Emily Britt

Money Sense Part 1: Comparing and Counting Coins and Bills

Subject: Mathematics
Grade Three
Lesson Time: 60 minutes

Standards of Learning Objective 3.8

o The student will determine, by counting, the value of a collection of bills and coins whose total value is
$5.00 or less, compare the value of the bills and coins, and make change.

Rational:

Lesson Objective:
o The student will understand that a collection of coins and bills has a value that can be counted and
compared given a mixed group.

Lesson opening
(10 minutes)
o Review of Coin Value
Open Smart Notebook file: Money Sense Lesson 1 Page 1
Starting with the smallest coin, ask for a volunteer to write its value under the coin.
Ask for cent and dollar values for coins.
o How else could you write 92? $0.92
Prompt for equivalence.
o How many pennies are in a nickel? In a dime, quarter, half-dollar, dollar?
o How many nickels are in a dime? In a quarter? Half-dollar? Dollar?
o Continue with each coin. Model using infinite cloner tool and model how to count the values.

Connection
o Ask students about what they use money for
Have you ever used your own money to buy something special at the store?
Do you keep a piggy bank for your coins?

Instruction:
o Type: Direct
o Process:
Process is taught during activities 1 and 2.
Students should be given their money bags containing all coins and 1 and 5 dollar bills.
Sort your coins and order them from greatest value to least value.
Half dollar, quarter, dime, nickel, penny.
Starting with the largest coins value count on to find the total.
When adding dollars and coins, begin with the largest valued bill and count on to the lowest value.
Then add the coins beginning with the coin with the largest value.
Encourage students to write down the final bill amount before moving on to the coins.

(5 minutes)

o Activity 1: Smartboard page 2 and 3

(20 minutes)
Part 1: Page 2
Pull down some of the coins (total is less than a dollar).
Model the steps of the process above with 3 or more problems.
Give the students an example to try on their own.
o Question for class: Does the order in which you add the coins make a difference to the value.
Allow students to try it.
Repeat with multiple examples. For each, students should be given enough time to find the
answer before asking for volunteers to count the money aloud.
Part 2: Page 3.
Create a variety of problems that equal less than five dollars.
Model the steps of the process with 3 or more problems.
o Activity 2: Smartboard page 4 and 5
Part 1: Page 4.

(20 minutes)

Products
Closure
(5 minutes)
o Introduce the class piggy bank
Allow students to pick a name for the pig.
Tell students that the bank will be used to collect any coins that they bring in.
At the end of the year, students will count and bag money and it will be exchanged for bills.
o The money collected will be donated to a local animal shelter.
Letter to parents will be sent home in this weeks Tuesday Folder.

Homework
o Money Sense Worksheet
Should be returned the next day.
Differentiation
Materials and Equipment

Name:_______________________________
Directions: Count the coins and bills and write the
total in the blank. Use the correct signs!

1.

2.

3.

Directions: Draw the coins and bills that make up the following
amounts.
4.
$3.67
5.
94

Mrs. Emily Britts Third Grade

Sunnyside Elementary School
Dear Parents and Friends,
The experience of counting
real change is invaluable to
your student. As a part of our
money lesson this year, we will be collecting loose coins in
our class piggy bank, who we have named Bacon. Any spare
change, no matter how small, can be sent to school with your
student and he or she will put it in Bacon.
At the end of the year, we will group the coins and count
them. After exchanging the coins for bills, we will donate our
money to the Sunnyside Animal Shelter on 435 Happy Street.
Each student will receive a certificate thanking them for their
good deed of helping needy animals find homes!
Thanks you,
Mrs. Emily Britt