# K-12 Money

- addition
- counting
- money
- numbers

- applying information
- decision-making
- part-whole relationships

###### Pros

It's easy to use, design is clean, and five different games add variety.###### Cons

Requires intial teacher guidance, and the overall presentation isn't very exciting.###### Bottom Line

Solid, simple money-counting app doesn't have any frills but does the job.None

Design is clean, yet the app may be boring for some students used to a flashier interface.

It's good for practice, although depth of learning is limited to the basic understanding of money. Gentle and clear feedback should encourage kids.

Navigation is simple, but the "Matching Amounts" activity has overlap problems and response time can be slow. You may have to provide initial instruction for kid users, but they'll get the hang of it.

You could use the "Show Values" activity in any setting -- whole group to one-on-one -- to help students develop an understanding of money-counting skills *before* using the other activities in the app. While the "Show Values" activity doesn't specifically structure these activities, you could drag coins and bills onto the workspace to demonstrate counting by, counting on, counting up to, counting the largest denomination first for coins but coins before bills, and mental math strategies like remembering one total while calculating another. The other games in the app are best used as stand-alone practice tools, but the lack of scores and progress tracking limit the usefulness of this function. While it addresses skills in the K-4 age range, the app might also work for older students or special-needs students who get distracted easily.

*K12 Money* is your basic money counting app with five activities, five levels of difficulty, and a plain design. Published by K12, a for-profit curriculum developer and provider, *K12 Money* offers practice counting on, counting up to, and counting by 1s, 5s, 10s, 20s, and 25s in U.S. currency. Students choose their activity; whether to work with just coins or coins and bills; and then easy, medium, or difficult level. Easy activities generally require simple counting, while difficult tasks require students to apply mental math strategies to keep track of dollars and cents. Successful answers elicit a happy ring and a "good job" dialogue box with the correct answer. Students are allowed three incorrect answers and a mild down note before the correct answer is given to them.

While *K12 Money* has good basic functionality, students who are used to excitement, progress tracking, and rewards will likely get bored. Aside from the money itself, the app has no pictoral graphics, themes, or instructional support. On the other hand, students who get easily excited or distracted might benefit from a simple app like this one. Feedback is given in reasonable tones with brief messages ("That is too much! The money shown equals 11¢."), and students are limited to three guesses to prevent frustration. As with most money counting apps on the market, this one doesn't teach kids how to count money but does provide opportunities for practice.

Activities include "Counting Money" (enter matching number into keypad), "Show Me the Money" (drag fewest coins and bills onto workspace to equal amount indicated in text), "Making Change" (word problems requiring "counting up to" skills), "Matching Amounts" (drag fewest coins or bills to match amount indicated by coins), and "Show Values" (shows total value of currency dragged onto workspace). The "Counting Money" activity stands out from other money counting apps by virtue of its keypad at the difficult level, which requires older students to enter the dollar sign and decimal point for each answer.

Read More Read Less## Key Standards Supported

## Counting And Cardinality | |

K.CC: Count To Tell The Number Of Objects. | |

K.CC.4.b | Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. |

Know Number Names And The Count Sequence. | |

K.CC.1 | Count to 100 by ones and by tens. |

K.CC.2 | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). |

## Measurement And Data | |

2.MD: Work With Time And Money. | |

2.MD.8 | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? |

4.MD: Solve Problems Involving Measurement And Conversion Of Measurements From A Larger Unit To A Smaller Unit. | |

4.MD.2 | Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. |

## Number And Operations In Base Ten | |

1.NBT: Understand Place Value. | |

1.NBT.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |

Use Place Value Understanding And Properties Of Operations To Add And Subtract. | |

1.NBT.5 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. |

2.NBT: Use Place Value Understanding And Properties Of Operations To Add And Subtract. | |

2.NBT.5 | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. |

## Operations And Algebraic Thinking | |

1.OA: Add And Subtract Within 20. | |

1.OA.5 | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). |

1.OA.6 | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). |

Represent And Solve Problems Involving Addition And Subtraction. | |

1.OA.1 | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2 |

2.OA: Add And Subtract Within 20. | |

2.OA.2 | Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. |

#### See how teachers are using K-12 Money

#### Teacher Reviews

- Basic money counting and making change practice.3January 4, 2014