Abstract
This curriculum unit is intended to introduce students to the names and values of coins (pennies, nickels, dimes, and quarters). Students will increase their fluency of the values by engaging in interactive activities that require them to trade among the coins to show amounts using different combinations of coins. Students will continue to apply their understanding by solving a variety of problems. And, ultimately students will create their own relevant story problems involving coins. Students will explore a variety of strategies, including using manipulatives and technology, as well as make a connection to literacy, to greater understand coins and money and better gain experiences taught through this unit.
North Carolina state standards as well as Principles and Standards for School Mathematics set forth from the National Center of Teaching Mathematics drive the instruction part of this curriculum unit, and students being able to create and solve “irresistible problems” (Reiter 2009) is the ultimate goal of student learning.
This unit will originate, and conclude, with student interviews about their understanding of coins and money. Pre-assessment data will drive instruction and student knowledge and understanding will be monitored throughout the unit. The timeline for this unit will be one academic school year.
This curriculum unit is intended to introduce students to the names and values of coins (pennies, nickels, dimes, and quarters). Students will increase their fluency of the values by engaging in interactive activities that require them to trade among the coins to show amounts using different combinations of coins. Students will continue to apply their understanding by solving a variety of problems. And, ultimately students will create their own relevant story problems involving coins. Students will explore a variety of strategies, including using manipulatives and technology, as well as make a connection to literacy, to greater understand coins and money and better gain experiences taught through this unit.North Carolina state standards as well as Principles and Standards for School Mathematics set forth from the National Center of Teaching Mathematics drive the instruction part of this curriculum unit, and students being able to create and solve “irresistible problems” (Reiter 2009) is the ultimate goal of student learning.This unit will originate, and conclude, with student interviews about their understanding of coins and money. Pre-assessment data will drive instruction and student knowledge and understanding will be monitored throughout the unit. The timeline for this unit will be one academic school year.
Torrieann Martyn Dooley, Elementary teacher, David Cox Elementary School
(Unit PDF)
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