money riddles

Expectations:

F1.1 identify the various Canadian coins up to 50¢ and coins and bills up to $50, and compare their values .

Key Concepts:

• The numerical value attached to a measurement is relative to the measurement unit.

• The concept of unitizing is defined as the ability to recognize that a group of objects can be considered as a single unit.

Prior Knowledge:

The names of our coins are conventions of our social system. Children learn these names the same way that they learn the names of physical objects in their daily environment-through exposure and repetition. The value of each coin is also a convention. For these values to make sense, children must have an understanding of 5, 10, and 25 and think of seeing these quantities without seeing countable objects. Nowhere else do we say, “This is five” while pointing to a single item. A child who remains tied to counting objects to determine “how much” will be challenged to understand the values of coins.

Although the penny is no longer distributed, it is important to continue to teach the concept of one cent to aid in students’ understanding of unitizing (Ex. a nickel=5 cents)

Materials

• Mathies App

• Coin and Bill Manipulatives

Show the Identifying coins video:

https://youtu.be/wlTG0HK6ovg

Vidéo en français (premières deux minutes) - https://www.youtube.com/watch?v=pSuAEa5xc-M

Create a chart together as a class, identifying the coin and bill values up to 50 cents and 50 dollars

Sample coin chart:

https://2.bp.blogspot.com/-wa9EhkC3KQM/Tm1u0j9iLRI/AAAAAAAABTc/eiYs36oL6gI/s1600/canadian+money+images.png

Sample Bills chart:

https://4.bp.blogspot.com/-FCHs-Xd-MMc/Tm1u6mHv2OI/AAAAAAAABTg/8OwkjinPipI/s1600/can+money2.png

Imagiers monnaie et billets: clique ici

Use counts that are used when counting money (coins or bills). Explain to children that they will start skip counting by one number, and at your signal they will shift to a count by a different number. Use any two of these numbers: 25,10,5,1. Always start the skip count with the larger number. For example, write the numbers 25 and 10 on the board. Point to the larger number (25), and have children begin to skip count. After three or more counts, raise your hand to indicate a pause in the counting. Then point to the smaller number (10). Children continue to skip count from where they left off but now count by tens.

Using the coins and bills chart as a reference, students will open the “Mathies Money” app and choose from the following two tasks:

What coin combinations can you use to show your amount?

Choice 1: 12¢

Choice 2: 45¢

Have the students take a screenshot of their completed task to share with the class.

Complete the same task using dollar amounts.

What bill combinations can you use to show your amount?

Choice 1: $20

Choice 2: $50

Have students share their coin and bill combinations with the class. To increase engagement, as that the student who is sharing their combinations, not tell us what they used, and have the rest of the class guess what coin or bill combinations they used. Treat this almost like a riddle:

Ask questions like...

“Did you use any dimes?”

“Did you use any pennies?”

Finally, have the students guess what the combinations were and then ask,

“What coins did you use?”

“Were there other possible combinations?”

SEL Student Self Reflection and Teacher Rubric