Math Study Guide: Money and Time (3.13, 3.15, 3.16)
3.13 The student will determine by counting the value of a collection of bills and coins whose total value is
$5.00 or less, compare the value of the coins or bills, and make change. For this standard the student
should be able to:
• Count the value of collections of coins and bills up to $5.00.
$0.25
$0.50
$0.75
$1.00
$1.25
So, there is
$5.00 total.
$1.35
$1.91
$1.45
$1.92
$1.55 $1.65
$1.93
$1.75 $1.85 $1.90
$1.94
$1.95
3 dollars
$1.96
$1.97
$1.98
$1.99
$2.00
Different strategies for counting money:
Start with the coin/bill having the largest value, and keep adding on until you get to the smallest value
(like what is shown above).
In large amounts of change, make groups of coins equal to a dollar first (i.e. 4 quarters, a half dollar
and 5 dimes, etc.), and then count the left over coins to get the total.
Think about coins having equal values. For example, if you have 3 quarters ($0.75) and are trying to
make a dollar, think about that 4th quarter you are missing and what other coins you may have to make
$0.25 (like 2 dimes and a nickel, 5 nickels, 4 nickels and 5 pennies, etc.).
• Compare the values of two sets of coins or bills, up to $5.00, using the terms greater than, less
than, and equal to.
Sally’s money
Bobby’s money
Strategy: Count Sally’s money to find out that it totals up to $2.40. Count Bobby’s money to find out that it totals
up to $2.95. You can say that the value of Sally’s money is less than the value of Bobby’s money. Or, you can say
that the value of Bobby’s money is greater than the value of Sally’s money. Either statement is correct.
• Make change from $5.00 or less.
Problem: Harry buys a pair of sunglasses that cost $1.79. He pays for them with a $5 bill. How much
change should he receive?
Strategy 1: Subtract (can be difficult because of having to
Strategy 2: Counting on
subtract across zeroes)
Start
with $1.79, and count your way up to $5.00.
9
1 cent more than $1.79 would give you $1.80, and
4
10 10
then 20 more cents would get you to $2.00 (we’ve
$5.00
used 21 cents so far). Then from $2.00, add $3.00
– $1.79
more to get to $5.00. The change received would
$ 3 . 2 1 change back be $3.21.
3.15 The student will tell time to the nearest five-minute interval and to the nearest minute, using analog and
digital clocks. For this standard the student should be able to:
• Tell time to the hour, half-hour, quarter-hour, nearest five-minute interval, and nearest minute,
using analog and digital clocks.
Clock 1
Clock 2
The time on clock 1 is 12:29. Students
should understand that the hour hand is in
between the12 and 1 because it is almost
half-way through the hour. It does not
always point exactly to the hour.
The time on clock 2 is 1:07. The hour hand
is only a tiny bit past 1 because the minute hand
has not traveled very far past 1 o’clock. In order to have a full understanding of this, students need to know what
direction the hands on an analog clock turn in (clock-wise) and be able to demonstrate that.
Students should also be familiar with terminology such as:
Half past
Quarter past (or quarter after)
10:30 or half past 10
Quarter to (or quarter ‘til)
10:15 or quarter past 10
1:45 or quarter to 2
• Match the times shown on analog and digital clocks to written times.
OR
OR
one fifty-one.
3.16 The student will identify equivalent periods of time, including relationships among days, months, and
years, as well as minutes and hours. For this standard the student should be able to:
• Identify equivalent relationships observed in a calendar, including the number of days in a given
month, the number of days in a week, the number of days in a year, and the number of months in
a year.
o There are 30 or 31 days in a month (it varies from month to month). February is the only month
that is different – it only has 28 days, except every four years when it has 29 days (leap year).
o There are 7 days in a week.
o There are 365 days in a year (365 ¼ to be exact – this is what causes the 29 days in February
every four years).
o There are 12 months in a year.
• Identify the number of minutes in an hour and the number of hours in a day.
o There are 60 minutes in an hour.
o There are 24 hours in a day (12 hours in AM, and 12 hours in PM).