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Counting Money Using Special Number Charts

Counting Money Using Special Number Charts
Counting Money Using Special Number Charts
Counting Money Using Special Number Charts
Counting Money Using Special Number Charts
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Counting Money Using Special Number Charts

This worked so well with one of my students who has special needs that I thought it would be worth sharing with you... this particular Grade 6 student has had great difficulty consistently counting to 20 with accuracy, and he also took a long time to learn the name and value of each coin.

Prerequisite skills:

1. Can identify the value of coins (5c, 10c, 25c, $1, $2)

2. Can identify the value of bills ($5, $10, $20)

3. Can put random combinations of coins in order (from greatest to least value)

4. Can understand how a number chart (from 1 to 100) works… it is read from left to right, top to bottom – to help with counting:

How to use the chart HOW MANY COINS?
Use REAL coins! More meaningful and easier to manipulate...
- Count by 25’s using the squares outlined in red. These are the squares where quarters are placed.
- Count by 10’s using only yellow squares or only green squares – it depends where you start counting! These are where dimes are placed.
- Count by 5’s using yellow and green squares. These are where nickels are placed.

How to use the chart HOW MANY DOLLARS?
- Count by 20’s using the squares outlined in green. These are the squares where tokens representing 20-dollar bills are placed.
- Count by 10’s using the purple squares. These are the squares where tokens representing 10-dollar bills are placed.
- Count by 5’s using the blue and purple squares. These are the squares where tokens representing 5-dollar bills are placed.
- Count by 2’s using every second square. These are the squares where toonies are placed.
- Count by 1’s using every square. These are the squares where loonies are placed.

Suggested Instructions:

1. The teacher gives the student a combination of coins in random order – start with a few coins (such as only quarters or quarters and dimes), then add more coins as student progresses. For example, give the student one quarter, two dimes, and a nickel.

2. Student puts the coins in order (from largest to smallest denominations). For example, quarter, then dime, dime, and nickel.

3. Student then places the coins, in order, in the appropriate spaces in the number chart. For example, the first coin (quarter) goes on .25, then the next coin (dime) goes in the space 10 squares ahead because its value is 10 cents more, the next coin (dime) goes in the space 10 squares ahead of the previous dime, and the last coin (nickel) goes in the space 5 squares ahead of the last dime. The total value of this combination of coins (one quarter, two dimes, and one nickel) is therefore .50 that is the position of the last coin!

4. Student writes down the total value of coins: $0.50

BONUS: Student may learn to double-check with a calculator… punch in each coin value as a decimal: 0.25 + 0.10 + 0.10 + 0.05 = ?


Total Pages
5 pages
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N/A
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