Chapter 13 Money! Money! Money!
Chapter 13– Money! Money! Money!
Boy is this a fun chapter because it is about a subject that most of
love…money!! In preparation for this chapter we have been working all
year during our money calendar to make amounts in money so that this
chapter would not be so much of a shock. As with time money makes NO
Sense! :) Why is the dime worth more than a penny when a penny is
bigger? While we are at it, what does that word worth really mean?
Aaahhhh!!! We will all take a deep breath and work on counting with the
penny, nickel, dime, and even the quarter! This chapter is not in our
math book as we have finished the book, but we still need to learn this
skill to be rich and successful in the world!
We say a poem each morning that might help at home:
5 pennies trade a nickel, 
2 nickels trade a dime, 
2 dimes and a nickel trade a quarter every time, 
4 quarters trade a dollar and that is quite a lot, 
A dollar in my pocket is exactly what I’ve got!
1. Counting money:
In the first section, we are counting the penny, nickel, and dime. Then
we start counting them which gives us a lot of practice with counting
by 5s and 10s.
****The big rule here is that when counting make sure that the coin
that is worth the most goes first. So at this point when counting coins
the dime is going first, followed by the nickel and then the penny. ***
Also we want to see that there are different ways to make amounts with
money so there are a lot of answers that are accepted here. For example:
31 can look like:
· 2 dimes, 2 nickels, and 1 penny
· 31 pennies
· 6 nickels, and 1 penny
· 3 dimes, and 1 penny
· 1 dime, 4 nickels, and 1 penny
This is where practicing with dimes and pennies when counting tens and ones will pay off.
We also go “shopping” frequently and “buy” items around the room that
have price tags on them. Then we compare the amounts to see who spent
the most money. We then use a menu to “buy” dinner and see if there
would be change or not.
2. Using Money-
After we have a grip on the dime, nickel, and penny, we move on to the
quarter. First we start off making 25 ¢ a number of ways and then trade
in for the quarter.
### BIG HINT###
When counting the mixed coins, write the amount as you are counting so
that the student can keep track. So 31 ¢ would look like this:
10 ¢ 20 ¢ 25 ¢ 30¢ 1¢
This really helps the students a lot. You can write under the coin or
actually on top of it. Please encourage your child to do this as much as
possible. Touching the coins and writing on the coins provides the
physical sensation that many children need when learning these abstract
concepts.
The ONLY way to get this is to work with the money as much as possible.
Activities for Chapter 13
1. Showing an Amount with the Fewest Coins
Materials:
Pictures of toys to buy, coins, paper, scissors, glue
Procedures:
1. Have the child chose a few items from a magazine or catalog and cut them out to “buy” them.
2.
Tell the child to put out the needed money to “buy” that item. If the
child outs the fewest coins then move on to the next picture, if not
have the child see if they can use fewer coins to make the amount.
3. Repeat and then compare the cost of the items by placing them in order of least to greatest.
2. Different Ways to Show 50 ¢
Materials:
Coins, crayons, drawing paper
Procedures:
1. Have the child make 50 ¢.
2. Have the child make as many ways as possible and record the ways in a graph or other drawings.
3. Challenge the child to see how many ways to make any other amount.
4. The child could write a story about how he made 50 ¢ and why he had to use the coins that he did.
5. When shopping take advantage of the situation and have the child count the change that you get or the change that is needed.