Illuminations: Number Cents

# Number Cents

## How Many Ways?

 Children extend their investigation of the previous day to include nickels. They estimate the value of collections of pennies, nickels and dimes then determine the exact amount by exchanging sets of pennies or nickels for dimes.

### Learning Objectives

 Students will: identify and state the value of a nickel estimate the value of a collection of penny, nickels and dimes find the value of a collection of pennies, nickels and dimes construct sets of coins which have a given value

### Materials

 Book: 26 Letters and 99 Cents Plastic bags, each containing pennies, nickels, and dimes Chart paper Crayons Ten-Frame Activity Sheet

### Questions for Students

 How many pennies have the same value as a nickel? As a dime? [5 pennies have the same value as a nickel; 10 pennies have the same value as a dime.] How many nickels should you trade for a dime? [2 nickels.] What coins could you use to show 26 cents? How would you do it another way? Is there still another way? Repeat with other amounts. [Student responses may include: 1 quarter and 1 penny; or, 2 dimes, 1 nickel, and 1 penny; or 26 pennies; etc.] Suppose you had 5 nickels. What could you trade them for? [A quarter; or, 2 dimes with one nickel leftover; or, 25 pennies.] Suppose you want to buy some juice from a machine, and the juice costs 35 cents. What coins can you put in the machine if it doesn’t take pennies? [A quarter and a dime; or, two dimes and a nickel; or seven nickels; etc.]

### Extensions

 Provide paper coins, coin stamps, or actual coins in a center and encourage the children to make coin patterns with three repeats. Encourage the children to trace the coins if they use actual coins. The children can then determine the total amount shown in the pattern.

### Teacher Reflection

 Which students met all the objectives of this lesson? What extension activities are appropriate for these students? Which students did not meet the objectives of this lesson? What caused them particular difficulty? Can most of the students estimate the value of a small set of coins? Can most of the students find the value of a small set of coins? Which pairs worked well together? What parts of the lesson went smoothly? Which parts would you change the next time you teach this lesson?

### NCTM Standards and Expectations

 Algebra Pre-K-2Sort, classify, and order objects by size, number, and other properties. Number & Operations Pre-K-2Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers. Count with understanding and recognize "how many" in sets of objects. Use multiple models to develop initial understandings of place value and the base-ten number system.
 This lesson prepared by Grace M. Burton.

1 period

### NCTM Resources

Principles and Standards for School Mathematics

 More and Better Mathematics for All Students
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