Plastic Coins
Designed to meet these objectives:
Math
• Students will identify coins by names and values.
• Students will understand and compare values of
coins.
• Students will explore equivalent combinations of
coins.
• Students will perform basic operations with
money (coins).
1,200
coins!
• Students will explore probability, identifying
events as “possible,” “unlikely” and so on.
You’ll find dozens of ways to use these realistic
plastic coins in your classroom! They’re perfect for
hands-on math practice at your learning center—or
for demonstrating math concepts to your entire
class. To help you get started, try some of the
engaging activities described in this guide.
© 2005 Lakeshore
(800) 428-4414
www.lakeshorelearning.com
RA807
Ages 3+
Activities
Identifying coins by name and value
• Have students sort handfuls of coins into pennies,
nickels and so on. Then challenge students to
name each different type of coin and state its
value, such as “Dime: 10 cents.”
• Spread a handful of coins out on a table or floor.
Name coins and have children race to find them,
such as “A nickel,” or “A coin worth 25 cents” or
“The coin with the smallest value.”
2
Plastic Coins
Designed to meet these objectives:
Math
• Students will identify coins by names and values.
• Students will understand and compare values of
coins.
• Students will explore equivalent combinations of
coins.
• Students will perform basic operations with
money (coins).
1,200
coins!
• Students will explore probability, identifying
events as “possible,” “unlikely” and so on.
You’ll find dozens of ways to use these realistic
plastic coins in your classroom! They’re perfect for
hands-on math practice at your learning center—or
for demonstrating math concepts to your entire
class. To help you get started, try some of the
engaging activities described in this guide.
© 2005 Lakeshore
(800) 428-4414
www.lakeshorelearning.com
RA807
Ages 3+
Activities
Identifying coins by name and value
• Have students sort handfuls of coins into pennies,
nickels and so on. Then challenge students to
name each different type of coin and state its
value, such as “Dime: 10 cents.”
• Spread a handful of coins out on a table or floor.
Name coins and have children race to find them,
such as “A nickel,” or “A coin worth 25 cents” or
“The coin with the smallest value.”
2
Counting coins
Place coins on the table or floor, such as a quarter, a
dime and a nickel. Have students find the same
coins and place the coins in front of them. Ask,
“How much money do we have here? Let’s count it
and find out.” Explain that when counting money, it
is usually best to start with the highest-value coins
and count on. Then point to the coins one at a time
as you count, “25 cents, plus 10 is 35 cents, plus 5
is 40 cents.” Repeat with other examples.
Comparing coin values and equivalence
• Check students’ understanding of equivalence by
asking questions such as, “How many pennies
does it take to equal 1 nickel?” or “What other
coins could you use to equal 1 quarter?” Have
students use their coins to show the answers.
• Challenge children to find different combinations
of coins that equal a specific amount, such as 12¢.
How many combinations can they find? (Four: 1
dime and 2 pennies, 2 nickels and 2 pennies, 1
nickel and 7 pennies, 12 pennies.)
• Ask 3 volunteers to each choose 2 or 3 coins and
place them on a table or the floor. Who has the
most money? Who has the least? Have them
count their money to find out.
3
• Have children use coins to work out answers to
riddles such as, “If you have 2 different coins,
what is the most money you can have?” (75 cents.)
“What is the least?” (6 cents.)
Making Change
Introduce money subtraction by having students
make change. Say, “Pretend you want to buy a yoyo that costs 20 cents. How much change should
you receive if you pay with a quarter?” (5 cents.)
Repeat with other examples.
Probability and Predictions
• Invite children to practice flipping a coin. Explain
that each flip is called an event. The side that
faces up is called an outcome. If we flip 10 coins
at once, is it possible for all 10 outcomes to be
heads? (Yes) Is it likely? (No.)
• Label 2 columns “Heads” and “Tails.” Then, have
a volunteer flip one coin and make a tally mark to
show the outcome. Repeat for a total of 10
events. How many heads were there? How many
tails? Have children predict the outcomes for a
total of 20 events, then test their predictions. Can
they predict the outcomes for 100 events?
(Approximately 50 heads and 50 tails.)
Counting coins
Place coins on the table or floor, such as a quarter, a
dime and a nickel. Have students find the same
coins and place the coins in front of them. Ask,
“How much money do we have here? Let’s count it
and find out.” Explain that when counting money, it
is usually best to start with the highest-value coins
and count on. Then point to the coins one at a time
as you count, “25 cents, plus 10 is 35 cents, plus 5
is 40 cents.” Repeat with other examples.
Comparing coin values and equivalence
• Check students’ understanding of equivalence by
asking questions such as, “How many pennies
does it take to equal 1 nickel?” or “What other
coins could you use to equal 1 quarter?” Have
students use their coins to show the answers.
• Challenge children to find different combinations
of coins that equal a specific amount, such as 12¢.
How many combinations can they find? (Four: 1
dime and 2 pennies, 2 nickels and 2 pennies, 1
nickel and 7 pennies, 12 pennies.)
• Ask 3 volunteers to each choose 2 or 3 coins and
place them on a table or the floor. Who has the
most money? Who has the least? Have them
count their money to find out.
3
• Have children use coins to work out answers to
riddles such as, “If you have 2 different coins,
what is the most money you can have?” (75 cents.)
“What is the least?” (6 cents.)
Making Change
Introduce money subtraction by having students
make change. Say, “Pretend you want to buy a yoyo that costs 20 cents. How much change should
you receive if you pay with a quarter?” (5 cents.)
Repeat with other examples.
Probability and Predictions
• Invite children to practice flipping a coin. Explain
that each flip is called an event. The side that
faces up is called an outcome. If we flip 10 coins
at once, is it possible for all 10 outcomes to be
heads? (Yes) Is it likely? (No.)
• Label 2 columns “Heads” and “Tails.” Then, have
a volunteer flip one coin and make a tally mark to
show the outcome. Repeat for a total of 10
events. How many heads were there? How many
tails? Have children predict the outcomes for a
total of 20 events, then test their predictions. Can
they predict the outcomes for 100 events?
(Approximately 50 heads and 50 tails.)