**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:

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* * * 2 dimes and a nickel * * * * trade a quarter every time, * * *

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* 4 quarters trade a dollar and that is quite a lot, *

* A dollar in my pocket is exactly what I’ve got! *

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1. * Counting money: *

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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 ¢ *

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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.