Money
Objectives To review money amounts with coins; to guide
children
as they write dollars-and-cents notation and compare
c
money amounts.
www.everydaymathonline.com
ePresentations
eToolkit
Algorithms
Practice
EM Facts
Workshop
Game™
Teaching the Lesson
Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
Key Concepts and Skills
Interpreting Pictographs
• Identify value of digits in decimal
(dollars-and-cents) notation. Student Reference Book, pp. 88
and 89
Math Journal 1, pp. 18A and 18B
Children analyze data from a
pictograph.
[Number and Numeration Goal 1]
• Write money amounts in decimal
(dollars-and-cents) notation. [Number and Numeration Goal 1]
• Compare money amounts. [Number and Numeration Goal 6]
• Calculate values of coin and bill
combinations. [Operations and Computation Goal 2]
Key Activities
Children review dollars-and-cents notation,
use the < and > symbols to compare money
amounts, and make change.
Math Boxes 1 10
Math Journal 1, p. 19
Children practice and maintain skills
through Math Box problems.
Home Link 1 10
Math Masters, p. 24
Children practice and maintain skills
through Home Link activities.
Curriculum
Focal Points
Interactive
Teacher’s
Lesson Guide
Differentiation Options
READINESS
Playing Coin Top-It
Math Masters, p. 403
Student Reference Book, p. 270
scissors
Children practice comparing values
of coin combinations.
ENRICHMENT
Sharing Money
Math Masters, pp. 25 and 399
tool-kit coins
Children work with coins and bills to share
$5 equally among six children.
Ongoing Assessment:
Informing Instruction See pages 62
and 63.
Ongoing Assessment:
Recognizing Student Achievement
Use journal page 17. [Number and Numeration Goal 6]
Key Vocabulary
decimal decimal point make change
Materials
Math Journal 1, pp. 17 and 18
Student Reference Book, p. 212
Home Link 1 9
slate 25–30 pennies and 6–10 nickels,
dimes, and quarters
Advance Preparation
For Coin Top-It in Part 3, each child will need a copy of Math Masters, page 403. For the optional Enrichment
activity in Part 3, make copies of Math Masters, page 399 to provide five $1 bills for each small group.
Teacher’s Reference Manual, Grades 1–3 pp. 162–165
Lesson 1 10
61
Mathematical Practices
SMP1, SMP2, SMP3, SMP4, SMP6, SMP7
Content Standards
Getting Started
3.NBT.2, 3.MD.3
Bold SMP = Guiding Questions at everydaymathonline.com
Mental Math and Reflexes
Math Message
Have children count orally.
Do Problem 1 on journal page 17.
Count by dimes, beginning with 60¢: 60¢, 70¢, 80¢, 90¢, ...
Begin with $1.80: $1.80, $1.90, $2.00, ...
Count by nickels, beginning with 25¢: 25¢, 30¢, 35¢, ...
Begin with $2.45: $2.45, $2.50, $2.55, ...
Bold = Focus of lesson
Home Link 1 9 Follow-Up
Count by quarters; begin with 25 cents: 25¢, 50¢, 75¢, ...
Begin with $3.00: $3.00, $3.25, $3.50, ... Continue as time permits.
Have children share their strategies for
making the smallest and largest numbers
they could.
1 Teaching the Lesson
Some children may benefit from doing the
Readiness activity before you begin Part 1
of the lesson. See the Readiness activity in
Part 3 for details.
Math Message Follow-Up
WHOLE-CLASS
DISCUSSION
(Math Journal 1, p. 17)
Have children share coin combinations. Record their combinations
on the board using Î, Â, Í, and ‰. Some possibilities:
NOTE Some children may be unfamiliar
with the Î, Â, Í, and ‰ notation. Show the
actual coins and match the appropriate notation to each coin. Point out that 2‰ means
‰ ‰.
‰‰‰ÍÎÎÎÎ
ÍÍÍÍÍÍÍÍÂÎÎÎÎ
‰‰ÍÍÍÂÎÎÎÎ
Tell children that today’s lesson will review dollars-and-cents
notation.
Reviewing Dollars-and-Cents
Student Page
Date
Notation
Time
LESSON
Using Coins
1 10
Math Message
Ask a volunteer to write 45 cents on the board in dollars-and-cents
notation. $0.45.
1. You buy a carton of juice for 89 cents. Show two ways to pay for it with exact
change. Draw Î to show pennies, Â to show nickels, Í to show dimes, and
Sample answers:
‰ to show quarters.
a.
‰‰‰ÍÎÎÎÎ b. ‰‰ÍÍÍÂÎÎÎÎ
●
What does the 0 stand for? The number of dollars; there are
none.
●
What does the 4 stand for? The number of dimes, or 40 cents
●
What does the 5 stand for? The number of pennies, or 5 cents
Write each of the following amounts in dollars-and-cents notation. The first one is
done for you.
2. three dimes and one nickel
$0.35
$0.57
3. five dimes and seven pennies
4. fourteen dimes
$1.40
5. two quarters and four pennies
$0.54
6. three dollars and one nickel and three pennies
7. seven dollars and eight dimes
$3.08
$7.80
Ongoing Assessment: Informing Instruction
Write =, <, or >.
8. $0.68
<
‰‰‰‰
9. ÍÍÂÂÂÎÎ
10. $1.18
>
=
<
‰ÂÎ
$1.81
11. three quarters
13. $0.67
>
Remember
Watch for children who write $4.6 for 4 dollars and 6 cents and $0.8 for 8 cents.
Emphasize that in dollars-and-cents notation, the decimal point must be followed
by two digits. The first digit after the decimal represents the number of dimes; the
second digit represents the number of pennies.
= means is equal to
< means is less than
<
12. ten dimes
> means is greater than
three dimes
one dollar
seven dimes
Math Journal 1, p. 17
001-029_EMCS_S_SMJ_G3_U01_576353.indd 17
62
WHOLE-CLASS
ACTIVITY
4/18/11 2:59 PM
Unit 1 Routines, Review, and Assessment
Remind children that 0.45 is an example of a decimal. The period
between the 0 and the 4 is called a decimal point.
Repeat the process with 55 cents. Then dictate several amounts for
children to record on their slates.
Adjusting the Activity
Provide coins for children to use
during the lesson.
AUDITORY
●
1 dollar and 18 cents $1.18 Circle the digit that shows the
number of dollars. The first 1
●
2 dollars and 47 cents $2.47 Circle the digit that shows the
number of pennies. 7
●
13 dollars and 80 cents $13.80 Circle the digit that shows the
number of $10 bills. 1
●
4 dollars and 6 cents $4.06 Circle the digit that shows the
number of dimes. 0
●
8 cents $0.08 Circle the digit that shows the number of dollars.
The first 0
KINESTHETIC
TACTILE
VISUAL
$1.28 is less than $1. 40
$1.28 < $1. 40
$1. 40 is greater than
$1.28
$1. 40 > $1.28
Continue until most children seem comfortable with writing
amounts in dollars-and-cents notation.
25 > 20
Ongoing Assessment: Informing Instruction
Watch for children who write money amounts with both the $ and ¢, as in
$3.45¢. Remind them that when the $ sign and decimal point are used, it is not
necessary to use the ¢ sign.
Reviewing the > and
< Symbols
20 < 25
WHOLE-CLASS
DISCUSSION
PROBLEM
PRO
P
RO
R
OB
BLE
BL
LE
L
LEM
EM
SO
S
SOLVING
OL
O
LV
VIN
IN
ING
Algebraic Thinking Ask children which amount is smaller—$1.28
or $1.40. $1.28 Write “$1.28 is less than $1.40” on the board.
●
What is the symbol for is less than? < Write “$1.28 < $1.40”
under the first statement.
●
What is the symbol for is greater than? > Write “$1.40 is
greater than $1.28” with “$1.40 > $1.28” under it.
25
25
20
Demonstrations of > and < symbols
Ask children to share their strategies for remembering the
meaning of > and <.
Dictate two amounts, which children write on their slates with
space between. Children then write the correct relation symbol
between the numbers. Suggestions: $2.42 > $2.04; $13.30 > $3.08;
$5.62 < $18.98. Repeat as needed.
20
Adjusting the Activity
A number of strategies can help
with remembering the meaning of the > and
< symbols.
• Use various animal analogies, such as the
mouth must be open to swallow the bigger
number.
• The less than symbol looks like the finger
and thumb of the left hand. (Point out that
less and left have the same first letter.)
• Draw two dots by the larger number and
one dot by the smaller number. Connect
each of the two dots to the single dot, and
the symbol will be oriented correctly.
AUDITORY
KINESTHETIC
TACTILE
Lesson 1 10
VISUAL
63
Practicing Skills with Money
Student Page
Date
Time
LESSON
Using Coins
1 10
䉬
INDEPENDENT
ACTIVITY
(Math Journal 1, pp. 17 and 18;
Student Reference Book, p. 212)
continued
14. Circle the digit that represents dimes.
PROBLEM
PR
PRO
P
RO
R
OBL
BLE
B
LE
L
LEM
EM
SO
S
SOLVING
OL
O
LV
VIN
IIN
NG
N
G
$17.6 3
Ask the class to turn to page 212 in the Student Reference Book.
Review how a vending machine works: If the Exact Change light
is on, you must put in the exact amount. If the light is off and you
don’t have the exact amount, you may put in more than the exact
amount, and the machine will make change.
15. Circle the digit that represents pennies.
$18.3 4
16. Circle the digit that represents dimes.
3 5¢
17. Jean wants to buy a carton of milk for 35¢.
15¢
How much change will she get from 2 quarters?
Use ‰, Í, Â, and Î to show her change in two ways.
Pose a making-change problem: Pretend that the Exact Change
light is off. You want to buy a carton of grape juice for 45¢. How
much change would you get if you put in a dollar bill? 55¢ Have
children share their strategies.
Sample answers: ÍÂ or ÂÂÂ
Try This
Use the Drinks Vending Machine Poster on Student Reference Book, page 212.
18. Marcy wants to get a strawberry yogurt drink and a chocolate milk from the
vending machine. She has only dollar bills.
no
a.
If the Exact Change light is on, can she buy what she wants?
b.
If the Exact Change light is off, how many dollar bills will she put in the
Possible strategies:
Count up from 45¢.
2
machine?
How much change will she get?
$0.90
Find the difference between 45 pennies and 100 pennies.
Change a dollar to ‰ ‰ ‰ Í Í Â and take away 45¢
(‰ Í Í), leaving ‰ ‰ Â, or 55¢.
Math Journal 1, p. 18
Have children work on their own or with a partner to complete
both journal pages. When most children have completed the
pages, briefly go over the answers.
25›
10›
5›
1›
75›
‰
Í
Â
Î
‰‰‰
Adjusting the Activity
ELL
For problems in which the amounts are written in words or shown
as coins, have children record the values above the words or illustrations
(See margin).
A U D I T O R Y
K I N E S T H E T I C
T A C T I L E
Student Page
Date
Ongoing Assessment:
Recognizing Student Achievement
Time
LESSON
Interpreting a Pictograph
1 10
The pictograph shows how many fish each child caught
on a fishing trip.
Beth
Maria
KEY:
V I S U A L
Journal
page 17
Problems 8–10
Use journal page 17 to assess children’s ability to compare values of coin
and bill combinations. Children are making adequate progress if they are able
to solve Problems 8–10 using coins. Some children may be able to complete
Problems 11 through 13 using coins. Still others may be successful without the
use of coins.
Number of Fish Caught at Clear Lake
Amy
= 2 fish
Max
[Number and Numeration Goal 6]
Chen
Bill
Answer each question.
1. How many fish did Amy catch?
2. How many fish did Chen catch?
3. How many fish did Bill catch?
2
8
10
Money skills will be revisited in Math Boxes exercises, but after
Lesson 1-11, they will not be the focus of instruction.
fish
fish
fish
Beth
Amy
6
6. How many more fish did Bill catch than Maria?
18
7. How many fish did Max and Bill catch altogether?
4. Who caught the greatest number of fish?
5. Who caught the least number of fish?
more fish
fish
8. Did the girls (Beth, Maria, and Amy) or the boys (Max, Chen, and Bill)
catch more fish? Explain your answer.
Sample answer: The boys caught more fish
than the girls. The girls caught 18 and the
boys caught 26.
Math Journal 1, p. 18A
EM3MJ1_G3_U01_1-29.indd 18A
64
12/29/10 4:34 PM
Unit 1 Routines, Review, and Assessment
Student Page
2 Ongoing Learning & Practice
Interpreting Pictographs
Date
Time
LESSON
Drawing a Pictograph
1 10
Justin’s Boy Scout troop counted the number of white-tailed deer they
saw each day during their camping trip. Their results are shown in the
tally chart.
WHOLE-CLASS
ACTIVITY
(Student Reference Book, pp. 88 and 89;
Math Journal 1, pp. 18A and 18B)
Remind children that data can be displayed in various ways. Ask:
What are some ways that we have displayed data? Sample answers:
Tally charts, line plots, bar graphs, line graphs Explain that a
pictograph is another way to display data. A pictograph uses
pictures or symbols to represent numbers. Read about and discuss
the pictographs on Student Reference Book, pages 88 and 89.
Distribute Math Journal 1, page 18A. Pose questions about the
pictograph, Number of Fish Caught at Clear Lake. Ask:
●
What does the pictograph show? Sample answer: It shows the
number of fish each child caught at Clear Lake.
●
What does each fish symbol in the pictograph represent?
Sample answer: Each fish symbol represents 2 fish caught.
●
How many fish did Amy catch? 2 fish
●
How many fish did Chen catch? 8 fish
Day of Week
Number of Deer
Monday
////
Tuesday
//
Wednesday
////\
Thursday
////\ /
Friday
///
Use the data in the tally chart to finish the pictograph.
Number of Deer the Scout Troop Saw
Monday
KEY:
= 2 deer
Tuesday
Wednesday
Thursday
Friday
1.
Write a question that can be answered from the pictograph.
Sample answer: How many deer did the
scouts count in all?
Write a question that cannot be answered from the pictograph.
2.
Sample answer: How many more deer did the
scouts count on Sunday than on Monday?
Math Journal 1, p. 18B
EM3MJ1_G3_U01_1-29.indd 18B
12/29/10 4:34 PM
Have children work independently or with a partner to complete
Math Journal 1, pages 18A and 18B.
Math Boxes 1 10
INDEPENDENT
ACTIVITY
(Math Journal 1, p. 19)
Mixed Practice Math Boxes in this lesson are paired with
Math Boxes in Lesson 1-12. The skill in Problem 6
previews Unit 2 content.
Writing/Reasoning Have children write a response to
the following: Explain how you found the median in
Problem 2. I wrote the numbers in order from smallest
to largest and found the middle number.
Student Page
Date
Time
LESSON
1 10
䉬
1.
Math Boxes
Write the number that is 10 more.
42
160
901
Home Link 1 10
59
120
INDEPENDENT
ACTIVITY
(Math Masters, p. 24)
Home Connection Children cut out ads from newspapers
or magazines that show the costs of items, arrange the
items in order from least expensive to most expensive,
and tape or glue them on the Home Link page. Children also
practice addition and subtraction facts.
2.
52
170
911
69
130
Ages of 9 teachers: 30, 24, 49, 50,
38, 44, 40, 35, 51
median ⫽
maximum ⫽
40
51
7
3.
Write at least 5 names in the 1-box.
79 80
4.
1
Sample answers:
It will snow next
summer in the
Amazon rainforest.
We will never have
school.
Sample answers:
one
uno
1
8–7
1ⴛ1
92
14 15
5.
Put these numbers in order from
smallest to largest.
7,912
7,192
9,271
9,172
7,192
7,912
9,172
9,271
Describe 2 events that are
impossible.
6.
Fill in the missing numbers.
8
3
8
5
Unit
⫽3⫹5
⫽8⫺5
⫽5⫹3
⫽8⫺3
50 51
20
Math Journal 1, p. 19
Lesson 1 10
65
Home Link Master
Name
Date
HOME LINK
Time
3 Differentiation Options
Ad Hunt
1 10
䉬
Family
Note
The children have been working on dollars-and-cents notation (for example, $4.95).
Help your child locate ads that clearly show prices.
Please return this Home Link to school tomorrow.
PARTNER
ACTIVITY
READINESS
Playing Coin Top-It
1. Cut out four small advertisements from newspapers or magazines.
Each ad must show the price of an item.
2. Put the ads in order from the least expensive item to the most
expensive item.
3. Tape or glue your four ads in order on this page.
4. Bring extra ads to school to add to the Numbers All Around Museum.
Practice
Unit
5. Solve.
6
⫹
⫺
6
12
12
5
10
6
⫹5
10
⫺5
5
6
6. 13 ⫺ 7 ⫽
6
5
⫹ 9 ⫽ 14
11 ⫽ 9 ⫹
15–30 Min
(Math Masters, p. 403; Student Reference Book, p. 270)
2
12 ⫺ 4 ⫽
8
To provide experience with comparing totals for coin combinations,
have children play Coin Top-It. Each player cuts apart a copy of
Math Masters, page 403. Partners combine their cards to play
Coin Top-It. If necessary, review the directions to Addition Top-It
in the Student Reference Book and explain that players will use
coin combination cards instead of number cards.
SMALL-GROUP
ACTIVITY
ENRICHMENT
Sharing Money
5–15 Min
(Math Masters, pp. 25 and 399)
Math Masters, p. 24
To apply children’s understanding of money concepts, have them
work with coins and bills to solve a number story involving
making change. They record their answers on Math Masters,
page 25.
Planning Ahead
In Lesson 1-13, you will need data about the time the sun rises
and sets. Collect this data each day until you start Lesson 1-13.
You can find the information in local newspapers, on local
newscasts, and on the Internet (www.sunrisesunset.com). Then
fill in the table on Math Masters, page 404. Leave the Length of
Day column blank. Prepare the class Sunrise/Sunset Chart. (See
pages 910 and 911 in Volume 2 of the Teacher’s Lesson Guide.)
Teaching Master
Name
LESSON
1 10
䉬
Date
Time
Sharing Money
Six friends found five $1–bills. They turned them in to the lost-and-found
at school. The school clerk told them that if no one claimed the money in
a week, they could keep it. One week passed, and the six friends had to
decide how to share the $5. Draw a picture to show how the children
might have split the money. Use Î, Â, Í and ‰.
Sample answer:
‰‰‰ÂÎÎÎ
‰‰‰ÂÎÎÎ
‰‰‰ÂÎÎÎ
‰‰‰ÂÎÎÎ
‰‰‰ÂÎÎÎ
‰‰‰ÂÎÎÎ
Left over: ÎÎ
Name
LESSON
1 10
䉬
Date
Time
Sharing Money
Six friends found five $1–bills. They turned them in to the lost-and-found
at school. The school clerk told them that if no one claimed the money
in a week, they could keep it. One week passed, and the six friends had
to decide how to share the $5. Draw a picture to show how the children
might have split the money. Use Î, Â, Í and ‰.
Math Masters, p. 25
66
Unit 1 Routines, Review, and Assessment
Date
Time of Sunrise Time of Sunset Length of Day
9/12
6:24 a.m.
6:54 p.m.
hr
min
9/13
6:25 a.m.
6:52 p.m.
hr
min
9/14
6:26 a.m.
6:50 p.m.
hr
min
9/15
6:27 a.m.
6:48 p.m.
hr
min