Measurement is important because it helps to quantify the world around us and is useful in so many aspects of everyday life. Students in grades K–3 should encounter measurement in many normal situations, from their daily use of the calendar and from science activities that often require students to measure objects or compare them directly, to situations in stories they are reading and to descriptions of how quickly they are growing.
(From Mathematics Standards of Learning Curriculum Framework 2009: Grade 1) Books:
Follow The Money! By Loreen Leedy. (2003) 30 pages. illus. Holiday House (9780823417940). Grades K+
This book follows a quarter after it leaves the mint, which is an interesting perspective. The travels include a bank and several stores. It is fun and informative, as it gives facts about money and the mint along the way.
Alexander, Who Used to be Rich Last Sunday. By Judith Viorst. (2009). 32 pages. illus. Atheneum Books for Young Readers (9781416996217). Grades 1-3
This books reviews the concepts or spending and saving money. Alexander receives money after a relative visits. He then becomes poor after spending it (on items like gum and renting a snake), or loosing it (like in a bet he made with his brother or having to pay for bad behavior). It reinforces the fact that money has value & is a good book to use in conjunction with an economic lesson plan too.
Money Madness. By David Adler. (2009). 32 pages. illus. Holiday House (9780823422722). Grades K+
This is another spin on the traditional money/counting books. It starts off asking what we would do without money, ties in Social Studies lessons and talks about bartering, and references other types of money like credit cards. This book should probably be used after the students have a basic understanding of money and it's value so they can appreciate why it is used so much in society today.
The Coin Counting Book. By Rozanne Lanczak Williams. (2001). 32 pages. illus. Charlesbridge Pub Inc. (9780881063264). Grades K+
Here is your traditional money counting book that is essential for any elementary school library. What I like about this one is that not only does it identify and picture individual money, it reviews different ways one can make a certain amount - with many smaller denomination coins (like pennies), or a fewer larger ones (like quarters).
The Hard-Times Jar. By Ethel Footman Smothers. (2003). 32 pages. illus. Farrar, Straus, and Giroux (9780374328528). Grades 1-3
I like this book for several reasons: teaches concept of saving, promotes a wonderful reason to save (a book, and not some random material item), and is about a smart, African American girl. Though this book was written in 2003, it is very applicable to today's economic times and most, if not all children, will identify with her family not having the money to buy "extras." All around a good book!
Websites:
Counting Up to 99 Cents
I have recently fell in love with this website, ABCya, as there are so many fun games! This particular one can be differentiated to count up to 99 cents only, for a good review. The object is to gain 10 fish by counting the correct amount of money. The student is given an amount, and must drag the correct change in the box. The graphics are fun and not cheesy!
Change Maker
This website will help with coin identification as well as subtraction for giving change, so the students will have to have a firm beginning concept on both. A sale amount and amount tendered is given, and the students have to decide how much money they will get back. The answer is inputted in the form of numbers under the appropriate coin(s).
Equivalent Sets of Coins
Good site because it gives the teacher and student the options of either counting money shown or matching a set given. I like the latter one, as the student can come up with any variety of coins to get the desired amount. This helps teach the student that there is not just one way to count money.
Money Flashcards
A site for teachers only. There are several options on this page, but clicking on "Money Fashcards" gives you a PDF with flashcards up to $1.oo (used primarily for the younger grades or for review). The answers are provided, so you just print and you have instant flashcards for your unit!
Online Money Worksheet
This site lets you create a custom counting worksheet for your students, which is great for differentiation. The teacher inputs the number of problems and max amount of each coin or bill she wants. There's a check answer button and the students can then print it out for you to review...perfect!
Elf Clubhouse - Counting Money
Who wouldn't want to help Santa's elves with Christmas preparation? Once again, a good website for differentiation. There are three levels - 'tell me how much is..', word problems involving adding or subtracting money, and one for higher levels of math, like multi-step and multiplication.
SOL & Curriculum Framework:
1.7 The student will
a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; and
b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.
UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)
• Many experiences with coins help students develop an understanding of money, such as
– drawing pennies to show the value of a given coin (e.g., a nickel, a dime, or a quarter);
– playing store and purchasing classroom objects, using play money (pennies);
– representing the value of a nickel, a dime, and a quarter, using pennies; and
– trading the equivalent value of pennies for a nickel, a dime, and a quarter, using play money.
• Counting money helps students gain an awareness of consumer skills and the use of money in everyday life.
• A variety of classroom experiences in which students manipulate physical models of money and count forward to determine the value of a collection of coins are important activities to ensure competence with counting money.
• Establishing a one-to-one correspondence between the number names and the items in a set of coins (pennies, nickels, or dimes) is essential for an accurate count.
• The last number stated represents the value of a collection of coins being counted. This is known as the cardinality of the set.
2.10 The student will
a) count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and
b) correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.).
UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)
• The money system used in the United States consists of coins and bills based on ones, fives, and tens, making it easy to count money.
• The dollar is the basic unit. • Emphasis is placed on the verbal expression of the
symbols for cents and dollars (e.g., $0.35 and 35¢ are both read as “thirty-five cents”; $3.00 is read as “three dollars”).
• Money can be counted by grouping coins and bills to determine the value of each group and then adding to determine the total value.
• The most common way to add amounts of money is to “count on” the amount to be added.
3.8 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 bills and coins, and make change.
UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)
• The value of a collection of coins and bills can be determined by counting on, beginning with the highest value, and/or by grouping the coins and bills.
• A variety of skills can be used to determine the change after a purchase, including
– counting on, using coins and bills, i.e., starting with the amount to be paid (purchase price), counting forward to the next dollar, and then counting forward by dollar bills to reach the amount from which to make change; and
– mentally calculating the difference.
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