Money - Everyday Math Coin Top-It in Part 3, each child will need a copy of Math Masters, page 403. For the optional Enrichment ... Children work with coins and bills to share

www.everydaymathonline.com

Lesson 1�10 61

Advance PreparationFor Coin Top-It in Part 3, each child will need a copy of Math Masters, page 403. For the optional Enrichment

activity in Part 3, make copies of Math Masters, page 399 to provide five $1 bills for each small group.

Teacher’s Reference Manual, Grades 1–3 pp. 162–165

Key Concepts and Skills• Identify value of digits in decimal

(dollars-and-cents) notation.

[Number and Numeration Goal 1]

• Write money amounts in decimal

(dollars-and-cents) notation.


• Compare money amounts.


• Calculate values of coin and bill

combinations.

[Operations and Computation Goal 2]

Key ActivitiesChildren review dollars-and-cents notation,

use the < and > symbols to compare money

amounts, and make change.

Ongoing Assessment: Informing Instruction See pages 62 and 63.

Ongoing Assessment: Recognizing Student Achievement Use journal page 17. [Number and Numeration Goal 6]

Key Vocabularydecimal � decimal point � make change

MaterialsMath Journal 1, pp. 17 and 18

Student Reference Book, p. 212

Home Link 1� 9

slate � 25–30 pennies and 6–10 nickels,

dimes, and quarters

Interpreting PictographsStudent Reference Book, pp. 88

and 89

Math Journal 1, pp. 18A and 18B

Children analyze data from a

pictograph.

Math Boxes 1�10Math Journal 1, p. 19

Children practice and maintain skills

through Math Box problems.

Home Link 1�10Math Masters, p. 24

Children practice and maintain skills

through Home Link activities.

READINESS

Playing Coin Top-ItMath Masters, p. 403

Student Reference Book, p. 270

scissors

Children practice comparing values

of coin combinations.

ENRICHMENTSharing MoneyMath Masters, pp. 25 and 399

tool-kit coins

Children work with coins and bills to share

$5 equally among six children.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

MoneyObjectives To review money amounts with coins; to guide

children as they write dollars-and-cents notation and compare

money amounts.

c

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eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

061_EMCS_T_TLG1_G3_U01_L10_576809.indd 61061_EMCS_T_TLG1_G3_U01_L10_576809.indd 61 2/4/11 9:32 AM2/4/11 9:32 AM

62 Unit 1 Routines, Review, and Assessment

Using CoinsLESSON

1�10

Date Time

Math Message

1. You buy a carton of juice for 89 cents. Show two ways to pay for it with exact

change. Draw Î to show pennies, Â to show nickels, Í to show dimes, and

‰ to show quarters.

a. b.

Write each of the following amounts in dollars-and-cents notation. The first one is

done for you.

2. three dimes and one nickel

3. five dimes and seven pennies

4. fourteen dimes

5. two quarters and four pennies

6. three dollars and one nickel and three pennies

7. seven dollars and eight dimes

Write =, <, or >.

8. $0.68 ‰‰‰‰

9. ÍÍÂÂÂÎÎ ‰ÂÎ

10. $1.18 $1.81

11. three quarters three dimes

12. ten dimes one dollar

13. $0.67 seven dimes�

�

�

�

�

�

$7.80

$3.08

$0.54

$1.40

$0.57

$0.35

‰‰ÍÍÍÂÎÎÎÎ‰‰‰ÍÎÎÎÎSample answers:

Remember

� means is equal to

� means is less than

� means is greater than

��

Math Journal 1, p. 17

Student Page

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASSDISCUSSION

(Math Journal 1, p. 17)

Have children share coin combinations. Record their combinations on the board using Î, Â, Í, and ‰. Some possibilities:

‰‰‰ÍÎÎÎÎ

ÍÍÍÍÍÍÍÍÂÎÎÎÎ

‰‰ÍÍÍÂÎÎÎÎ

Tell children that today’s lesson will review dollars-and-cents notation.

� Reviewing Dollars-and-Cents WHOLE-CLASS ACTIVITY

NotationAsk a volunteer to write 45 cents on the board in dollars-and-cents notation. $0.45.

● What does the 0 stand for? The number of dollars; there are none.

● What does the 4 stand for? The number of dimes, or 40 cents

● What does the 5 stand for? The number of pennies, or 5 cents

Ongoing Assessment: Informing Instruction

Watch for children who write $4.6 for 4 dollars and 6 cents and $0.8 for 8 cents.

Emphasize that in dollars-and-cents notation, the decimal point must be followed

by two digits. The first digit after the decimal represents the number of dimes; the

second digit represents the number of pennies.

Getting Started

Mental Math and Reflexes Have children count orally.

Count by dimes, beginning with 60¢: 60¢, 70¢, 80¢, 90¢, ...

Begin with $1.80: $1.80, $1.90, $2.00, ...

Count by nickels, beginning with 25¢: 25¢, 30¢, 35¢, ...

Begin with $2.45: $2.45, $2.50, $2.55, ...

Count by quarters; begin with 25 cents: 25¢, 50¢, 75¢, ...

Begin with $3.00: $3.00, $3.25, $3.50, ... Continue as time permits.

Math Message Do Problem 1 on journal page 17.

Home Link 1�9 Follow-Up Have children share their strategies for making the smallest and largest numbers they could.

Some children may benefit from doing the

Readiness activity before you begin Part 1

of the lesson. See the Readiness activity in

Part 3 for details.

NOTE Some children may be unfamiliar

with the Î, Â, Í, and ‰ notation. Show the

actual coins and match the appropriate nota-

tion to each coin. Point out that 2‰ means

‰ ‰.

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Lesson 1�10 63

$1.28 is less than $1. 40$1.28 < $1. 40

$1. 40 is greater than $1.28

$1. 40 > $1.28

Demonstrations of > and < symbols

25 > 20

20 < 25

20 25

25 20

Adjusting the Activity Provide coins for children to use during the lesson.

AUDITORY � KINESTHETIC � TACTILE � VISUAL

Adjusting the Activity A number of strategies can help with remembering the meaning of the > and

< symbols.

• Use various animal analogies, such as the

mouth must be open to swallow the bigger

number.

• The less than symbol looks like the finger

and thumb of the left hand. (Point out that

less and left have the same first letter.)

• Draw two dots by the larger number and

one dot by the smaller number. Connect

each of the two dots to the single dot, and

the symbol will be oriented correctly.

AUDITORY � KINESTHETIC � TACTILE � VISUAL

Remind children that 0.45 is an example of a decimal. The period between the 0 and the 4 is called a decimal point.

Repeat the process with 55 cents. Then dictate several amounts for children to record on their slates.

● 1 dollar and 18 cents $1.18 Circle the digit that shows the number of dollars. The first 1

● 2 dollars and 47 cents $2.47 Circle the digit that shows the number of pennies. 7

● 13 dollars and 80 cents $13.80 Circle the digit that shows the number of $10 bills. 1

● 4 dollars and 6 cents $4.06 Circle the digit that shows the number of dimes. 0

● 8 cents $0.08 Circle the digit that shows the number of dollars. The first 0

Continue until most children seem comfortable with writing amounts in dollars-and-cents notation.

Ongoing Assessment: Informing Instruction

Watch for children who write money amounts with both the $ and ¢, as in

$3.45¢. Remind them that when the $ sign and decimal point are used, it is not

necessary to use the ¢ sign.

� Reviewing the > and WHOLE-CLASSDISCUSSION

< SymbolsAlgebraic Thinking Ask children which amount is smaller—$1.28 or $1.40. $1.28 Write “$1.28 is less than $1.40” on the board.

● What is the symbol for is less than? < Write “$1.28 < $1.40” under the first statement.

● What is the symbol for is greater than? > Write “$1.40 is greater than $1.28” with “$1.40 > $1.28” under it.

Ask children to share their strategies for remembering the meaning of > and <.

Dictate two amounts, which children write on their slates with space between. Children then write the correct relation symbol between the numbers. Suggestions: $2.42 > $2.04; $13.30 > $3.08; $5.62 < $18.98. Repeat as needed.

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Using Coins continuedLESSON

1�10

Date Time

14. Circle the digit that represents dimes.

$ 1 7 . 6 3

15. Circle the digit that represents pennies.

$ 1 8 . 3 4

16. Circle the digit that represents dimes.

3 5 ¢

17. Jean wants to buy a carton of milk for 35¢. How much change will she get from 2 quarters?

Use ‰, Í, Â, and Î to show her change in two ways.

Use the Drinks Vending Machine Poster on Student Reference Book, page 212.

18. Marcy wants to get a strawberry yogurt drink and a chocolate milk from thevending machine. She has only dollar bills.

a. If the Exact Change light is on, can she buy what she wants?

b. If the Exact Change light is off, how many dollar bills will she put in the

machine?

How much change will she get? $0.902

no

Sample answers: ÍÂ or ÂÂÂ

15¢

Try This

Interpreting a PictographLESSON

1�10

Date Time

The pictograph shows how many fish each child caught

on a fishing trip.

Beth

Max

Maria

Amy

Chen

Bill

KEY: = 2 fish

Number of Fish Caught at Clear Lake

Answer each question.

1. How many fish did Amy catch? fish

2. How many fish did Chen catch? fish

3. How many fish did Bill catch? fish

4. Who caught the greatest number of fish?

5. Who caught the least number of fish?

6. How many more fish did Bill catch than Maria? more fish

7. How many fish did Max and Bill catch altogether? fish

8. Did the girls (Beth, Maria, and Amy) or the boys (Max, Chen, and Bill)

catch more fish? Explain your answer.

Sample answer: The boys caught more fish than the girls. The girls caught 18 and the boys caught 26.

28

10Beth

Amy618

EM3MJ1_G3_U01_1-29.indd 18A 12/29/10 4:34 PM


Math Journal 1, p. 18A

Student Page

Student Page

Adjusting the Activity 25› 10› 5› 1› 75›

‰ Í Â Î ‰‰‰

� Practicing Skills with Money INDEPENDENTACTIVITY

(Math Journal 1, pp. 17 and 18;

Student Reference Book, p. 212)

Ask the class to turn to page 212 in the Student Reference Book. Review how a vending machine works: If the Exact Change light is on, you must put in the exact amount. If the light is off and you don’t have the exact amount, you may put in more than the exact amount, and the machine will make change.

Pose a making-change problem: Pretend that the Exact Change light is off. You want to buy a carton of grape juice for 45¢. How much change would you get if you put in a dollar bill? 55¢ Have children share their strategies.

Possible strategies:

� Count up from 45¢.

� Find the difference between 45 pennies and 100 pennies.

� Change a dollar to ‰ ‰ ‰ Í Í Â and take away 45¢ (‰ Í Í), leaving ‰ ‰ Â, or 55¢.

Have children work on their own or with a partner to complete both journal pages. When most children have completed the pages, briefly go over the answers.

For problems in which the amounts are written in words or shown

as coins, have children record the values above the words or illustrations

(See margin).

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

Ongoing Assessment: Journal

page 17 �Problems 8–10Recognizing Student Achievement

Use journal page 17 to assess children’s ability to compare values of coin

and bill combinations. Children are making adequate progress if they are able

to solve Problems 8–10 using coins. Some children may be able to complete

Problems 11 through 13 using coins. Still others may be successful without the

use of coins.


Money skills will be revisited in Math Boxes exercises, but after Lesson 1-11, they will not be the focus of instruction.

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ELL


Drawing a PictographLESSON

1�10

Date Time

Day of Week Number of Deer

Monday ////

Tuesday //

Wednesday ////\

Thursday ////\ /

Friday ///

Justin’s Boy Scout troop counted the number of white-tailed deer they

saw each day during their camping trip. Their results are shown in the

tally chart.

Use the data in the tally chart to finish the pictograph.

Number of Deer the Scout Troop Saw

Monday

Tuesday

Wednesday

Thursday

Friday

KEY: = 2 deer

1. Write a question that can be answered from the pictograph.

2. Write a question that cannot be answered from the pictograph.

Sample answer: How many deer did the

scouts count in all?

Sample answer: How many more deer did the

scouts count on Sunday than on Monday?

EM3MJ1_G3_U01_1-29.indd 18B 12/29/10 4:34 PM

Math Journal 1, p. 18B

Student Page

5. Put these numbers in order fromsmallest to largest.

7,912

7,192

9,271

9,172 9,2719,1727,9127,192

3. Write at least 5 names in the 1-box.

Date Time

2. Ages of 9 teachers: 30, 24, 49, 50,38, 44, 40, 35, 51

median �

maximum � 5140

4. Describe 2 events that areimpossible.

Sample answers: It will snow nextsummer in theAmazon rainforest.We will never haveschool.

6. Fill in the missing numbers.

� 3 � 5

� 8 � 5

� 5 � 3

� 8 � 35838

1. Write the number that is 10 more.

42

160

901

59

120 1306991117052

Math BoxesLESSON

1�10

92

1

Sample answers:one uno1 8 – 7

1 � 114 15

Unit

7 79 80

50 5120


Student Page

Lesson 1�10 65

2 Ongoing Learning & Practice

� Interpreting Pictographs WHOLE-CLASS ACTIVITY

(Student Reference Book, pp. 88 and 89;

Math Journal 1, pp. 18A and 18B)

Remind children that data can be displayed in various ways. Ask: What are some ways that we have displayed data? Sample answers: Tally charts, line plots, bar graphs, line graphs Explain that a pictograph is another way to display data. A pictograph uses pictures or symbols to represent numbers. Read about and discuss the pictographs on Student Reference Book, pages 88 and 89.

Distribute Math Journal 1, page 18A. Pose questions about the pictograph, Number of Fish Caught at Clear Lake. Ask:

● What does the pictograph show? Sample answer: It shows the number of fish each child caught at Clear Lake.

● What does each fish symbol in the pictograph represent? Sample answer: Each fish symbol represents 2 fish caught.

● How many fish did Amy catch? 2 fish

● How many fish did Chen catch? 8 fish

Have children work independently or with a partner to complete Math Journal 1, pages 18A and 18B.

� Math Boxes 1�10 INDEPENDENTACTIVITY

(Math Journal 1, p. 19)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 1-12. The skill in Problem 6 previews Unit 2 content.

Writing/Reasoning Have children write a response to the following: Explain how you found the median in Problem 2. I wrote the numbers in order from smallest to largest and found the middle number.

� Home Link 1�10 INDEPENDENTACTIVITY

(Math Masters, p. 24)

Home Connection Children cut out ads from newspapers or magazines that show the costs of items, arrange the items in order from least expensive to most expensive,

and tape or glue them on the Home Link page. Children also practice addition and subtraction facts.



LESSON

1�10

Name Date Time

Sharing Money

LESSON

1�10

Name Date Time

Sharing Money

Six friends found five $1–bills. They turned them in to the lost-and-found

at school. The school clerk told them that if no one claimed the money in

a week, they could keep it. One week passed, and the six friends had to

decide how to share the $5. Draw a picture to show how the children

might have split the money. Use Î, Â, Í and ‰.

Six friends found five $1–bills. They turned them in to the lost-and-found

at school. The school clerk told them that if no one claimed the money

in a week, they could keep it. One week passed, and the six friends had

to decide how to share the $5. Draw a picture to show how the children

might have split the money. Use Î, Â, Í and ‰.

Sample answer:

‰‰‰ÂÎÎÎ ‰‰‰ÂÎÎÎ



Left over: ÎÎ

Math Masters, p. 25

Teaching Master

Name Date Time

Ad HuntHOME LINK

1�10

1. Cut out four small advertisements from newspapers or magazines.

Each ad must show the price of an item.

2. Put the ads in order from the least expensive item to the most

expensive item.

3. Tape or glue your four ads in order on this page.

4. Bring extra ads to school to add to the Numbers All Around Museum.

The children have been working on dollars-and-cents notation (for example, $4.95). Help your child locate ads that clearly show prices.

Please return this Home Link to school tomorrow.

FamilyNote

Practice

5. Solve.

�55

�510

12

�

6

6

�

12

Unit

6. 13 � 7 � � 9 � 14 11 � 9 � 12 � 4 � 8256

1056 6

Math Masters, p. 24

Home Link Master

Date Time of Sunrise Time of Sunset Length of Day

9/12 6:24 a.m. 6:54 p.m. hr min

9/13 6:25 a.m. 6:52 p.m. hr min

9/14 6:26 a.m. 6:50 p.m. hr min

9/15 6:27 a.m. 6:48 p.m. hr min

3 Differentiation Options

READINESS PARTNER ACTIVITY

� Playing Coin Top-It 15–30 Min

(Math Masters, p. 403; Student Reference Book, p. 270)

To provide experience with comparing totals for coin combinations, have children play Coin Top-It. Each player cuts apart a copy of Math Masters, page 403. Partners combine their cards to play Coin Top-It. If necessary, review the directions to Addition Top-It in the Student Reference Book and explain that players will use coin combination cards instead of number cards.

ENRICHMENT SMALL-GROUP ACTIVITY

� Sharing Money 5–15 Min

(Math Masters, pp. 25 and 399)

To apply children’s understanding of money concepts, have them work with coins and bills to solve a number story involving making change. They record their answers on Math Masters, page 25.

Planning Ahead

In Lesson 1-13, you will need data about the time the sun rises and sets. Collect this data each day until you start Lesson 1-13. You can find the information in local newspapers, on local newscasts, and on the Internet (www.sunrisesunset.com). Then fill in the table on Math Masters, page 404. Leave the Length of Day column blank. Prepare the class Sunrise/Sunset Chart. (See pages 910 and 911 in Volume 2 of the Teacher’s Lesson Guide.)


Documents

Money - Everyday Math Coin Top-It in Part 3, each child will need a copy of Math Masters, page 403. For the optional Enrichment ... Children work with coins and bills to share