worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Access Privileges: Public
Related Standards
Name
Description
Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins
(quarters, dimes, nickels, and pennies) using \$ and ¢ symbols appropriately. Word problems may involve addition,
subtraction, and equal groups situations1. Example: The cash register shows that the total for your purchase is 59¢.
You gave the cashier three quarters. How much change should you receive from the cashier?
a. Identify the value of coins and paper currency.
page 2 of 3 MAFS.2.MD.3.8:
b. Compute the value of any combination of coins within one dollar.
c. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and
two one-dollar bills, how much money do you have?).
d. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five
nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are
twenty nickels in one dollar).
(1See glossary Table 1)
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