Coin+Value

from //How to Assess Problem-Solving Skills in Math// by Bena Kallick and Ross Brewer, Scholastic, 1997, p 66-67.

Grade Level K-2 Concepts assessed and skills developed: Problem-solving process; communication; coin recognition; coin value, counting and exchange

Sometimes kids think bigger is better; which coin would those kids think have the most value. What about when you're in line, if the penny is at the head of the line, is it worth more than a quarter that's at the end of the line? Coins are made out of metal. What if the copper in the penny was worth more than a different metal? What is the best way to talk about value in coins?
 * Begin with class discussion of what different kinds of value we can talk about with regards to coins.**


 * Tell students that muffins cost 25 cents. Ask them to show how they can pay for the muffin. They must show and explain their work using pictures, numbers and words. They must show more than one combination. Students can work in pairs or small groups.**

Some (but not all!) ways to demonstrate: on paper in Kidpix using coin images on SMART board


 * CHECKLIST**


 * Communicates ideas accurately to show correct combinations ||  ||
 * Shows combinations in more than one way ||  ||
 * Can student make a pattern or rule, and apply it to other totals or combinations? ||  ||