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Place Value Price Tags - Fall Theme

Place Value Price Tags - Fall Theme
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1 MB|18 pages
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Product Description
This is a collection of price tags with a small graphic coordinated with the theme on each tag. This collection has two variations of each tag to assist teachers in differentiated instruction. The prices are in all black for a culminating activity. They are also in the color of the money a student would use to pay for the item to support the initial instruction. For example, 13 cents has a gray one and a brown three. This set includes 18 pages of price tags in .pdf form.

The tags are in sets on the pages, so you can print only the pages you need to save ink and there are a few blank tags spread out among the pages. They have straight lines around the outside, so it is possible to use a paper cutter. To help teachers in sorting the tags, there is a different graphic in the corner of each type of tag. If you, or your students, sort by the pictures, you will have them back into their original sets quickly.

Combining place value lessons with learning basic coins is a natural. Students reinforce their understanding of place value by using only pennies and dimes in the early years. This allows the Kindergarten student to accurately count money long before it is expected. It also assists with coin recognition because of the repeated use of the coins. Hands on drill and practice is the best way for students to place the concepts into their long term memory. This set includes 18 pages of price tags in .pdf form.

Thank you to www.mycutegraphics.com for the graphics used.

Tips for using the place value price tags:

For initial number recognition activities, there is a basic set of tags for up to 20 cents. You can have students do basic counting and numeral recognition with all pennies and black price tags. The next step in place value instruction would be to introduce dimes. When you are ready to use the dimes, simply use the set with gray in the tens place and brown in the ones place. The colors will give a clue as to which coin to use for that place holder. When students are proficient with the gray and brown tags, move to the black tags and challenge them to properly use the least coins possible – which would indicate dimes and pennies.

There is a set of tags for the tens. The tens have their own icons, just for instructional purposes, and to assist teachers when they are trying to work quickly and find the price tag they want for demonstration. Students can help them look for a tag with the correct picture. The tens have a black set and a set with gray and brown as well.

The largest set has all of the other numbers to 100. There is a black set for culminating activities, and a set with color for basic place value instruction. The one hundred cents tag has the number one in green, so the students can correlate it with a one dollar bill. There are blanks in case you want to do that differently.

This set was designed for place value instruction and not for use for all coins, but it can be used for all coins with a slight modification. If you would like to use nickels and quarters, I would suggest using a blank and writing both numbers in gray since the coins are gray. For students with difficulty knowing when to use their quarters, you may want to make those numbers purple as an indicator for them.
Once students have mastered counting the correct number of dimes and pennies for each number, they will have the basic place value lesson. To extend that lesson, have your class practice counting the dimes by tens and then counting up by ones to find the value. This will round out the lesson and greatly enhance their place value and money skills. When they can do this, you know they really know their place value, skip counting, counting up, and value of pennies and dimes.

If you are teaching upper grades and trying to support the students who have not yet mastered using coins, you can quietly support them by using the gray and brown tags and only giving them the hint. The other students will probably never notice, and if they do, they didn’t need the information anyway and it will not interrupt their learning experience. Students who can count money in dimes and pennies is a better student than one who may sometimes get some of the money counting correct. Give them the solid money base and then add the different coins as their skills progress. Do not hand them all of the coins at once and expect them to count up using them. Begin with pennies, then dimes, because students have lessons in tens and ones before anything else. After dimes, students often like the short cut of learning quarters, because they know quarters. That is generally a quick lesson and they enjoy the activity and using the “short cut” when they find a price tag where they can use quarters. Your advanced students would then be using quarters to make everything above 25 cents! Your other students would be using them on 25 cents, all of the fifty something, and on 75 cents. Your lowest students would use them for 25, 50, and 75 cents. That is still a good start and manageable for them. Add the nickels when you talk about counting by fives or last. Once the nickels are in, you have students counting by the basic coins they will see on a day to day basis. When you are ready for a fantastic challenge, drop a half dollar into a student’s “coin purse.” The class will go wild looking for them.

Bring the love of learning back into your classroom with price tags ready for you to print, cut out, and to stick on anything with a piece of tape. No more sitting home placing tags on items. Print them and let the students put on the tags. They can price items from the center they are sitting in, and just put them back when they are done. If you have tubs of books, price the books for practice. Let students buy books from one tub, put them all back in the tub, and exchange it for another tub. No need for the old traditional grocery store atmosphere, unless you want to create one.
Total Pages
18 pages
Answer Key
N/A
Teaching Duration
3 Weeks
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