We are excited to introduce our new math curriculum, the Introduction to US Currency Complete Set! Children are introduced to the US currency (coins and notes) and are learning real-life problem-solving skills using money. This complete set includes 56 Task Cards and all you need to meet the needs of children ages 6-9. We have provided realistic pretend-play money conveniently nestled in a compartmentalized receptacle. Pretend-play money ensures that children have plenty of manipulatives to increase interest, and learning challenges. And we know that children love to learn through pretend play! This post will take you through the steps that we designed to introduce the US currency and provoke mathematical reasoning.
Materials
- Introduction to US Currency Complete Set (Laminated and Cut Cards)
- Introduction to US Currency Task Cards (Printed) (56 Task Cards, 7 Sorting Tabs, 1 Control Chart)
Optional:
Shelf-Ready in minutes!
US Currency 1 – Identifying Currency
In this first section, children can use the Control Chart to identify the currency indicated on the Task Card. In our example below, children are asked to identify coin and bill names. On the back of the Task Card, children will find the answer: “penny – 1¢”
US Currency 2 – Adding Alike Currency
Before children work with section 2, you may want to review skip counting with them by 5, 10, 20, 25, 50, and 100. Using numbers on a line for skipping by 25 is highly recommended for working with quarters (25¢.) Section 2 provides exercises in counting and writing total amounts of currency (see picture below.) There are between two to eight identical sets of coins or bills to add (5¢ + 5¢ + 5¢ + 5¢.) Written on the back is the thought processing for finding the total amount.
US Currency 3 – Adding Mixed Currency
Section 3 is similar to section 2, except that children count and write the total amounts of mixed currency. E.g.: 1¢ + 5¢ + 10¢ + 25¢. A detailed answer is on the back of each card.
US Currency 4 – Drawing Dollar Amounts
Section 4 consists of drawing dollar amounts using only specific bills. A Task Card might ask to draw $50 using only $10 bills. This exercise is excellent at keeping children’s thinking of money flexible. An amount can be built with different kinds of bills: $100 can be 5 x $20 or 10 x $10. We would like to emphasize that our coins are true-size coins, but that our bills are all reduced in size, allowing children to work with large amounts of bills (see picture below.)
US Currency 5 – Word Problems
In Section 5, children work on word problems. The word problems require children to use arithmetic skills. The problems involve one- to four-digit amounts, addition, and subtraction. Because children use concrete manipulatives, it is possible for younger learners to work with larger amounts of dollars.
US Currency 6 – Least Numbers of Bills
This section focuses on having children draw the least number of bills for a given amount. This method helps children think of numbers in a flexible manner. For instance, one hundred can be 100 x $1, 10 x $10, 1 x $100 etc… Children navigate in their minds the many possibilities to represent a number and select the most appropriate bills to reach the answer with the least number of bills. There is a great amount of cognitive reasoning in using such exercises, which is applicable in other math areas.
US Currency 7 – Representing a Given Amount
Section 7 is similar to section 6; children think of the bills they would need to represent a given amount. This time, they are asked to choose one way to represent the amount and to draw the bills. Visual representations through the child’s own hand are powerful. It helps them process and integrate knowledge. The Task Cards provoke their cognitive reasoning once more. They are thinking of ways to make money count more efficiently.
Extensions: You can continue enriching children’s learning by providing them with realistic objects that they can price. They can work with a friend in building amounts using more complex decimal numbers, which they can build using coins. Another activity would be to provide children with one bill and one priced item. Have them provide the change by counting up from the price of the item to the bill amount they have. E.g.: Give them $10 and a $4.75 item. Show them how to count up to the next dollar amount ($5 by adding a quarter) then switch to counting with a large amount ($1 by $1 in this case). Children will need a lot of practice with skip counting on lines. Don’t hesitate to create these learning opportunities to scaffold the learning.
This long-life learning experience is sure to improve children’s mathematical skills and have positive ramifications in other content areas. Our Introduction to US Currency Complete Set satisfies Grade 2 Math Common Core Standard 2.MD.C.8.
Visit our website at Alison’s Montessori for more curriculum materials !
