Lesson 16

Identify Quarters

Lesson Purpose

The purpose of this lesson is for students to identify quarters and find the total value of a set of coins including quarters.

Lesson Narrative

In a previous lesson, students recognized dimes, nickels, and pennies and learned their values. They used different strategies to find the value of a mixed set of coins.

In this lesson, students recognize the quarter and learn its value. They find the value of groups of coins and look for ways to represent the same value with different coins. Throughout the lesson, students make connections between quarters and combinations of other coins and notice that if they look for ways to use coins with a larger value first, they can be more certain they are using the fewest amount of coins (MP8).

In both activities, students continue to practice finding the values of coin collections using methods for adding within 100. Throughout the lesson, look for the different ways students find the value of coins collections and organize their thinking. While some students will continue to group like coins and add to find the total value, others will count on from the largest value (25, 35, 45, 50, 55, 56, 57, 58) or look for other ways to use ten (25, 30, 40, 50, 55, 56, 57, 58).

  • Action and Expression

Activity 1: How Much is a Quarter Worth?

Learning Goals

Teacher Facing

  • Find the value of a set of coins including all combinations.
  • Identify and know the value of quarters.

Student Facing

  • Let’s learn about quarters and find the value of different sets of coins.

Required Materials

Materials to Copy

  • Coins to Cut and Count

Required Preparation

Activity 1:

  • 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.

CCSS Standards

Lesson Timeline

Warm-up 10 min
Activity 1 20 min
Activity 2 15 min
Lesson Synthesis 10 min
Cool-down 5 min

Teacher Reflection Questions

Which students surprised you with their ways of organizing coins and finding total values? How can you leverage what these students know to ensure they develop strategies to solve story problems in the context of money in the upcoming lessons?

Suggested Centers

  • Picture Books (K–5), Stage 3: Find Shapes (Addressing)
  • Which One? (K–5), Stage 3: Grade 2 Shapes (Addressing)
  • How Are They the Same? (1–5), Stage 2: Grade 2 Shapes (Addressing)

Print Formatted Materials

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Additional Resources

Google Slides

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PowerPoint Slides

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