Skip Counting with Coins
1 Introduction of Coins
The teacher will have a pre-created tellagami that will introduce the students to skip counting. The tellagami will start by reviewing the quarter, dime, nickel, and penny and the value of each coin. It will then go on to show students how to group coins from greatest to least and skip count to find the value of a given group of coins. The tellagami will include a few questions for the students to answer throughout the presentation.
2 Skip Counting with Coins
The teacher will give the students coins to use as manipulatives. The teacher will tell the students what coins to put in front of them and then tell them to group them from greatest to lease and use skip counting to find the value of the group of coins. They will do this with about 3 different groups of coins and go over the answers whole group. The teacher will then give the students a few different amounts such as 45 cents, 93 cents, and 12 cents. The students will use whatever coins they can to equal those specific values.
Students will order coins from greatest to least and skip count to find the value.
Students will match a given value with the appropriate coins.
3 QR Codes and Educreations
Teacher will place QR codes throughout the classroom. The students will need to scan three QR codes to find different groups of coins. Then must write down the coins in each group and then skip count to find the value. After finding three groups, students will create an educreation that identifies their three groups and shows how to skip count the groups of coins to find the value.
Students will work in pairs to scan 3 QR codes and find 3 different values of coins. They will create an educreation that shows their three different groups of coins and how to skip count the groups to find the value.
Teacher will use rubric to assess the educreation that the students have completed.
Students will present their educrestion to the class with their partner.
Students will write down one part of the presentation they really liked and one part that could be improved while watching each presentation.
Key Standards Supported
Counting And Cardinality
Count to 100 by ones and by tens.
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Understand the relationship between numbers and quantities; connect counting to cardinality.
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
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.
Understand that each successive number name refers to a quantity that is one larger.
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1
Compare two numbers between 1 and 10 presented as written numerals.
Measurement And Data
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
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?