This is a lesson based on ideas from the Va Dept. of Edu site, which has a couples resources for SOLS in the classroom.
In this lesson students will work on SOL 1.7 Identifying and determining coin values
To do this activity you'll need
To begin, have students in small groups of 2-3. Each group is given a dollar as well as a collection of coins.
The students each roll a number cubes and collect coins that equal the value on the number cube. For example, if a student rolls a 3 they should collect 3 pennies.
After each roll, the student should count and say out loud the value of their coins. This way, their partner can check their work. Once a student is able to trade their coins for a coin of a higher value they must do that. If they have 7 pennies they must trade 5 of them for a nickel etc.
The first student to reach a dollar wins they game!
Assesment:
As students are playing the game, you should circulate the classroom and asses for student understanding
Ask students some guiding questions to asses understanding, for example:
“Should a player ever have 3 dimes (or 7 pennies or 3 nickels, etc.) at any time
during the game? Why, or why not?”
Strategies for Differentiation
As you circulate, look for students who may be having trouble trading coins. Remind them of coin equivalences or provide them with this cheat sheet.
If a group seems to be doing particularly well, give them a more challenging amount.
References:
Virginia Department of Educations
http://www.doe.virginia.gov/testing/solsearch/sol/math/1/mess_1-7.pdf
In this lesson students will work on SOL 1.7 Identifying and determining coin values
To do this activity you'll need
- Pennies, nickels, dimes, quarters, dollar bills
- Number cubes
- Kid friendly direction: found here
To begin, have students in small groups of 2-3. Each group is given a dollar as well as a collection of coins.
The students each roll a number cubes and collect coins that equal the value on the number cube. For example, if a student rolls a 3 they should collect 3 pennies.
After each roll, the student should count and say out loud the value of their coins. This way, their partner can check their work. Once a student is able to trade their coins for a coin of a higher value they must do that. If they have 7 pennies they must trade 5 of them for a nickel etc.
The first student to reach a dollar wins they game!
Assesment:
As students are playing the game, you should circulate the classroom and asses for student understanding
Ask students some guiding questions to asses understanding, for example:
“Should a player ever have 3 dimes (or 7 pennies or 3 nickels, etc.) at any time
during the game? Why, or why not?”
Strategies for Differentiation
As you circulate, look for students who may be having trouble trading coins. Remind them of coin equivalences or provide them with this cheat sheet.
If a group seems to be doing particularly well, give them a more challenging amount.
References:
Virginia Department of Educations
http://www.doe.virginia.gov/testing/solsearch/sol/math/1/mess_1-7.pdf