Counting Mixed Coins Activity

TEKS:
1.4 Number and operations. The student applies mathematical process standards to identify coins, their
values, and the relationships among them in order to recognize the need for monetary transactions.
The student is expected to:

1.4 A: identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the
relationships among them;
1.4 B: write a number with the cent symbol to describe the value of a coin; and
1.4 C: use relationships to count by twos, fives, and tens to determine the value of a collection of pennies,
nickels, and/or dimes.
1.5 Algebraic Reasoning. The student applies mathematical process standards to identify and apply number
patterns within properties of numbers and operations in order to describe relationships. The student is
expected to:

1.5B skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

Materials:
● Quiz Quiz Trade Cards (see below)
● Coins for students that need the visual
Teacher Notes:
● The purpose of this mini-lesson is for students to create different coin combinations that equal a desired
value (25c, 50c, 75c,80c).
● Be sure to show students the cent symbol when referring to the value of each coin.
● Students should recognize that a greater amount of coins does not always mean the value is greater.
● Students will skip count by twos, fives, and tens to determine the value of a collection of pennies,
nickels, and dimes and the combination of these coins.
● Be sure to show students the cent symbol when referring to the value of each coin.
CONNECTION:
“Today we are going to be doing an activity to continue practicing counting a group of mixed coins.”
TEACH:
The teacher will review the different ways to create different coin combinations. The teacher will present several
different amounts on the board and have students help you create several ways to create that amount.
Remember to use the correct money symbol when showing the students amount.
ACTIVE ENGAGEMENT:
Pass out the Quiz-Quiz-Trade cards (see below). Refer to Kagan if you need an explanation on how to use the
structure quiz-quiz-trade. Have students create the amount of money either verbally or using manipulatives
when they are quizzed. Have coins available at each table and allow partners to create the value together if they
get stuck. Teacher can confer with students and groups that are struggling with this.
LINK: “When you are counting different types of coins together, remember to start with the highest value first
and try and find friendly numbers quickly.”
TEACHER TABLE:
17¢ - ___ ¢ = 9¢

Make a word problem that goes with the number sentence and solve using a strategy of your choice.

Below Level Students: Student will have plastic coins to manipulate while student is saying the problem. Teacher
will model when necessary.

On-Level Students: Student will write the problem with part unknown. Teacher can provide PPW mat for
visualization. Student can justify his answer with a number sentence.

Above-Level Students: Student will write the word problem and use two known strategies. Teacher can ask:
Which is the most effective strategy? Why?
Cards for Quiz-Quiz-Trade

$1.00 25₵ 50₵ 60₵

55₵ 75₵ 10₵ 5₵

15₵ 40₵ 45₵ 8₵

6₵ 7₵ 8₵ 9₵

1₵ 3₵ 2₵ 4₵

90₵ 85₵ 20₵ 80₵

$1.00 25₵ 50₵ 60₵

55₵ 75₵ 10₵ 5₵

15₵ 40₵ 45₵ 8₵

6₵ 7₵ 8₵ 9₵

1₵ 3₵ 2₵ 4₵

90₵ 85₵ 20₵ 80₵