1.4

1.4 is a knowledge and skills statement. These are the student expectations under it.

• 1.4.A

  identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them

• 1.4.B

  write a number with the cent symbol to describe the value of a coin

• 1.4.C

  use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes

01

What Students Need to Do

Students recognize pennies, nickels, dimes, and quarters and write each value with the cent symbol. They explain equal-value relationships, such as five pennies equaling one nickel. They count collections by ones, twos, fives, and tens.

02

What Mastery Looks Like

Students name pennies, nickels, dimes, and quarters from either side and give each value. They explain coin relationships and accurately total mixed groups of pennies, nickels, and dimes.

03

Common Misconceptions

Students may think a larger coin is always worth more, so they value a nickel above a dime. They may confuse coin faces, write ¢5 instead of 5¢, or keep counting by fives after switching from nickels to pennies.

04

How to Assess It

Show a quarter and a collection of 2 dimes, 1 nickel, and 4 pennies. Ask students to name the quarter, write its value, then find and write the collection's total as 29¢.

1. 01

   Give pairs plastic coins and value mats, then have them sort each coin and build equal values, such as five pennies beside one nickel.

2. 02

   Ask, “Why is a dime worth more than a nickel even though it is smaller?” Students draw coins and explain their thinking.

3. 03

   Play Coin Grab: students draw three coin cards, count the total by ones, twos, fives, or tens, and record it with ¢.

4. 04

   Set up a classroom snack shop with prices under 50¢, then have students choose pennies, nickels, and dimes to pay each price.

• K.2

  The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole number...

• 1.5

  The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relati...

• K.4

  The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identi...

• 4.2

  The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place val...