The purpose of this activity is for students to learn the value of a quarter and to find combinations of coins that have the same value as a set of quarters. Look for ways students use what they know about tens and ones and counting by 5 and by 10 as they reason about different ways to represent the same value in cents. Listen for ways students make connections between the value of a coin and the number of coins needed to represent a given value (MP8).

It would be helpful for students to have access to real coins or plastic coins, but if they are not available students can cut out coins, using the money blackline master.

This activity uses MLR7 Compare and Connect. Advances: representing, conversing.

• Share and display the different ways students used coins to show a value of 80¢.
• “¿En qué se parecen y en qué son diferentes los grupos de monedas?” // “What is the same and what is different between the groups of coins?”
• “¿Por qué es útil usar quarters para formar un valor determinado?” // “What is helpful about using quarters to make a certain value?” (You can use fewer coins.)
• Invite previously identified students to show how they used quarters each time to find values made with fewer coins.

The purpose of this activity is for students to find the values of sets of coins that include quarters and to make connections between the value of a coin and the number of coins needed to represent a given value. As students reason about how to represent a given value with coins, listen for the language they use to describe the values of the coins. Some students may consider starting with a coin that has the greatest value because they can reach the total faster. Others may show what they know about place value, using dimes and pennies to show a number of ten cents and one cents (MP7).

• Invite previously identified students to share how they found the value of Elena's coins.
• “Cuando tenemos un grupo de monedas de diferentes valores, ¿qué estrategias usan para encontrar el valor total?” // “When we have a group of coins with different values, what are some ways you use to find the total?” (Grouping like coins, starting with the greatest value first, counting on by 5 or by 10.)
• As time permits, invite students to share how they counted Tyler's coins.