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“Demonstrate ways to respond in an unwanted, threatening, or dangerous situation” (RS.1.4.4)

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“Demonstrate ways to respond in an unwanted, threatening, or dangerous situation” (RS.1.4.4)

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Topic: Safety in the classroom and overall school setting.
Objective: Teach the students what they need to do in various scenarios that might be harmful to them or others.

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This type of media is a health video. It is specific for 1st-grade students. It discusses different precautions to take for items involving fire, scissors, electricity in the bathroom, strangers, etc. I can use it in my classroom when discussing the right and wrong things to do in harmful situations. This correlates with the Alabama Course of Study (ALCOS) I have identified above because it goes into detail on ways to respond in various situations. This media met my selection criteria because it is a colorful and intriguing video that seemingly will keep the attention of students. It also includes rational and accurate information understandable for this specific age group.

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Health - Safety Rules at Home and School - Grade 1

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This type of media is a text. It is an account from a teacher, encouraging one to take part in her “Classroom Safety Drills.” It goes into detail about a lockdown, safety drill, or shelter-in-place drill. I can use it in my classroom as assistance to help the students better understand the information I give. This correlates with the ALCOS I have identified above because it aids in the instruction of classroom safety that may threaten the student(s). This media met my selection criteria because it is kid-friendly (appropriate imaging and easy to understand).

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Do you have an alphabet arc, but you aren't quite sure what to do with it? The purpose of an alphabet arc is to help students gain speed, accuracy, and automaticity in letter recognition. Head on over to learn more and grab your freebie!

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Classroom Safety Drills - The Daily Alphabet

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Do you have an alphabet arc, but you aren't quite sure what to do with it? The purpose of an alphabet arc is to help students gain speed, accuracy, and automaticity in letter recognition. Head on over to learn more and grab your freebie!

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This type of media is an image. It informs the reader what to do in the event of a fire drill. I can use this in my classroom as a poster or image to hang on the wall for students to read as a reminder in this scenario This correlates with the ALCOS standard I have identified above because it is appropriate for the age range and provides information on what to do in a harmful situation. This media met my selection criteria because it describes appropriate action in a brief and concise way for young students.

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This type of media is a video. The speaker in the video sings a song to the viewer describing the steps on what to do in a lockdown drill. I can use this in my classroom to give a different perspective or way to remember this topic. This correlates with the ALCOS standard I have identified above because it appropriately conveys the proper steps that need to be done in a dangerous scenario. This media met my selection criteria because the song is short and catchy and will hold the students’ attention for the important information.

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Lockdown Drills Help Keep Us Safe song- with AAC Music with Ms Marlowe

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This type of media is an image. It informs the reader what to do in the event of a lockdown. I can use this in my classroom and a poster or image to hang on the wall for students to read as a reminder in this scenario This correlates with the ALCOS standard I have identified above because it is appropriate for the age range and provides information on what to do in a harmful situation. This media met my selection criteria because it describes appropriate action in a brief and concise way for young students.

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This type of media is a video. It informs the viewer what to do in the case of a house fire and ways to prepare. I can use this in my classroom to elaborate on what to do if this happens to occur in the home of one of the students. This correlates with the ALCOS standard I have identified above because it goes into detail about what to do in this harmful scenario. This media met my selection criteria because the information is given by kids, which I believe will make it easier for the students to understand.

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This type of media is an image. It is a drawing that describes the steps of what to do in the case of catching on fire or if the student’s home catches on fire. I can use it in my classroom to give easy, concise steps with the addition of drawings that show what to do to my students in the discussion of fire safety. This correlates with the ALCOS standard I have identified above because it demonstrates what to do in a dangerous situation, like fire. This media met my selection criteria because it looks like it was created by another student, making it relatable to show another student in hopes that it is easier to learn.

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This type of media is a text. It elaborates on things a teacher can do in precaution to harmful events occurring in the classroom. I can use this information in my classroom to ensure each of the students are safe and taken care of. This correlates with the ALCOS standard I have mentioned above because something like “keeping floors and walkways clean” encourages the student if they need to move in the event of danger, they do not have to worry about things being in their way. This media met my selection criteria because it is relevant information that I can implement into my classroom setting.

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When the subject of classroom safety comes up these days, most people think immediately of the active shooter scenario. And while school shootings are a sad reality, they're not the top suspect when it comes to injuries and illnesses inside your classroom. Over 4 million students are injured at school every year, and that's despite the fact that the leading cause of injuries among all school age children-traffic accidents-is not a factor while they're in class.

The risks don't stop with injuries, however. The United States Fire Association reports that there are more than 4,000 school fires every year, for example. Schools are also notorious incubators of contagious diseases. And, most importantly, schools play an essential role in teaching kids how to keep themselves safe. Given all that, it's important for educators and parents to make themselves aware of the particular risks that schools pose and take steps to help the kids in their care keep safe.

Keep a First-Aid Kit on Hand

Every classroom, regardless of grade-level, needs a good first-aid kit. Play to Learn Preschool offers a comprehensive checklist of first-aid supplies that's a good guide to follow. It's aimed at preschool teachers, but can easily be adapted to fit all ages. It includes such staples as:

If you're a teacher or a concerned parent, you may be able to add more items to your classroom first-aid kit, but make sure you check first with your school administrators for guidelines. They may be more aware of students' risks and needs than you are.

Instruct Kids on Emergency Response

Once your classroom has a first-aid kit, the next sensible course of action is to teach kids how to use it-and teach them what to do should an injury occur inside the classroom. Points to cover could include:

Stay calm-kids naturally want to help, so let them know that the best thing they can do is be thoughtful and ready to take direction.

Stay back unless you're helping the victim-sometimes, though, kids want to be too helpful. Explain to them the importance of staying in their seats or giving someone who's injured enough room for help to arrive.

Go for help-let kids know it's okay to leave someone alone if need be, if that means getting help there as soon as possible.

Basic first aid instruction - talk to kids about blood-borne pathogens, and why gloves are important. Show them how to stop bleeding, how to help someone who's choking, and what not to do with someone who is seriously injured.

Calling 911-it always helps to practice how the conversation with an emergency responder might go. Role-play with the kids, and let the kids role-play with each other.

KidsHealth offers an entire library of first aid guides for kids, covering everything from allergic reactions to seizures. They're completely free and ready to print.

Keep Floors and Walkways Clear

As mentioned, falls are significant cause of student injuries. And while many falls happen on the playground, classrooms present their own challenges. Lots of classrooms today have computer labs, for example, where cables can be an issue. Classrooms often sometimes use fabric scraps or floor cushions, which can also create tripping hazards. Take the following precautions to avoid this common classroom danger:

Make sure floor cables are taped securely in place.

Use cases and sleeves to protect fragile tablets and laptops from damage.

Teach kids not to run or rough-house around computers.

Make sure that areas of the classroom with unavoidable tripping hazards (such as reading corners with floor cushions) are designated "no-running" zones.

Encourage Proper Hygiene

Instruct kids to wash their hands frequently throughout the day, especially after using the bathroom and before eating. The Mayo Clinic offers great information on how to wash hands effectively:

Use plenty of soap and water.

Wash for at least 20 seconds.

Use a clean, dry towel are afterward.

Hand sanitizer is another item you might want to consider having on-hand in the classroom. According to the Centers for Disease Control and Prevention, hand sanitizers that are at least 60% alcohol are effective at removing many germs, though they're no substitute for good, old-fashioned soap and water. Hand sanitizers may fail at removing pesticides and heavy metals from skin, as well.

Have an Emergency Plan

The ALICE (Alert, Lockdown, Inform, Counter, Evacuate) Training Institute publishes ideal information for kids on how to react in emergency situations. The book, "I'm Not Scared, I'm Prepared Because I Know All About ALICE" is geared toward kids in grades kindergarten on up. It offers age-appropriate language and scenarios to help kids learn what to do if a "dangerous someone" ever enters their school, such as:

Listen closely to the teacher.

Listen for announcements.

Help the teacher barricade the door.

Go to a rally point, with the teacher, or without.

The ALICE website also offers free printables for teachers who want to learn more about the right way to talk to kids about danger without scaring them.

Intruders aren't the only outside threat to your classroom, however. Fire is another. So are storms such as tornados or hurricanes. Have plans in place to deal with each of these scenarios, and make sure you practice them with your students regularly. FEMA is a great resource for learning more about emergency preparedness. They offer entire, free, online curriculums categorized by grade level to help you teach kids what they need to know about storms, blackouts, earthquakes, floods and more. Safety steps to train kids on include:
Fire

Get low to the floor and head for the exit.

Go immediately. Don't wait for a second bell to ring.

Feel the door first. If it's hot, don't open it. Use a second escape route instead.

Stop, drop and roll if your clothes or hair catch fire.

Meet at the assigned rendezvous point.

Storms and Natural Disasters

Stay away from windows and doors.

Put as many walls between yourself and the outside as possible. Use a basement or interior corridor as a gathering place.

If possible, get beneath a desk or table.

Go back to school this fall well-armed and well-prepared to empower your students. Regardless of grade level, students should know what to do in an emergency, and educators should know how to provide them with the safest environment possible.

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A Guide to Safety in the Classroom | StaySafe.org

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When the subject of classroom safety comes up these days, most people think immediately of the active shooter scenario. And while school shootings are a sad reality, they're not the top suspect when it comes to injuries and illnesses inside your classroom.

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This type of media is a text. It gives several topics of information, but I focused on “Safety Rules for Classroom.” I can use this information in my classroom by taking the five steps and making a poster to hang on the wall for students to read. It correlates with the ALCOS standard mentioned above because it provides details to the student on emergency procedures and more. It met my selection criteria because it was short and concise.

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Making rules for your classroom will depend on your own expectations and style of teaching. Though many teachers choose to work with their students to form a list of class rules, safety is an area that requires teacher control. Before you decide on which rules to use look around your classroom and c…

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This type of media is a text. It gives strategies that teachers can use in their classroom in reference to safety. I can use this in my classroom to prompt proper actions in various situations. This correlates with the ALCOS standard above because it elaborates on classroom safety rules. It met my selection criteria because it was appropriate for the topic and was easy to understand.

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Well established classroom safety rules are more important than you may realize. Find out what safety rules encompass and how they create thriving environments!

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“Describe the role of money in everyday life.” (SS.1.10)

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“Describe the role of money in everyday life.” (SS.1.10)

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Topic: Adding/Subtracting
Objective: Students should be able to add and subtract numbers up to 20.

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This type of media is a video. It goes through different questions that a child asks in relation to money. I can use this in my classroom as a description of what money is and how it is used. This correlates with the particular ALCOS standard that I chose because it describes what money is and how it is used. It met my selection criteria because it was age-friendly (a child is speaking in the video and there is a puppet squirrel answering the questions) and easy to understand.

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Explain money to your kids with this video

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This type of media is a video. It goes through various definitions involving money and elaborates on the differences between saving and spending. I can use this in my classroom in addition to a lesson on spending and saving. This correlates with the chosen ALCOS standard because it gives descriptions of how money is used every day. It met my selection criteria because it was short and concise.

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This type of media is a video. It goes through various definitions involving money and elaborates on the differences between needs and wants. I can use this in my classroom in addition to a lesson on these two topics. This correlates with the chosen ALCOS standard because it gives descriptions of how money is used every day. It met my selection criteria because it was child-friendly and gave good visuals.

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This type of media is a text. It goes through several tips on how teachers can teach money to students. I can use this in my classroom by following through with these tips that other teachers have been successful with. This correlates with the ALCOS standard above because it will give a more efficient way for students of a young age to understand the concept of money. This met my selection criteria because it was relevant for the ALCOS standard.

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Teaching first graders and second graders about counting money can be a tricky task! American coin values are confusing because they don't match the size of the coin. Adding to the confusions, kids have to skip count in a number of ways in order count a mixed group of coins. I remember when I first started teaching money to first graders. They got SOOOO confused about switching from counting by 10s to counting by 5s. It felt like an impossible task! But counting money is such a critical life skill - I really got frustrated when these kids couldn't figure it out!

Then I consulted with co-workers and read from different math curriculum materials. I began to see how counting money was related to number sense and place value skills. I filled some number sense gaps for my students and provided more intentional instruction for counting coins and it got easier for everyone. The following math activities for 2nd grade and 1st grade will make counting money easier for students (hint: the secret to success doesn't actually use coins...)

1. Focus on Skip Counting (before counting money)

Counting money requires that students be able to skip count by 5s, 10s, and 25s. Long before you begin to teach money, practice skip counting with your students. To start, listen to each of them count by 5s and 10s - this will help you identify how much practice your class needs. Once you have this information, you may need to add skip counting routines to your daily morning meeting or math routines, or you may need to meet with a small group of students to practice a few times a week. (If your students are still struggling with subitizing and number sense, check out this post for some suggestions.)

Skip Counting Songs:

To practice skip counting, you can use skip counting songs. Jack Hartmann has some fun ones available on YouTube. Since the Jack Hartmann songs also include dancing and exercise, you can easily use them as a brain break during your day. For instance, in " Count by Tens and Exercise " kids do arm stretches, body twists, and dinosaur stomps as they count.

Skip Counting Cards:

Once kids understand the basic routine of skip counting by 5s and 10s, you can add some skip counting cards to your math stations or math centers. While the songs help with hearing the pattern of skip counting, the cards help students SEE the pattern of skip counting. You can make your own cards from index cards or cute little cut-outs for teachers. As another option, TPT offers a wide variety of choices.

You can make some skip counting cards pretty quickly with pre-made cut-out cards.

Count Around the Circle:

As a morning meeting game, you can have kids count around the circle. First, introduce this activity by counting by 1s, with the first student saying "1," the next saying "2" and so on. Once they understand the concept, change to counting by 5s or 10s. You may need to display a 100 chart initially to help students identify the next number. To keep the activity engaging, you can time how long it takes to make it all the way around the circle or to 100 (or any other number.) But remember to support your students who are less confident with the skill - give them a 100-chart or make sure the are the first to say a number (because they are more likely to know the early numbers.)

2. Teach Stop and Start Counting:

Once your students are pretty solid with basic skip counting, you can introduce "stop and start counting." This routine really helps prepare kids for counting money without having to think about coin values. It is similar to counting around the circle, but you change the skip counting pattern part way through. So you may start by having students count by 5s, then after several students (ex: 5, 10, 15, 20), tell them to stop and count by 5s from the number the last child said (21, 22, 23, 24...) When you begin, only do 5s and 1s. As students become more comfortable with the routine, you can add 10s and 25s and change 3-4 times as you work around the circle (to resemble counting a mixed group of coins.) Expect your students to be slow the first several times, but they will pick up speed as this becomes more familiar.

3. Introduce Counting Money with Coins Slowly:

When you actually introduce counting money with coins, start with only two kinds of coins (ex: nickels and pennies.) Some students will need to practice with only two coins for a longer time. Allow them to count real coins in a small group, or play games with only nickels and pennies. (Real coins may be easier to identify than plastic coins for kids who need additional support.)

Limit the coins on math book pages by crossing out the dimes and/or quarters for these students until they master nickel and penny combinations. As you add dimes, continue to provide practice with only two coins at first (dimes and nickels or dimes and pennies). Then you can use mixed groups of the three coins.

4. Provide Visual Reminders:

Because American coin values do not match coin sizes (and switching between kinds of coins is tricky), some students benefit from visual reminders to help them as they count.

Anchor Charts

It may help your students to have an anchor chart with the coin values displayed. You might even write the skip counting pattern below each coin. They can refer to this as they are counting money during games or other math activities.

An anchor chart can prompt students as they count coins

Dot Coins

If you have a few students who are having a hard time shifting between skip counting patterns while counting money, you might use "coin dots" for those children. This is helpful for nickels, dimes, and quarters. With coin dots, each dot equals 5. So a nickel would have one dot; a dime would have two dots; and a quarter would have 5 dots. Then the student is able to count the coins by counting by 5s.

Each dot is worth 5 cents. This is one way to make coin counting easier.

Use coins dots sparingly, because it is harder to transfer to counting with real coins, but it could be an appropriate temporary support for some students.

5. Practice with Money Games:

You can add a variety of money games to your math centers or math rotations. They can even be used at the end of whole group lessons to differentiate practice (by matching the coins used to the student's current understanding of coins.) Once students are familiar with the games, they can also be used as part of a soft start to your school day.

Your students will love playing games in math - the best part is they won't even realize they are practicing math while they play! Here are a few simple money game ideas:

Coin-Dice:

Create a "bank" with real or plastic coins (you can limit it to nickels and pennies, or do a variety of coins.) Students roll the die and take that many pennies. Once they have five pennies, they put the pennies in the bank and exchange for a nickel. If you play with more coins, they can also exchange coins for dimes and quarters. Continue playing until one child reaches $1.00. (This game is SO easy to use for differentiation!)

Coin Grab:

Place coins in a small bag or sock. (Again, you can vary the coins to meet student needs). Player 1 reaches in and grabs 5 coins (she may choose to pull them out one at a time). Then player 2 grabs 5 coins. Players count coins. The player with the greatest value win this round. On the next round player 2 grabs coins first.

Coin War:

Coin War is played like the traditional card game War. Each player turns over a card and counts the coins shown. The player with the greatest value wins both cards. When there is a tie (a war), students turn over a new card and the winner takes all the cards from that round. Visit my TPT store to find this printable game. The cards are organized by coin type, so it's easy to differentiate for beginners and experts!

Coin War is a quick and easy way to practice counting coins. The cards are organized by coin type for easy differentiation.

Coin Puzzles:

Coin Puzzles are a great addition to a math station. To complete the puzzles, students match sets of coins to their value. Numerous versions exist - some include only one set of coins per value; others include multiple coin combinations for each value.

Coin Puzzles are a great addition to math centers.

By being intentional in your instruction (focusing first on skip counting, then slowly introducing combinations of coins) you can make counting money easy for your students. Teaching money will be enjoyable and rewarding for everyone involved!

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How to Teach Counting Money in 1st and 2nd Grade - Primary Delight

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Teaching first graders and second graders about counting money can be a tricky task! American coin values are confusing because they don't match the size of the coin. Adding to the confusions, kids have to skip count in a number of ways in order count a mixed group of coins.

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This type of media is an image. It gives a picture of each coin ranging from a penny to a dollar with the name and amount above it. I can use this in my classroom to give to each of my students and visually explain which coin is which. This correlates to the ALCOS standard that I selected because it will give a better understanding of what each coin’s purpose is. This met my selection criteria because it was simple and had the required information of describing a coin.

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This type of media is an image. It gives a picture of each coin and bill that individuals use every day. I can use this in my classroom once I believe that the students have a good understanding of both and can combine the two concepts. It correlates to the ALCOS standard above because it shows what people use as money in their life. It met my selection criteria because it is a clear image with descriptions for each item.

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This type of media is an image. It is a picture of an individual holding a debit/credit card. I can use this in my classroom when describing the different forms of payments. It correlates to the ALCOS standard because it is a form of money used every day. It met my selection criteria because it was a simple image showing exactly what I wanted and nothing more, just the card.

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This type of media is a text. It goes through several questions and different approaches to teaching this concept to students. This correlates to the ALCOS standard I chose because it gives resources for the goal to be accomplished (which is teaching how money is used). It met my selection criteria because it is informative and relevant for the topic.

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Let's talk about money!

There's a lot of value (pun completely intended!) to teaching primary students how to count money is such an important skill. Why? We use money every day!

Through sorting coins by attributes, adding the value of different coins, and comparing amounts, students will be money experts in no time!

Why do we teach money?

We teach students the attributes of different coins. It's tricky to remember the value of coins. For example, a penny and nickel are taller and thicker than a dime, but a dime has more value! The best way for students to learn how to count with coins is to practice using hands-on activities.

How do you teach students the attributes of coins?

It's easier than you think!

1. Students need to observe coins and identify the attributes of each coin. They should discuss the color, thickness, size, words and images they see.

2. Learn that each coin has a different value - a quarter has more value than a nickel, but five nickels has the same value as a quarter.

3. Sort coins

Phew! That's a lot, but your primary students can do it!

How can I integrate this skill throughout the year?

Here's what you can do to make sure what you teach them sticks!

1. Incorporate it into your math calendar routine

2. Reward system - have students earn money for good choices or for completing a responsibility and the end of a specific time frame, they can go to the class store and spend their money.

Hands-on learning!

Here are some activities you can play to teach students the attributes of coins, the value of each coin, and sorting activities!

What do you notice?

Students record or say what they notice about different coins.

Coin sort

Students sort the coins by their attributes or come up with their own sorting rule!

Grab and Sort

Students grab a handful of coins and sort them. They record how many of each type of coin they grabbed.

Vocabulary Strip

This can be a great reference for students that need support with remembering the value of coins.

Coin Posters

Display in the classroom as a reference.

Count and Cover Dimes

Students pick a number card, count how many dimes, record the amount and cover the amount.

Count and Cover Pennies

A great way to review counting by tens. Students pick a number card, count how many pennies, record the amount and cover the amount.

Money BINGO

A classic game of BINGO with coins. Students count the coins on the BINGO card and cover the amount on their BINGO board. First person to get 3 in a row wins.

Make It Three Ways

Since coins have different values, different coin combinations can produce the same amount. For this activity, students build numbers using 3 different coins.

Spin and Cover

This is a great coin value identification game. Students spin the spinner and cover the amount.

Roll and Cover

Students roll the die and cover the coin with the same value.

Grab, Count and Compare

Students grab 2 handfuls of coins, count them, record the amount and use < or > to compare.

Roll and Show

This is a partner game. Students roll the die. The move that many spaces. The number they land on is the amount they show in the piggy bank. Alternatively, players can draw a model or use coins.

Roll, Count and Write

Students roll the die and move that many spaces. The coin they land on is the amount they write in the piggy bank. This is a great activity for students that struggle with identifying coins and their value.

Puzzle #1

Students match the name of the coin, the value, and the front and the back of the coin.

Target Number

Students pick a card and place it in the middle. They then draw or use coins to show an amount that is greater than and less than the target number.

Don't Go Bankrupt!

This is a personal favorite! Students start off with 5 pennies in their "bank account." They pick a number card and will add or take away from that amount. After they go through all the cards, the person with the most amount wins.

Roll, Cover and Count

Students roll a die three times and place the coins on the mat. They add the coins up and write the amount.

Spin and Add

Students spin the spinner and add the amounts. They write a matching equation.

Show it Two Ways

Students pick a number card and show the number using coins or drawing the amount and using base 10 blocks.

Show Me the Money

Students pick a card and show the amount two ways by using coins or drawing a model.

Coin Booklet

This is a fun coloring book! Students show the value of a quarter, nickel, and dime by drawing pennies.

Coin Sort

Printable sort worksheet! Students color, cut, sort, and glue the coins in the correct column.

What are some activities you engage with your students to teach them the attributes of coins? Let me know in the comments section below.

Don't forget to download your freebie!

Click here for more hands-on math activities.

Download Spin and Cover by clicking the link below:

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How do you teach place value in your classroom? Let me know in the comment section below.

Happy Teaching!

Tee!

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Money Math Center Activities For First Graders - A Kinderteacher Life

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Let's talk about money! There's a lot of value (pun completely intended!) to teaching primary students how to count money is such an important skill. Why? We use money every day! Through sorting coins by attributes, adding the value of different coins, and comparing amounts, students will be money experts in no time!

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This type of media is a text. It is information given by a teacher for teachers on an easy way to teach students about money. It correlates with the ALCOS standard above because when it is used, it will demonstrate to the students what money is and how it is used. This text met my selection criteria because it comes from a reliable source and gives valuable information.

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Teaching money is a lot of fun because there are so many money games for kids and, best of all, kids are so excited to learn how to count coins and make change so engagement is at an all-time high.

First things first, you want to teach them the actual coins. I think a really easy way to do this is to give students coin manipulatives and introduce each one. Have them each pick up a penny and have them examine it, look at the front and back, and tell them it is worth 1 cent. Walk around to make sure each student is holding the right coin. Ask them what they notice about it. Do this for each coin until you've talked about each coin. You could do a quick practice/assessment at the end of your lesson by saying things like, "Hand a quarter to your partner!" "Grab 2 pennies!" in a quick, fun fashion.

Once you've gone over all of the coins, give each table/group/partners the sorting mats for each coin and a lot of coin manipulatives to sort onto the mats. You could also make this an independent center or do it in small groups.

I also like to add posters to the math wall so they can reference them when they need help.

They can practice distinguishing between coins with cut and paste work where they color the coin and then sort it into the correct box. Coloring it the correct color, copper (brown crayon is fine) or silver, will also help them internalize the difference so I recommend starting with the sorts that have a penny. I made one to sort each type of coin (pennies/nickels, pennies/dimes, pennies/quarters, nickels/dimes, nickels/quarters, etc.). Each one comes in FRONTS only so they just have to recognize it by the front of the coin and also a fronts and backs version where they're sorting the same coin no matter what side is showing. Start with the fronts only and then do the fronts/backs versions to scaffold it.

Simple coin distinguishing tasks like "Color by..." type worksheets are great for practicing identifying coins with help.

As you know, I'm just a big fan of cutting and pasting activities because it has the hands-on sort component without all the prep and kids really have to think about where they place things because they see glue as so permanent. :)

Once they know the front and back of the coin pretty well, you could add in the extra element of value.

Another super fun way to practice coin identification is to use MAZES!
For these students are looking for a certain coin (in this example, a penny) and they color their way to the end of the maze!

Instead of coloring, you could have them use coin manipulatives to cover up the coin they're looking for to complete the maze. Any time you can make learning hands on and tactile, that's a plus! :)

Speaking of hands on and tactile, we all know I LOVE DICE. Dice is just the best. It makes any concept seem like a game.

I made coin dice so students can roll and cover the coin they rolled.

As you can see, they are simply rolling the dice and coloring in that coin. It's a great center they can play by themselves OR play with a partner. To play with a partner, they each need their own mat. Then, they each take turns rolling the dice and coloring in that coin on their mat. If there aren't any left of that coin, they don't color anything in and it's their partner's turn. Whoever can color in their entire mat first wins.

I also made BACKS versions of the mats so you can have them roll the FRONTS dice but have to figure out which BACK it is to color it in. This is awesome practice for matching fronts/backs as the same coin which can be a hard skill but with a game like this, they won't realize it.

If you notice above, you can also use coins to cover the coin you just rolled instead of coloring it. This is nice because it is tactile for students and makes the mats reusable over and over.

I really don't think you can have too many centers and practice. The more kids do themselves and presented in different ways, the more they absorb.

This is a simple match center. They can match just the front of the coin and the name if you want to keep it simple. You can add in the backs too or the value... however you want. I also included little blank squares so you can write in any other coin facts (who's on the coin, etc.) you want them to sort.

PUZZLES!!! Obviously! What kind of Miss Giraffe's Class math post would this be without puzzles? :D

The above version is a little easier and this is the 4 piece version which is slightly more challenging. I try to differentiate absolutely everything but keep it looking somewhat the same so it's not obvious but everyone gets what they need.

Another fun center for identifying coins is Grab & Graph!

Give students a little bucket of coins and some sort of scoop like a small measuring cup that will allow them to get 3-6 of each coin so they can scoop, sort their coins, then color in the bar graph to show their scoop. They can do it twice (or 4 times if you copy the recording sheet back to back).

This is a great way to integrate some graphing practice in as well! I also made a data analysis sheet for students up for the challenge to answer questions about their graph. To make it even more challenging for your really high kids, you can copy it front to back so they analyze both grabs.

I think it's so important to integrate concepts any time you can to build those connections which brings me to.... skip counting with coins!

Your students most likely practice skip counting during calendar or morning meeting so hopefully they can count by 5s and 10s because that will SO come in handy when adding like coins like nickels and dimes.

I recommend pulling them into small groups and using coin manipulatives to have them practice counting pennies, nickels, and dimes by 1s, 5s, and 10s. Give them a pile of pennies and have them count as a group 1, 2, 3, 4.. etc. as they push each coin out of their pile. Then do the same thing with a pile of nickels and count 5, 10, 15, 20, etc. pushing a nickel out of their pile into its own pile as they say each number. Then do the same with dimes and counting by 10. This can be really difficult for some kids but if they already can skip count and are seeing that each coin is worth that much by physically moving it, it'll help a ton!

So those of you who know me know that I provide 3 levels of every worksheet in my math units - level B is on level and should be appropriate for most of your students, level A is for those who need a little extra help or less overwhelming work, and level C is for those students who crave a challenge.

Above shows 3 levels of the same worksheet. Level A (blue dimes) has less coins on the page, they're bigger, and the amounts are smaller for them to color in that amount in dimes. Level B (green dimes) has more dimes and bigger amounts. Level C they write in the amount themselves. Encourage them to count by 10s as they color in each dime. They can even write counting by 10s above the coin for extra support if that helps them, like I showed in the Level C example.

Here are the pennies...

I made the 3 levels for all of the coins...

I really recommend A LOT of practice with adding like coins (only adding pennies) before you start having them add mixed coins. If they can really master adding like coins, it'll make it much easier.

I wanted to provide a ton of practice so I made this adding like coins center where they grab a card, add it up, and write the amount in cents on their recording sheet.

There are 9 cards in a set labeled A-I and I also made a recording sheet to write them all down, as well as an easier recording sheet with letters A-F if you want to give struggling students only 6 cards to do at a time.

I made a full A-I set for every coin (pennies, nickels, dimes, quarters) so there are 4 different centers. I definitely recommend doing all 4 of the centers (separately, on different days) to get all that practice in.

This, I think, is really important...
When teaching adding like coins, I think it's best to start with adding pennies and have all of your activities/centers/worksheets be JUST adding pennies until they fully master it.

Once they master pennies, move onto nickels and all of your worksheets/centers/activities are adding nickels and counting by 5s. Then dimes, then quarters. If you have them doing them all right away, you'll confuse them. When you first introduce the concept, you can show them how different coins have different values and how you'll be learning all of them but I would practice just one at a time, each until mastery.

Once you're done practicing all 4 of the coins, these also make a good review center. Mix and match them to make a bunch of different review centers. Just make sure you only have one card for each letter A-I (or A-F with the easier recording sheet) and it's an instant review math station.

Another fun way to practice adding like coins is with cut and pastes.

They color all the pennies then glue them into the boxes to make each amount. I made them for each coin but, again, I recommend focusing on adding 1 type of coin at a time.

I also bring back the Adding Coins center again but this time with mixed coin cards!
It's always nice to have familiar centers for a new, harder skill so they're comfortable with how to do it and can just focus on the math part of it. :)

Same with cutting and pasting activities...
These are a format they're already used to but with a bit of a harder skill (mixed coins rather than like coins):

So they cut out the coins at the bottom and build the number. A good way to teach them is to sort their coins by value and use as many of the biggest value coins as they can before they have to switch to the next value down (for example, use quarters to make the number as high as possible without going over until they need to switch to dimes or nickels). Like I said, this is a super challenge.

As you know from my how to keep gifted learners engaged and learning post, I care a lot about challenging the high kids and not just sending them off to do something else when they're done so this is a perfect thing for your super high kids to do while the other kids are learning.

Other great challenges for your high kids are comparing the values of sets of coins. This is a great skill for any of your kids but it can be challenging.

You can have them determine which set of coins has a greater value using the greater than, less than, or equal to symbols which is a great way to integrate and practice that skill!

You can also have them take 2 sets of the same coin to see which is greater. This is a concrete way for them to see that you can have more coins but less value depending on what coins they are. For example, you have 8 pennies so you have more coins technically but the value is less than 3 nickels. Have them pick those amounts out in coin manipulatives to count and compare them before they decide which is bigger.

aaaaaaand last but not least.... money word problems!!

I think their ability to solve money word problems is the most important part of all of this because it's what they'll encounter in real life.

Students match the 3 parts of each word problem: the word problem, its representation in coins, and the sum/answer.

Once they match the 3 parts, they write the sum in the circle that has the same letter as the one on the corner of the word problem card. Is it weird that I like word problems?? Oh well, I never claimed to be normal. :) I always make word problems very readable with easy words so that students can focus on the math and not get caught up in the words they don't know. I get so frustrated (and so do students) by word problems with hard to decode words. Like, did Beatrice really need to take 7 hot air balloon rides and 3 catamaran excursions in Paris.. or could we just say that Pam has 7 cats and 3 dogs and make it easier for everyone involved instead? :P

At the end of every unit is the test, of course! I always make 3 versions (same difficulty, different problems) so there are 3 money assessments:

Phew! I hope that helps you with some fun ways to use this unit or to teach money to your littles!

If you want these activities, EVERYTHING you saw in this post is in my GIANT Money Math Unit:

I also have this unit in a
UK coins version and an Australian coins version and a Canadian coins version!

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Check out some of these fun posts:

Building Number Sense
Place Value
Telling Time

Adding 3 Numbers
Making a 10 to Add

Fact Fluency Composing Shapes

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Teaching money is a lot of fun because there are so many money games for kids and, best of all, kids are so excited to learn how to count coins and make change so engagement is at an all-time high. First things first, you want to teach them the actual coins.

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This type of media is a text. It goes into detail several fun activities that can make teaching money easier for students of young ages to understand. I can use this in my classroom to ensure the students have a good understanding of the material and can have fun with this new knowledge. This correlates with the ALCOS standard I chose because it will assist me (the teacher) in demonstrating to my class the function of money. It met my selection criteria because it comes from a reliable source and is relevant for the purpose of the standard.

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Teaching Money and Coins in K-2: The Ultimate Guide

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In this guide to teaching money and coins in grades K-2, find ideas, activities, methods, manipulatives, games, books, and more for your classroom.