Objective To review estimation, dollars-and-cents notation, and names for a dollar, a dime, and a penny. 1 materials Teaching the Lesson Key Activities Children use estimation to identify two grocery items that could be bought for $2.00. They review decimal notation for dollars-and-cents amounts and identify various names for dollars, dimes, and pennies. They investigate pennies and dimes as fractional parts of a dollar. Key Concepts and Skills • Read and write money amounts in dollars-and-cents notation. [Number and Numeration Goal 2] • Find fractional parts of $1.00. [Number and Numeration Goal 3] • Estimate the total cost. [Operations and Computation Goal 3] • Match equivalent monetary names. ⵧ Math Journal 2, p. 230 ⵧ My Reference Book, p. 90 ⵧ Home Link 10 1 ⵧ Teaching Masters (Math Masters, pp. 296 and 297) ⵧ Teaching Aid Master (Math Masters, p. 415) ⵧ Transparency (Math Masters, p. 441; optional) ⵧ 100 pennies, 10 dimes, and one $1 bill ⵧ scissors 䉬 ⵧ paste, glue, or tape [Measurement and Reference Frames Goal 4] Key Vocabulary decimal point Ongoing Assessment: Recognizing Student Achievement Use the Math Message. [Operations and Computation Goal 3] 2 materials Ongoing Learning & Practice Children practice adding whole-dollar amounts by calculating word values. Children practice and maintain skills through Math Boxes and Home Link activities. 3 materials Differentiation Options READINESS Children use a 100-grid to review the relationships among pennies, dimes, and dollars. EXTRA PRACTICE Children identify coin combinations equivalent to $1.00. ⵧ Math Journal 2, pp. 232 and 233 ⵧ Home Link Master (Math Masters, p. 298) ELL SUPPORT Children add dollar-andcents notation to their Math Word Banks. ⵧ Teaching Master (Math Masters, p. 299) ⵧ Minute Math®+, p. 64 ⵧ Differentiation Handbook ⵧ 100 pennies and 10 dimes See Advance Preparation Additional Information Advance Preparation For the optional Readiness activity, make two copies of Math Masters, page 299 and paste or tape them together to make a 10 10 grid. Technology Assessment Management System Math Message See the iTLG. Lesson 10 2 䉬 731 Getting Started 夹 Mental Math and Reflexes Math Message Pose questions about money equivalencies. Suggestions: Look at journal page 230. Use an Exit Slip (Math Masters, page 415). List two items you could buy with $2.00. How many pennies are in a nickel? 5 What fraction of a 1 nickel is 1 penny? 5 Home Link 10 1 Follow-Up 䉬 How many dimes are in a dollar? 10 What fraction of a dollar 1 is 1 dime? 1 0 How many nickels are in a quarter? 5 What fraction of a Review the answers and ask volunteers to name an item and its cost. Have the class suggest combinations of coins and dollar bills to pay for the item. 1 quarter is 1 nickel? 5 1 Teaching the Lesson 䉴 Math Message Follow-Up WHOLE-CLASS ACTIVITY (Math Journal 2, p. 230; Math Masters, p. 441) Math Message Ongoing Assessment: Recognizing Student Achievement 夹 Use the Math Message to assess children’s ability to estimate the combined value of two items. Children are making adequate progress if they successfully complete the Math Message. Some children may be able to list three items you could buy for $2.00. [Operations and Computation Goal 3] Student Page Date Time LESSON Good Buys Poster 10 1 䉬 Fruit/Vegetables Group Carrots Seedless Grapes Pork & Beans 1-lb bag 99¢ lb Oranges $1.49 lb Bananas 59¢ lb Peanut Butter 16 oz 3/$1.00 Plums 69¢ lb Meat Group 18-oz jar 2/89¢ $1.29 Chunk Light Ground Beef $1.99 lb Tuna 6.5 oz Lunch Meat $1.39 Celery Grain Group Gallon Milk $2.39 American Cheese 8 oz 6-pack Yogurt $2.09 $1.49 Miscellaneous Items 16 oz 99¢ Saltines 1 lb 69¢ Hamburger Buns Mayonnaise 16 oz 32 oz 69¢ $1.99 Catsup 32 oz $1.09 Grape Jelly 2-lb jar $1.69 Math Journal 2, p. 230 732 䉯 1 pound of saltines and one 1-pound package of lunch meat no 䉯 1 pound of ground beef and one 16-ounce package of hamburger buns no 59¢ lb Wheat Bread 䉯 1 loaf of wheat bread and 1 pound of grapes yes 1-lb package 69¢ Milk Group Watermelons $2.99 ea. You may want to display an overhead transparency of the Good Buys Poster. Ask children to share their answers and tell how they know that $2.00 would be enough to buy both items. Some will have found exact answers and some will have estimated. Briefly discuss why estimation is appropriate, but don’t try to teach any particular method. (In Lesson 10-5, children will learn to estimate by rounding to the nearest 10¢.) Continue by asking children whether $2.00 is enough for the following: Unit 10 Decimals and Place Value If children ask about sales tax, explain that they should pretend there is none. Tell children that finding sales tax involves percent, which they will study at a later time. 䉴 Reviewing Decimal Notation WHOLE-CLASS ACTIVITY for Money (My Reference Book, p. 90) Write an amount like $12.37 on the board and label it accordingly with “whole dollar amount,” “decimal point,” and “cents amount.” Remind children that the period after the 12 is called the decimal point. The digits before the decimal point stand for whole dollar amounts; the digits after the decimal point stand for cents amounts (less than a dollar). Point out that in dollars-and-cents notation, there are always two digits after the decimal point. NOTE Although amounts of 1 dollar or more can be written as cents ($1.25 125¢), this isn’t usually done. Ask someone to read the amount shown on the board. Write the answers on the board to support English language learners. Sample answers: twelve dollars and thirty-seven cents; twelve dollars thirty-seven cents; twelve dollars thirty-seven; twelve thirty-seven The “and” in “twelve dollars and thirty-seven cents” stands for the decimal point. With children, practice reading and writing money amounts in dollars-and-cents notation. Suggestions: 䉯 Write amounts such as $1.25 and $3.05 on the board. Ask children to read the amounts. One dollar and twenty-five cents; three dollars and five cents 䉯 Ask: In $1.25, what does the 1 stand for? 1 dollar What does the 25 stand for? 25 cents 䉯 Write amounts less than one dollar, such as $0.48 and $0.06. Ask: How do you read this? $0.48 can be read as “zero dollars and 48 cents,” but it is usually read simply as “48 cents.” 䉯 Dictate amounts such as “5 dollars and 64 cents,” “32 cents,” and “3 cents.” Children write them in dollars-and-cents notation on their slates. Links to the Future This is a beginning exposure to decimal notation. Reading, writing, and modeling numbers with manipulatives to the hundredths is a Grade 3 Goal. You may wish to read more about dollars-and-cents notation with your class in My Reference Book, page 90. 䉴 Investigating Pennies and WHOLE-CLASS ACTIVITY Dimes as Fractions of a Dollar Use pennies, dimes, and dollars to illustrate the relationships among these coins and $1.00. Record the relationships on the board (see margin). Ask questions like the following: ● How many pennies are in one dollar? 100 pennies ● What part of a dollar is a penny? 100 of a dollar ● How do you write 1 penny in dollars-and-cents notation? $0.01 1 Or like these: ● How many dimes are in one dollar? 10 dimes ● What part of a dollar is a dime? 10 of a dollar ● How do you write 1 dime in dollars-and-cents notation? $0.10 penny 1¢ $0.01 dime 10¢ $0.10 1 100 10 100 1 10 of a dollar of a dollar of a dollar 1 Lesson 10 2 䉬 733 Teaching Master Name Date Time LESSON 10 2 Many-Name Scramble 䉬 Cut out the names of , , and from Math Masters, page 297. Then paste them in the proper columns below. $1.00 one-tenth of a dollar a dollar 10¢ 10 dimes a dime one-hundredth of a dollar 100 pennies $0.10 1¢ $0.01 1 100 of a dollar 1 10 䉴 Matching a Dollar, a Dime, INDEPENDENT ACTIVITY and a Penny with Their Names (Math Masters, pp. 296 and 297) Children cut out the names from Math Masters, page 297 and paste them in the proper columns on Math Masters, page 296. Links to the Future This is an early exposure to identifying the whole unit given a fractional part of a region or a collection. This skill is addressed throughout third grade and is a Grade 4 Goal. a penny of a dollar 2 Ongoing Learning & Practice Math Masters, p. 296 䉴 Calculating Word Values INDEPENDENT ACTIVITY (Math Journal 2, p. 232) Children pretend that the letters of the alphabet have been assigned the dollar values shown at the top of the journal page. They calculate the values of words. For example: 䉯 What is the value of cat? $3 $1 $20 $24 䉯 What is the value of dog? $4 $15 $7 $26 Teaching Master Name LESSON 10 2 䉬 Date Time Many-Name Scramble continued 1 100 of a dollar $1.00 $0.01 100 pennies a dollar 10 dimes one-tenth of a dollar 1 10 of a dollar 10¢ one-hundredth of a dollar a dime 1¢ $0.10 a penny Math Masters, p. 297 734 Unit 10 Decimals and Place Value 䉴 Math Boxes 10 2 䉬 INDEPENDENT ACTIVITY (Math Journal 2, p. 233) Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 10-4. The skill in Problem 6 previews Unit 11 content. Student Page 䉴 Home Link 10 2 INDEPENDENT ACTIVITY 䉬 (Math Masters, p. 298) Date Time LESSON Word Values 10 2 䉬 Pretend the letters of the alphabet have the dollar values shown in the table. For example, the letter g is worth $7; the letter v is worth $22. The word jet is worth $10 $5 $20 $35. Home Connection Children write amounts of money in dollars-and-cents notation, and they represent an amount of money in two different ways. a b c d e f g h i j k l m Value $1 $2 $3 $4 $5 $6 $7 $8 $9 $10 $11 $12 $13 n o p q r s t u v w x y z Value $14 $15 $16 $17 $18 $19 $20 $21 $22 $23 $24 $25 $26 1. Which is worth more, dog or cat? dog zebra Answers vary. 2. Which is worth more, whale or zebra? 3. How much is your first name worth? 4. Write 2 spelling words you are trying to learn. Find their values. 3 Differentiation Options Answers vary. Word: Value: $ 5. What is the cheapest word you can make? It must have at least 2 letters. SMALL-GROUP ACTIVITY READINESS 䉴 Exploring Relationships Value: $ Word: Word: Sample answer: ad Value: zero Word: 5–15 Min among Pennies, Dimes, and Dollars (Math Masters, p. 299) 5 $ 6. What is the most expensive word you can make? Sample answer: 64 Value: $ Try This 7. Think of the letter values as dimes. For example, m is worth 13 dimes; b is worth 2 dimes. Find out how much each word is worth. dog: $ 2.60 cat: $ 2.40 candy: $ 4.70 your last name: $ Answers zebra: $ 5.20 whale: $ 4.90 vary. Math Journal 2, p. 232 To explore the fractional relationships among pennies, dimes, and dollars, have children arrange 100 pennies on the 10 10 grid. Ask: ● How many dollars are on the grid? 1 dollar ● How many pennies are on the grid? 100 pennies ● What part of a dollar is a penny? 100 of a dollar ● How do you write 1 penny in dollars-and-cents notation? $0.01 1 Student Page Date Time LESSON 10 2 䉬 Math Boxes 1. Write , , or . 2. Circle the answer. 1,257 2,157 7,925 5,297 10,129 $2.88 is closer to: $2.80 or $2.90 $5.61 is closer to: $5.60 1,129 or $5.70 $1.97 is closer to: $1.90 9 3. Put the heights in order. Find or $2.00 4. What is the temperature? the median height. Unit Circle the best answer. 48 44 37 54 39 inches A. 85F 80 C. 83F The median height is D. 76F inches. 70 46 5. Draw the hour and minute 6. You have 21 pennies to share hands to show the time 20 minutes later than 6:15. What time does the clock show now? 6 : 35 °F B. 86F 37 , 39 , 44 , 48 , 54 44 90 11 10 12 equally among 3 children. How many pennies does each child get? 1 2 9 7 pennies 3 8 4 7 6 How many are left over? 5 0 pennies 114 115 Math Journal 2, p. 233 Lesson 10 2 䉬 735 Home Link Master Name Date HOME LINK Time Tell children to replace each row of 10 pennies with a dime. Ask: How Much? 10 2 䉬 Family Note In today’s lesson, your child practiced reading and writing money amounts using dollars and cents. Ask your child to read each amount aloud. Remind your child that the digits before the decimal point stand for whole dollars; the digits after the decimal point stand for cents. When reading amounts such as “3 dollars and fifty-seven cents,” the word “and” is used to denote the decimal point. ● How many dollars are on your grid? 1 dollar ● How many dimes are on your grid? 10 dimes ● What part of a dollar is a dime? 10 of a dollar or 100 of a dollar ● How do you write 1 dime in dollars-and-cents notation? $0.10 90 Please return this Home Link to school tomorrow. How much money? Write your answer in dollars-and-cents notation. 1. ÁÁÁ‰‰ÂÎÎ 3. $3. $0. $0. $ 2. ÁÁ‰‰‰‰ÍÍÍÂÂÂÂÂ 3. ‰ÍÍÎÎÎÎÎÎÎ 4. ÂÎÎÎ 57 55 52 08 1 10 5. Use Á, ‰, Í, Â, and Î to draw $2.64 in two different ways. Sample answers: ÁÁ‰‰ÍÎÎÎÎ or Á‰‰‰‰ÍÍÍÍÂÂÂÂÎÎÎÎ Practice Solve. 6. 123 57 180 7. 84 29 55 Math Masters, p. 298 EXTRA PRACTICE 䉴 Minute Math+ SMALL-GROUP ACTIVITY 5–15 Min To offer children more experience with identifying groups of coins equivalent to $1.00, see the following page in Minute Math+: page 64. ELL SUPPORT 䉴 Building a Math Word Bank Teaching Master Name LESSON 10 2 䉬 Date Time 10 ⴛ 5 Grid 5–15 Min (Differentiation Handbook) To provide language support for money, have children use the Word Bank template found in the Differentiation Handbook. Ask children to write the term dollar-and-cents notation, draw a picture representing the term, and write other related words. See the Differentiation Handbook for more information. Paste/tape to here to create a 10 10 grid. Math Masters, p. 299 736 SMALL-GROUP ACTIVITY Unit 10 Decimals and Place Value

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