This week’s math plan is to wrap up our unit on money. Next Monday we will do a #MentalMathMonday focus on money. Here are some ways to practice at home if your child needs some extra support or just so you know what we are working on at school.
How much money? Grab some change and have your child a)count it out coin by coin as needed, then b) when they are ready ask them to add it in their head before telling you how much. a)$2.00+$1.00+$0.25=$3.25 b)$3.25
Try it again. This time your child could a)move the coins into amounts that are easier for them to add together (put the quarter alone, then add 2 dimes and a nickel, then the other 2 dimes and count it as $0.25+$0.25+$0.20=$0.70) b) start from different points and add coins as they are near (this could be counted as dime, dime, quarter nickel, dime, dime) c)group all like coins together then add it up (one quarter, one nickel and 4 dimes). Counting the coins in different ways just helps to solidify their understanding
Add the value of the coins and think about how much more they would need to equal a certain amount (in this example: $1.00). This one starts at $0.45 so kids could add on dimes (55,65,75,85,95) then a nickel to make $1.00 (the answer being 5 dimes and 1 nickel which is $0.55) or know that $0.50 would being them to $0.95 and $0.05 more would be a $1.00 (the answer being $0.50+$0.05=$0.55) or knowing compatible numbers to 100 is a great tool (if 45+55=100 then $0.45 +$0.55=$1.00)
Start with an amount (in this example $1.00 and see what they would need to subtract to end up with a known amount of change (in this example $0.30). $1.00-$0.30 is the same thinking as 100-30. Knowing those compatible numbers to 100 comes in handy again! (Compatible numbers are number pairs that add to a certain number…we’ve already done a lot of practice with 10,20 and 50…now would be a great time to really know the 100 facts!)
Counting money and writing it in different ways…using dollars or cents
Money is similar to time for some kids because we don’t necessarily use actual coins and bills asa often as we might use debit and credit. Give your child real life opportunities to use money to pay for things when you are out, set up a store at home, use real or pretend coins (or you can make your own pretend money if you wanted). If your child isn’t used to telling time or using money these skills won’t happen overnight. Have fun and practice a little each day. Choose one skill to work on at a time.
*There are some students who still need a little support with recognizing coins and knowing their value. Please review toonies, loonies, quarters, dimes, nickels and even pennies at home…I know we don’t use pennies anymore, but they come in handy for math skills! Knowing how many pennies you need to equal the value of a toonie for example is also a nice review of place value understanding.
*You can also do things like how many nickels would you need to make $0.25 or $0.75, etc. Or what is the fewest amount of coins you could need to make $0.60 (and have them draw it out). OR show you all the ways they can think of to make $1.00.
Happy Practice!
Danielle
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