Global Concept Guides: Value of a Coin, The Value of a Dollar, Telling Time, Using Benchmark Times to Solve Problems
Prior Learning: MAFS.1.MD.2.3
Progressions Document Link
Sample Show What You Know Task:Money
Mathematics Florida Standards for Mathematical Content:
Work with time and money.
MAFS.2.MD.3.8 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 situations. 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?
- Identify the value of coins and paper currency.
- Compute the value of any combination of coins within one dollar.
- 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?
- Relate the value of pennies; nickels, dimes and quarters to other coins and 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)
This parent flyer and included video can be utilized by both you and parents to build content knowledge and understanding of the strategies highlighted in this unit.
Notes on Assessment:
Unit 7 Assessment Go Math Ch. 7
See common performance task link below.
Please administer AFTER the third GCG.
Unpacking the Standards for this Unit:
“The money standard will be easier to address than time because while one to three specific lessons may be needed in reviewing and extending prior work with monetary amounts and counting money and making change, much of the emphasis will be just considering money as a context for problem solving that will engage addition and subtraction. Time is another story. You will need to provide lessons involving digital and analog time and telling time to the nearest 5 minutes. Beyond a few specific lessons for both the time and money standards, this work should be maintained throughout the instructional year in problem-based activities within lessons or as center activities.” (Kanold)
Learning to tell time is challenging for students. They must realize that the hour hand indicates broad, approximate time while the minute hand indicates the minutes in between each hour.
Common Performance Task with Rubric for this Unit:
Toy Story-Assesses students’ ability to tell time and count coins to determine the value.
Click here for the common performance task and rubric.
Future learning:
Money is an early foundation for the later learning of decimals. In money amount, the decimal point separates the dollar from the cents. In a decimal number, the decimal point separates the ones from the tenths, hundredths, and so on. Understanding how money amounts are read will prepare children for learning about decimals. It will also prepare them to better understand prices in real-life situations.
Learning to tell time is a valuable life skill that students will use in the real world. Building a strong foundation will prepare them for future time concepts like elapsed time.
2nd / Global Concept 1 of 4 for this Unit of Study: Value of a Coin / Projected Time Allotment:3 Days
Sample Essential Questions:
Day 1: How do you identify and find the total value of coins? (Pennies, nickels, dimes, quarters)
Day 2: How can I count coins?
Day 3: How do you represent an amount of money in different ways with groups of coins?
Related Modified Unit 7 Assessment: Go Math Ch. 7# 4, 6, 11, 13, 14, 18
Instructional Resources
Manipulatives:
- Coinsdisplayed on student desks to familiarize them with black and white versions of the coins.
- Plastic coin manipulative for students to use to help them count money with accuracy.
- Go Math Lesson 7.1 Essentials:Teach and Talk TEp. 337, Model and Draw TEp. 338 (Use questions in the TE338 (Use questions in the T.E.E111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111), Go Deeper TEp. 339, Problem Solving TEp. 340
- Go Math Lesson 7.2 Essentials:Re-teach TE p. 341B, Listen and Draw TE p. 341 (Use questions in the TE), Model and Draw TEp. 342(Use questions in the TE, refrain from using the student book), Problem SolvingTE p. 342
- Go Math Lesson 7.3Essentials:Re-teach TE p. 345B, Listen and Draw TE p. 345 (Use questions in the TE),Model and Draw TE p. 346 (Use questions in the TE) Problem SolvingTE. p. 348
- Go Math Lesson 7.4Essentials:Enrich TE p. 349B, Listen and Draw T.E. p. 349 (Use questions in the TE), On Your Own TE p. 351, Problem Solving TE p. 352
- Understanding the Value of Coins, Proportional Hundreds Chart- Students can use a hundreds chart to help determine the value of each coin.
- Coin Identification- Students can use this to solve on Day 1
- Money Word Problems Students can use this to solve on Day 2
- Money Cards Students can use these on Day 2
- Counting Collections Students can use these on Day 2
- Coin Match- These can be used to group students to work cooperatively
- Get to a Dollar is a game students can use on Day 2 to make a dollar
- Problem Solving Students can solve these problems on Day 3
- Money Snack Bar- Questions that can be used to apply this concept
- Money Word Problems- Questions that can be used to apply this concept
- Money Riddles (word problem money riddles)
- I Have…Who has? Each student gets a card; choose a student to read their card first. The student who has the amount asked for reads their card and play continues until everyone has read their card.
- Journal Questions-These questions can be used throughout the lesson to help determine if students understand the concepts
- iTools(Measurement-Money- choose money under activities tab)
- Coins/Dollar Reteach- Identify coins and value of coins
- Cash Out - Games for understanding change, Change – Games for understanding change
Sample HOT Questions: Use these to facilitate student discussions. (SMP 1, 3)
- What other coin combinations can you use to represent that amount?
- How can you represent (amount) using the fewest number of coins?
- Why does ordering the coins from greatest to least makes it easier to count?
- What connections can you make between trading coins and the place value system?
- What is the least amount of coins you can use to make a value greater than $1.00?
- Kelly has 11 coins and Stephanie has 13 coins. Their mom said they have the same amount of money. Can this be true? Why or why not?
- Sean has 8 coins and Michelle has 10 coins. Michelle thinks she has more money because she has more coins. Is her thinking correct? Why or why not?
Our students arebetter able to…
- Identify coins by their name and value (SMP 2, 6).
- Sort and count money by applying skip-counting patterns (SMP 2, 7, 8).
- Connect skip counting patterns to numbers on a hundreds chart (SMP 2, 7).
- Flexibly represent an amount of money using different coin combinations (SMP 1, 2, 6).
- Develop efficient strategies to count coins (SMP 1, 7).
- Apply their knowledge of the value of coins and coin combinations to real-world scenarios involving money (SMP 1, 4).
- Facilitate discussions highlighting students’ strategies for efficiently counting coins (SMP 3).
- Facilitate discussions about the flexible representations of amounts of money using different combinations of coins (SMP 1, 3).
- Help build connections between skip counting coins and the hundreds chart (SMP3, 7).
- Provide students with rich, real-world problem-solving tasks involving coins being used to purchase items and make change (SMP 1, 4).
2nd / Global Concept 2 of 4 for this Unit of Study: The Value of a Bills / Projected Time Allotment:2Days
Sample Essential Questions:
Day 1: How can I count the value of bills?
Day 2: How can I solve real-world problems involving groups of bills?
Related Modified Unit 7 Assessment: Go Math Ch. 7 # 3, 7, 15
Instructional Resources
Manipulatives:
- Coinscan be displayed on student desks to familiarize them with black and white versions of the coins.
- Plastic coin manipulative to help students count money with accuracy.
- Paper money manipulativesto count money values over one dollar.
- Go Math Lesson 7.5Essentials: Enrich workbook p. E70, Teaching for Depth TE p. 353A, Re-teach TE p. 353B, EngageTE p. 353, Listen and Draw TEp 353 (use questions in the TE), Model and Draw TEp 354 (use questions in the TE), H.O.T.#7 TE p. 255
- Count Bills Students can use this on Day 1
- Do I have enough? Students can use this on Day 1
- Additional Problems to Solve- Students can use this on Day 2
- Alexander Who Used to be Rich on Sunday Task This book can be used to show real world connections
- Journal Questions-These questions can be used throughout the lesson to help determine if students understand the concepts
- iTools-Measurement-Money
- Coins/Dollar ReteachIdentify coins and value of coins
- Peter’s Pigs- Practical Money Skills
- Coin Box -games for students build mastery w/ coin values
Sample HOT Questions: Use these to facilitate student discussions. (SMP 1, 3)
- How can you organize your bills to make counting your money more efficient?
- I have exactly $100 in my pocket. What bills might I have?
- What combinations of bills can you use to buy ______?
- How much change will you get if you buy ______using ______?
- What possible combinations of bills might you receive for change if you buy ______using ______?
Our students arebetter able to…
- Use coins to flexibly represent the value of a dollar or using different coin combinations (SMP 1, 3, 6).
- Efficiently countmoney using bills ($1, $5, $10, $20, and $100) (SMP 1).
- Apply their knowledge of counting money to real-world scenarios involving purchasing items and making change (SMP 1, 4, 6).
- Flexibly represent an amount of money using different combinations of bills (1, 3, 6).
- Facilitate discussions highlighting students’ strategies for efficiently counting money using bills (SMP 3).
- Facilitate discussions about the flexible representations of amounts of money using different combinations of coins (SMP 1, 3).
- Provide students with rich, real-world problem-solving tasks involving bills being used to purchase items and make change (SMP 1, 4).
2nd / Global Concept 3 of 4 for this Unit of Study: Telling Time / Projected Time Allotment:
2 Days
Sample Essential Questions:
Day 1: How can I relate a number line to a clock to tell time?
Day 2: How do I tell time to the nearest five minutes?
Related Modified Unit 7 Assessment: Go Math Ch. 7 #1, 2, 5, 8, 9, 10, 12, 17
Instructional Resources
Manipulatives:
- Number line for students to assist in telling time.
- Clocks with only hour hands to use for approximate time.
- Snap cubes to Use in combination with a number line to represent 5 minute intervals.
- Go Math Lesson 7.8-Essentials: EngageTE p. 365, Model and DrawTE p. 366 (use questions in the TE),Problem Solving TE p. 368
- Number Line Time Lesson (explains how to connect telling time to a number line)
- Time, Time, Time (an article explaining how to use the number line to understand time)
- Directions to Make Number Line Clock (pictures and directions on how to use the number line clock)
- One handed Clock word problems
- How many minutes after- Students play a game practicing telling time to nearest five minutes.
- Just In Time Game (Grab and Go Center Kit)
- For more information on making number line clocks click here
- Journal Questions-These questions can be used throughout the lesson to help determine if students understand the concepts.
- iTools -number lines
- iTools- clock
- On Time-students set analog clocks based on given time
- Clock Shot- students target digital times that match analog clocks
Sample HOT Questions: Use these to facilitate student discussions. (SMP 1, 3)
- If you were looking at a clock with only an hour hand, how could you estimate what time it is?
- Where will the hour hand be when the minute hand is at the 6?
- The minute hand is pointing towards the 1 on the clock face. Will the hour hand be closer to the current hour or the next hour?
- Why is the hour hand always moving?
- How can you represent the time shown on a digital clock using an analog clock?
Our students arebetter able to…
- Tell time to the hour and half hour using analog and digital clocks (SMP 1, 5, 6).
- Represent time on an analog clock when given the time on a digital clock (SMP 1, 5, 6).
- Use a number line to tell time to the nearest hour and half hour (SMP 5, 6).
- Understand the hour hand is not always exactly on the hour it is representing (SMP 3, 5, 6).
- Understand the relationship between the hour hand and movement of the minute hand (SMP 5).
- Facilitate discussions and provide students the opportunity to explore time on a number line and help build connections between time represented on a number line and time represented on clocks(SMP 3, 5).
- Facilitate class discussions where students discover that the hour hands on a clock do not always point directly at the hour it is representing (SMP 3, 5).
- Provide students the opportunity to tell time interchangeably between digital and analog clocks (SMP 1, 5, 6).
2nd / Global Concept 4 of 4 for this Unit of Study: Using Benchmark Times to Solve Problems / Projected Time Allotment:4 Days
Sample Essential Questions:
Day 1: What are the benchmark times?
Day 2: How can I use benchmark times to tell time more efficiently?
Day 3: What are the different ways to read time on a clock?
Day 4:How do you solve problems involving time?
Related Modified Unit 7 Assessment: Go Math Ch.7 # 1, 9, 16
Instructional Resources
Manipulatives:
- Analog clocks for students can use to show times on a clock.
- Go Math Lesson 7.9Essentials:ReteachTE p. 369B, Listen and DrawTE p. 369 (use questions in the TE), Model and DrawTE p. 370 (use questions in the TE), Problem SolvingTE p. 372
- Go Math Lesson 7.10Essentials:ReteachTE p. 373B, Listen and DrawTE p. 373, Model and DrawTE p. 374 (use questions in the TE), Problem SolvingTE p. 376
- Go Math Lesson 7.11Essentials:Reteach p. 377B, Model and DrawTE p. 378 (use questions in the TE), Problem Solving TE p. 380
- Which Clock is Correct? - Students can use these on Day 1
- Fractions on a Clock- Students can use this to help identify benchmark times.
- What is the Time???- Students can solve this problem on Day 3.
- Time word problems on matching time to Analog and Digital Clock
- Visit to the Park- Questions about time on a clock
- Time Range- Questions students can solve on Day 4
- Time Word Problems - Questions that can be used to supplement Day 4 instruction
- Journal Questions-These questions can be used throughout the lesson to help determine if students understand the concepts
- iToolsMeasurement-choose “Clocks” under Activities tab
- On Time-students set analog clocks based on given time
- Clock Shot- students target digital times that match analog clocks
Sample HOT Questions: Use these to facilitate student discussions. (SMP 1, 3)
- Joe says the time must be 4:55 because the hour hand is pointing at the 4. Kelly says that time is 3:55. Who do you agree with and why? (Teacher note: You will want to present a clock set to 3:55 when asking students this question.)
- Sammy and Tally disagree about what time it is. Sammy says it is 5:45 and Tally says that it is a quarter to 6. What do you think about their disagreement?
- Tammy said it is a quarter after 2 and her little sister said that means that it is 2:25 because a quarter is worth 25. Who do you agree with and why?
- Why do we describe time as a quarter past and a quarter ‘til if each quarter represents 15 minutes?
- Malik was so excited to tell his class about what a fun time he had on New Year’s Eve when the ball dropped. He said it was exciting to watch fireworks first thing in the morning. Shanae told Malik that New Year’s Eve celebrations happen at night not in the morning. Since they couldn’t agree they asked their teacher who was right. What do you think the teacher should tell Shanae and Malik?
Our students arebetter able to…
- Use precise language (quarter ‘til, quarter past, half past, o’clock, am, pm, noon, midnight) when telling time on a clock (SMP 6).
- Tell time by recognizing patterns for the numbers on the face of the clock (counting by 5’s, or that every number also represents an hour, 15 minute intervals) (SMP 8).
- Model precise language (quarter ‘til, quarter past, half past, o’clock, am, pm, noon, midnight) and insist that children use precise language when telling time (SMP 6).
- Have class discussions about the patterns (counting by 5’s, or that every number also represents an hour, 15 minute intervals) that are evident when telling time (SMP 3, 8).