Lesson 16

The purpose of this Choral Count is for students to practice counting on by 5 and to notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson and future lessons when students show their thinking when finding total values of sets of coins.

• “Count by 5, starting at 15.”
• Record in a single row as students count.
• Stop counting and recording at 85.
• “Count by 5, starting at 40.”
• Record in a single row directly below the first count as students count. Put 40 directly below 20, so that the fives and zeros in the ones place of each number are aligned.
• Stop counting and recording at 100.

• “What patterns do you see?”
• 1–2 minutes: quiet think time
• Record responses.

• “Who can restate the pattern in different words?”
• “Does anyone want to add an observation as to why that pattern is happening here?”

The purpose of this activity is for students to learn the value of a quarter and find combinations of coins that have the same value as a set of quarters. Look for ways students use what they know about tens and ones and counting by 10 and 5 as they reason about different ways to represent the same value in cents. Listen for ways students make connections between the value of a coin and the number of coins needed to represent the same value (MP8).

It would be helpful for students to have access to real coins or plastic coins, but if they are not available students can cut out coins using the money blackline master.

This activity uses MLR7 Compare and Connect. Advances: representing, conversing

• Take down or cover the coin poster before the launch.
• Add a quarter to the money chart showing the front and back.
• Each group of 2 needs access to a copy of the blackline master or a collection of real or plastic coins.

• Groups of 2
• Take down or cover the coin poster.
• Give students access to coins or a copy of the coins to cut out the quarters, nickels, dimes, and pennies.
• “Take a few minutes to fill in the chart based on what you know. Don’t forget to use the cent symbol when writing the values.”
• 2 minutes: partner work time
• Display coin poster with quarter added.

  

  

• “Now compare with the poster to see if you named them all correctly.”
• Point to the quarter.
• “Does anyone know the name and value of this coin?” (It’s a quarter and it’s worth 25 cents.)
• “A quarter is worth 25 cents. The coin is larger than a nickel. It usually says ‘quarter dollar’ on the front. Quarters have many different things on the back, but they are always the same size.”

• “Today, you will find the value of a few sets of coins and find another way to make the same amount using different coins.”
• “You can represent coins with drawings or you can glue the coins you have cut out onto the page.”
• As needed:
  • Show students how to draw and label circles to represent coin values.
  • Instruct students to use coins or cut out coins to help them.
• “Try to use quarters when possible.”
• 10 minutes: independent work time
• “Compare with a partner.”
• 5 minutes: partner discussion
• Monitor for students who:
  • use only dimes or a combination of different coins to show 80¢
  • use the least amount of coins to show 80¢
  • find ways to include a quarter each time that quarters are not given

• “Is there another way to make this amount using all the different coins?”
• “How can you use a quarter to help you find the same amount?”

• Share and display the different ways students used coins to show a value of 80¢.
• “What is the same and what is different between the groups of coins?”
• “What is helpful about using quarters to make a certain value?” (You can use fewer coins.)
• Invite previously identified students to show how they used quarters each time to find values using fewer coins.

The purpose of this activity is for students to find the value of sets of coins that include a quarter and to make connections between the value of a coin and the number of coins needed to represent a given value. As students reason about how to represent a given value with coins, listen for the language they use to describe the value of the coins they use. Some students may consider starting with a coin with the largest value because they can reach the total faster. Others may also show what they know about place value to use dimes and pennies to show a number of ten cents and one cents (MP7).

• Groups of 2

• “Now, you will find the value of 2 sets of coins including quarters. Then you'll make your own sets of coins that have a given value.”
• “Circle the coins used in each set and show the value.”
• 8 minutes: independent work time
• Monitor for students who:
  • count on from the coin with the largest value
  • group like coins and add the value of each group
  • use equations or clear labels to keep track of their thinking
• “Compare your set of coins with a partner to see how they were similar or different.”
• 2 minutes: partner discussion
• Monitor for different ways students made a set of coins with a value of 97 cents to share in the Lesson Synthesis, including:
  • using dimes and pennies to match the tens and ones
  • using quarters, then dimes, then pennies to use the fewest amount of coins

• “How do you know your coins have a value of 66 cents?”
• “How do you know you have used the fewest number of coins?”
• “Is there a way you could swap out a group of your coins for 1 coin that's worth the same amount of cents?”

• Invite previously identified students to share how they found the value of Elena's coins.
• “When we have a group of coins with different values, what are some methods you use to find the total?” (Grouping like coins, starting with the greater values first, counting on by 5 or 10.)
• As time permits, invite students to share how they counted Tyler's coins.