For a challenge, have students sort 15 dimes into four different groups so that each group has a different number of dimes. Students need to determine if zero is a group, and explain why. They will also need to decide if there is more than one answer, and how they know they found all possible groupings. Closure Ask the students to tell you everything they SMP 3: Construct viable arguments and critique the reasoning of others. know about our money system. Record student responses on chart paper. proficient students “Mathematically Ask students where they see money used understand and use stated assumptions, outside of school. definitions, and previously established Possible Exit Questions: results in constructing arguments.” How many different ways can I use coins to make 87¢? How many nickels does it take to make the students can construct same value as two quarters? “Elementary arguments using concrete referents such Make a list of all the coins and their values. as objects, drawings, diagrams, and If you dropped a nickel a day into your actions. Such arguments can make sense piggy bank, how much money would you and be correct, even though they are not save in one week? In two? generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.”
For a challenge, have students sort 15 dimes into four different groups so that each group has a different number of dimes. Students need to determine if zero is a group, and explain why. They will also need to decide if there is more than one answer, and how they know they found all possible groupings. Closure Ask the students to tell you everything they know about our money system. Record student responses on chart paper. Ask students where they see money used outside of school. Possible Exit Questions: How many different ways can I use coins to make 87¢? How many nickels does it take to make the same value as two quarters? Make a list of all the coins and their values. If you dropped a nickel a day into your piggy bank, how much money would you save in one week? In two? SMP 3: Construct viable arguments and critique the reasoning of others. “Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments.” “Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.”
M_2_MD_C_8_LP_Money.docx