Money

Objectives

• Students will understand the attributes of money.
• Students will be able to recognize coins and bills.
• Students will be able to show a financial value with various coin or paper money combinations.

Kit Contents

• Red Program Folder

• Books (in kit)
  • Murphy, Stuart J. Penny Pot
  • Viorst, Judith Alexander, Who Used to be Rich Last Sunday

• Equipment (in kit)
  • Money Collection Box:
    • 8 Pads of Various Bills
    • 3 Bags of Assorted Plastic Coins
    • 1 Bag Containing 4 extra Gold Dollars
  • “Alexander” Money Kit Bag:
    • 5 Stamps (1, 5, 10, 25, 50 cents)
    • 1 Pack of Assorted Bills
    • 1 Pack of Assorted Coins
    • Activity Sheet
  • Counting Change Puzzles (set of 10)

Lesson

• Introduction
  • Students should be introduced to the basic units of money both in name and value. (Ex. One penny = one cent)
  • Practice naming each of the denominations of coins.
  • Practice naming each of the bills.
  • Using flashcards, practice naming the value of each coin as well as its name and the other way around. (Ex. What is the name of this coin? or How much is this coin worth?)
  • Work with student to calculate the value of several coins.
  • Give the student a number and have him/her choose the appropriate coins to make that value counting it as he/she goes.
  • Practice coming up with alternative methods of achieving same financial value.

• Practice
  • COUNTING CHANGE PUZZLE
    NOTE: Puzzles have two sides, red and purple. The colors represent two levels of difficulty with the purple being more difficult.
    • Players should decide which color they will use (red or purple). Players should then randomly pick or be dealt an even number value pieces.
    • Each player should take a piece of paper and list out all the different ways to reach that total using pennies, nickels, dimes, quarters, half dollars, or dollars.
    • One point should be given for each of the correct methods for achieving a given value.
    • Take turns finding the coin value pieces that match with the piece you have.
    • If the coin distribution was one that was on your list, you get an additional point.
    • Points are only earned, never taken away.
      Remember: The puzzles are excellent for personal practice in addition to many other games. Try to reinforce with your student the importance of recognizing the coin value, rather than just matching up the puzzle parts themselves.
  • Read “ALEXANDER WHO USED TO BE RICH LAST SUNDAY”
    • Have student calculate how much money each of Alexander’s brothers have.
    • Have student list the various change Alexander may have at any given time. (Ex. He started with a dollar bill, paid $0.15 for gum so he has $0.85 left that could be 3 quarters and 1 dime)
    • Using the stamps, have students use index cards to make flash cards of coin symbols on one side and financial value on the other side.
  • Do similar activities with the bills, but realize that there is not nearly as much challenge in learning the names since they are 1, 5, 10, 20 etc. and young children will not have much call to be making change from large bills.

 

Kit Topics | Families Counts