Be Rich Last Sunday, or Julie Glass’ A Dollar using different properties of operations and for Penny. objects.” Allow time for students to respond to the story. Distribute bags of pennies, nickels, and dimes SMP 5: Use appropriate strategically. to each pair of students. Ask students how to make 25¢. proficient students “Mathematically students the opportunity to respond with consider the available tools when solving a ways to make 25¢. List their responses on mathematical problem. These tools might chart paper. Ask students to remind you of a include pencil and paper, concrete models, few different ways to write cents (using a a ruler, a protractor, a calculator, a symbol or using words). spreadsheet, a computer algebra system, Keep the visible for students to use as a a statistical package, or dynamic geometry reference when playing the game Get to a software. Proficient students are Dollar. sufficiently familiar with tools appropriate If no student responds by saying quarter,” for their grade or course to make sound “a introduce the quarter to students as a coin decisions about when each of these tools whose value is 25¢. might be helpful, recognizing both the Show students that two quarters=50¢, three insight to be gained and their limitations.” quarters=75¢, and four quarters=one dollar. Distribute Resource Sheet 17: Dollar Chart. Discuss the chart with students. Ask them SMP 7: Look for and make use of what patterns they see and how the chart structure. could help them to count money. Introduce the game Get to a Dollar (Resource proficient students look “Mathematically Sheet 18). Model how to play the game with closely to discern a pattern or structure.” student volunteers. Ask questions as students play, such as, much more do we need to “How get to a quarter? To a dollar?”
Be Rich Last Sunday, or Julie Glass’ A Dollar for Penny. Allow time for students to respond to the story. Distribute bags of pennies, nickels, and dimes to each pair of students. Ask students how to make 25¢. students the opportunity to respond with ways to make 25¢. List their responses on chart paper. Ask students to remind you of a few different ways to write cents (using a symbol or using words). Keep the visible for students to use as a reference when playing the game Get to a Dollar. If no student responds by saying “a quarter,” introduce the quarter to students as a coin whose value is 25¢. Show students that two quarters=50¢, three quarters=75¢, and four quarters=one dollar. Distribute Resource Sheet 17: Dollar Chart. Discuss the chart with students. Ask them what patterns they see and how the chart could help them to count money. Introduce the game Get to a Dollar (Resource Sheet 18). Model how to play the game with student volunteers. Ask questions as students play, such as, “How much more do we need to get to a quarter? To a dollar?” using different properties of operations and objects.” SMP 5: Use appropriate strategically. “Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations.” SMP 7: Look for and make use of structure. “Mathematically proficient students look closely to discern a pattern or structure.”
M_2_MD_C_8_LP_Money.docx