![]() Using the Coin Value Worksheet, ask students fill in answers to questions about coins and then to place their real or paper coins in the correct order.ġ6.If students do not have individual coins, they can cut out coins from the worksheet to use or put the letter of each coin on the corresponding circle (i.e., put a P where the penny would go, an N for nickel, Q for quarter and D for dime). And even though there are the same number of nickels and dimes, the dimes are worth more money than the nickels.ġ5. Discuss the fact that even though there are more pennies than dimes, the dimes are worth much more than the pennies. As a class, count the value of all the pennies (1,2,3…10 cents). What comes after dimes? How many nickels do they have? What comes after nickels? How many pennies do they have?ġ3. Now, have the students take out the rest of their coins and continue the row by placing the coins in order of the ones with the greatest value to the ones with the least value. Have the students lay out all their dimes in a row and count them. Practice Counting with Coins (10 minutes)ġ1. Review the values of each coin and ask which coin has the greatest value? Which has the least value? Which is the largest coin? Which is the smallest coin? Does it matter which coin is biggest in size? Why or why not? Observe and create a web organizer for each coin.ġ0. Repeat the steps above for the dime and quarter. If a penny is worth 1 cent, and a nickel is worth 5 cents, how many pennies equal a nickel?ĩ. See if your students can find the value of the nickel. Ask similar questions as asked in step 5, and chart the responses on a new web. Have your students put the penny down and take out a nickel to examine.Ĩ. Write "value" on the board and see if the students know what the word means.ħ. Direct their attention to where the coin says "One Cent" and explain that every coin has a value. ![]() What does "Liberty" mean? Why might this coin say "Liberty" on it?Ħ.Does this coin have writing on it? What does it say?.Whose face is on the coin? What do you know about this person?.Just by looking at the coin, what can you tell me about it?.Ask several questions and chart their responses on a web graphic organizer. If using a worksheet, ask students to focus on the penny.ĥ. Have them each take a penny out of the box and look at it. Observe and discuss coin characteristics and values (20 minutes)Ĥ. If using individual paper or real coins, each student should have 10 pennies, 5 nickels, 5 dimes, and 5 quarters. If using coin images on paper or digitally, make sure students have a worksheet pulled up or printed in front of them. When they use the coins, they should takeout only the number of coins they will need to do the problem.ģ. ![]() Also inform them that all the coins and boxes MUST remain in their work area (floor or desk) at all times. Ask students to keep the containers closed until all directions are given. If using real coins or individual cutouts of coins, give each student a container of coins. Continue the discussion by asking what we use coins for, whether they ever use coins, and when they have used coins.Ģ. Start this lesson by placing a handful of coins in a spot where all the children can see them. Discuss what students already know about coins (10 minutes)ġ.
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