Money Amounts with a Calculator - Everyday Math - …...Lesson 10 3 737 Advance Preparation You may...

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Family Letters

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Common Core State Standards

Lesson 10�3 737

Advance PreparationYou may want to use an overhead calculator for demonstration purposes throughout this lesson. You may

want to take 2 days to complete this lesson.

For the Pick-a-Coin game in Part 1, you may want to make copies of Math Masters, page 469 for children

to use as additional record tables. You may also want to make an overhead transparency of that page.

For a mathematics and literacy connection, obtain a copy of How the Second Grade Got $8,205.50

to Visit the Statue of Liberty by Nathan Zimelman (Albert Whitman, 1992).

Key Concepts and Skills• Count by 1s, 5s, 10s, 25s, and 100s.

[Number and Numeration Goal 1]

• Read and write money amounts

in dollars-and-cents notation.


• Calculate the value of coin and

bill combinations.

[Operations and Computation Goal 2]

• Find equivalent names for money amounts.

[Measurement and Reference Frames Goal 4]

Key ActivitiesChildren enter money amounts in dollars-

and-cents notation into their calculators and

interpret calculator displays. Children practice

entering money amounts and finding totals

on the calculator by playing Pick-a-Coin.

Ongoing Assessment: Informing Instruction See page 741.

MaterialsMath Journal 2, pp. 234–237

Home Link 10�2

Math Masters, p. 469 (optional)

transparency of Math Masters, p. 469

(optional) � slate � calculator � per group:

1 die; coins and bills (optional) � overhead

calculator (optional)

Using Square Units to Find AreaMath Journal 2, p. 238

My Reference Book, p. 69B

straightedge or ruler (optional)

Children use square units to practice

finding the area of different shapes.

Math Boxes 10�3Math Journal 2, p. 239

Children practice and maintain skills

through Math Box problems.

Ongoing Assessment: Recognizing Student Achievement Use Math Boxes, Problem 2. [Number and Numeration Goal 3]

Home Link 10�3Math Masters, p. 300

Children practice and maintain skills

through Home Link activities.

READINESS

Doing Money Calculator CountsMath Masters, p. 301

My Reference Book, pp. 162 and 163

calculator � tool-kit coins

Children interpret calculator decimal

notation displays as money amounts

in dollar-and-cents notation.

ENRICHMENTDisplaying Money on the CalculatorMath Masters, p. 302

Children translate calculator decimal notation

displays into dollar-and-cents notation.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

�

Money Amountswith a Calculator

Objectives To guide children as they enter money amounts

into a calculator and interpret calculator displays.

737_EMCS_T_TLG2_G2_U10_L03_57685X.indd 737737_EMCS_T_TLG2_G2_U10_L03_57685X.indd 737 3/3/11 10:31 AM3/3/11 10:31 AM

738 Unit 10 Decimals and Place Value

Calculator Dollars and CentsLESSON

10 �3

Date Time

To enter $4.27 into your calculator, press 4 . 2 7 .

To enter 35¢ into your calculator, press . 3 5 .

1. Enter $3.58 into your calculator. The display shows .

2. Enter the following amounts into your calculator.

Record what the display shows. Don’t forget to clear between each entry.

Price Display

Make up prices that are more than $1.00.

3. Enter 68¢ into your calculator. The display shows .

$2.75

$1.69

$12.32

3.58

2.75

1.69

12.32

0.68

Answers vary.

Answers vary.

Answers vary.

229_262_EMCS_S_SMJ_G2_U10_57640X.indd 234 3/3/11 7:37 AM

Math Journal 2, p. 234

Student Page

Getting Started

● On Day 1 of this lesson, complete the

Math Message Follow-Up; Entering

Amounts Greater than and Less than $1.00

into a calculator; and Examining Variations

Displayed on Calculators.

● On Day 2 of this lesson, introduce

Pick-a-Coin and the Part 2 activities.

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASSDISCUSSION

Children briefly discuss what they notice about the displays. If no one suggests it, point out that a 0 appears before the .98 and before the difference 0.04. Children may also notice that the trailing zeros disappear. Ask: Can you enter 2.2.2? No Explain that this is not a number the calculator is programmed to understand.

� Entering Amounts Greater than WHOLE-CLASS ACTIVITY

$1.00 into a Calculator(Math Journal 2, p. 234)

Ask children to describe how they would enter $3.58 into a calculator. Press 3 . 5 8 . Point out that because the calculator does not have a key for the dollar sign, you enter the amount without a dollar sign.

Problems 1 and 2 on journal page 234 provide practice with entering amounts more than $1.00. Work with children on these problems; provide additional practice if needed.

Math MessageEnter these numbers into your calculator. Write what you see in the display on your slates.

Number Display

1.02 1.02

.98 0.98

.980 0.98

1.02 - .980 = 0.04

Be prepared to share what you notice about the displays.

Home Link 10�2 Follow-Up Review answers. Have children share strategies for both of the practice problems.

Mental Math and Reflexes Dictate amounts like the following. Children write them in dollars-and-cents notation on their slates.

2 dollars and 71 cents $2.71

45 cents $0.45

9 cents $0.09

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Calculator Dollars and Cents continuedLESSON

10 �3

Date Time

4. Enter the following amounts into your calculator. Record what you see in the display.

Price Display

Make up prices that are less than $1.00.

5. Use your calculator to add $1.55 and $0.25.

What does the display show? Explain what happened.

$0.10

$0.26

$0.09

Answers vary.

Answers vary.

Answers vary.

0.10

0.26

0.09

Sample answer: Because$1.55 + $0.25 = $1.80, the calculator doesn’t show a zero for the cents. It shows the number of dollars and dimes only.

1.8



Student Page

Pick-a-Coin DirectionsLESSON

10 � 3

Date Time

Materials □ 1 die □ calculator for each player □ Pick-a-Coin record table for each player

(Math Journal 2, p. 237 or Math Masters, p. 469)Players 2 to 4Skill Add dollar bill and coin combinationsObject of the Game To add the largest valueSummaryPlayers roll a die. The numbers that come up are used as numbers of coins and dollar bills. Players try to make collections of coins and bills with the largest value.

DirectionsTake turns. When it is your turn, roll the die five times. After each roll, record the number that comes up on the die in any one of the empty cells in the row for that turn on your record table. Then use a calculator to find the total amount for that turn. Record the total in the table.

After four turns, use your calculator to add the four totals. The player with the largest Grand Total wins.

Example: On his first turn, Brian rolled 4, 2, 4, 1, and 6. He filled in his record table like this:

Pick-a-Coin Record Table

Î Â Í ‰ Á Total1st turn 2 1 4 4 6 $ 7 . 472nd turn $ . 3rd turn $ . 4th turn $ .

Grand Total $ .

�



Student Page

Lesson 10�3 739

NOTE A few calculators do not add a trailing

decimal point. Also, if a calculator has a “fix”

key to fix the number of decimal places

shown in the display for any number, there

could be trailing zeros.

� Entering Amounts Less than WHOLE-CLASS ACTIVITY

$1.00 into a Calculator(Math Journal 2, pp. 234 and 235)

Ask children to do Problem 3 on journal page 234. Ask:

● How did you enter 68 cents into the calculator? Press . 6 8 . On most calculators, the display shows 0.68.

● What does the zero in front of the decimal point tell you? The amount is less than 1 dollar.

NOTE Some children might comment that pressing 0

before .

6

8

does not affect the number in the display.

� Examining Variations in WHOLE-CLASS ACTIVITY

Decimals Displayed on Calculators(Math Journal 2, pp. 234 and 235)

At times, a calculator displays numbers that do not look exactly like what children might write on their papers. It is a good idea to point out such differences in order to avoid confusion.

Have children add 65 cents and 35 cents on their calculators, using dollars-and-cents notation. The display shows “1.” with a decimal point. This stands for $1.00. Since there are no cents in the sum, the calculator automatically omits the zeros after the decimal point.

Ask children to add 30 cents and 20 cents on their calculators, using dollars-and-cents notation. The display shows “0.5”—the zero after the 5 in “0.50” is omitted. The calculator display stands for $0.50; one can also think of $0.50 as 5 dimes.

Have children do Problem 5 on journal page 235.

� Playing Pick-a-Coin SMALL-GROUP ACTIVITY

(Math Journal 2, pp. 236 and 237;

Math Masters, p. 469)

In Pick-a-Coin, players create coin collections based on rolls of a die. Players try to get the largest possible values for their collections. Demonstrate several turns as needed.

1. Draw a Pick-a-Coin record table on the board or display an overhead transparency of Math Masters, page 469.

PROBLEMBBBBBBBBBOOOOOOOOOOOBBBBBBBBBBBBBBBBBBBBBBBBBBBBB MMMMMEEEEEMMMBLEBLBLELBLEBLELLLLBLEBLEBLEBLEBLEBLEEEMMMMMMMMMMMMMOOOOOOOOOOBBBBBBLBLBLBLBBLBLLLLLPROPROPROPROPROPROPROPROPROPROPRPPRPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPROROROOROROROROOPPPPPP MMMMMMMMMMMMMMMMMMMMMMMEEEEEEEEEEEEEEEEELELEEEEEEEEEEELLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRRRRRPROBLEMSOLVING

BBBBBBBBBBBBBBBBBBBB EEELEMMMMMMMOOOOOOOOOBBBLBLBLBLBLBLBROOOROROROROROROROROROROO LELELELEEEEEELEEMMMMMMMMMMMMLEMLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRGGGLLLLLLLLLLLLLVINVINVINVINVINNNVINVINVINNVINVINVINVINV GGGGGGGGGGGOLOOOLOOOLOLOO VINVINVVLLLLLLLLLVINVINVINVINVINVINVINVINVINVINVINVINVINVINNGGGGGGGGGGGOOOLOLOLOLOLOLOO VVVVLLLLLLLLLLVVVVVVVVVOSOSOOSOSOSOSOSOSOSOOSOSOSOSOOOOSOOSOSOSOSOSSOOSOSOSOSOSOSOSOSOSOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS VVVVVVVVVVVVVVVVVVVVVVLLLLLLVVVVVVVLLLVVVVVVVLLLLLLLLVVVVVLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSSSSSSSSSSSSSSSSSSSSSS GGGGGGGGGGGGGGGGGOOOOOOOOOOOOOOOOOOOO GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGNNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIISOLVING

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Pick-a-Coin Record TablesLESSON

10 �3

Date Time

Î Â Í ‰ Á Total

1st turn $ .

2nd turn $ .

3rd turn $ .

4th turn $ .

Grand Total $ .


1st turn $ .

2nd turn $ .

3rd turn $ .

4th turn $ .

Grand Total $ .


1st turn $ .

2nd turn $ .

3rd turn $ .

4th turn $ .

Grand Total $ .

Answers vary.



Student Page

Adjusting the Activity

Finding AreaLESSON

10 �3

Date Time

Find the area of the shapes below. For Problem 1, count the square centimeters to find the area. For Problems 2–4, draw lines to show the square units. Use the tick marks as a guide. Then count the squares to find the area.

3. 6 cm

3 cm

Area = 18 sq cm

4. 5 cm

3 cm

2 cm

4 cm

2 cm

2 cm

Area = 14 sq cm

1.

Area = 32 sq cm

2. 2 in.

2 in

.

Area = 4 sq in.

5. Draw tick marks and line segments to make square units. Then count the squares to find the area.

Area = 15 sq cm

Try This

5 cm

3 cm

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Student Page


1st turn 1 3 2 2 5 $ .

2nd turn $ .

3rd turn $ .

4th turn $ .

Grand Total (total for all 4 turns) $ .

2. Roll a die to demonstrate one turn. Write the number that comes up in one of the empty boxes in the “1st turn” row. The number represents that number of pennies, nickels, dimes, quarters, or $1 bills. Roll the die 4 more times to complete the turn. Write the numbers in the same row. Example:

Say that once a number has been written in a box, it cannot be erased and moved somewhere else.

Provide coins and bills for children to use during the game. Have

children write the total amount for each coin in the box. For example: 1 Î = 1¢;

3 Â = 15¢; 2 Í = 20¢, and so on.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

3. Show how to use a calculator to find the total amount for that turn. For example:

1 penny + 3 nickels + 2 dimes + 2 quarters + 5 dollars

0.01 + 0.05 + 0.05 + 0.05 + 0.1 + 0.1 + 0.25 + 0.25 + 5 = 5.86 or 0.01 + 0.15 + 0.2 + 0.5 + 5 = 5.86

4. Point out that the winner is the player who gets the largest possible Grand Total (the total for all four turns), so it is important to try to get the largest possible total on each turn.

When most children understand what to do, divide the class into groups of 2, 3, or 4. Then lead children through the steps for the first turn. They can complete the next 3 turns on their own.

There are three record tables on journal page 237. If children continue to play, they can use copies of Math Masters, page 469 or draw their own record tables.

Ongoing Assessment: Informing Instruction

Watch for children who are having difficulty entering amounts less than $0.10 on

the calculator. Remind children that the first digit after the decimal point

represents dimes. The second digit after the decimal point represents pennies.

ELL


Math BoxesLESSON

10 �3

Date Time

1. pennies = $3.00 nickels = $3.00 dimes = $3.00 quarters = $3.00

3. Complete the frames.

2,463

4,363

�1,000 �100

6. Draw an 8-by-4 array.

How many in all?

2. Count 20 pennies.

1 _ 2 = pennies

1 _ 4 = pennies

1 _ 5 = pennies

4. Solve.

9 - 5 = = 90 - 50

900 - 500 = = 9,000 - 5,000

5. Match.

5 ft 3 yd

24 in. 60 in.

9 ft 2 ft

Unit

67

�300603012

1054

440

4004,000

3,463 3,363

4,2635,263



Student Page

Lesson 10�3 741

Name Date Time

In today’s lesson, your child used a calculator to enter amounts of money and find totals. For Problem 2, help your child collect and find the total value of each type of coin. Then find the grand total. If you wish to use a calculator, help your child enter the amounts. Remind your child that amounts like $1.00 and $0.50 will be displayed on the calculator as “1.” and “0.5” because the calculator doesn’t display ending zeros.

Please return this Home Link to school tomorrow.

Family Note

1. Complete the table. 2. Ask someone at home to help you collect pennies, nickels, dimes, quarters, and, if possible, half-dollars. Use the coins in your collection to complete the table below.

HOME LINK

10� 3 Coin Values

Coins Number Total of Coins Value

Î 6 $ 0 . 06 Â 10 $ 0 . 50 Í 13 $ 1 . 30 ‰ 6 $ 1 . 50

Grand Total $ 3 . 36

Coins Number Total of Coins Value

Î

Â

Í

‰

Grand Total

Half-dollar

Practice

Solve.

3. 250 + 53 = 300 4. 250 - 53 = 197

Answers vary.

293-347_EMCS_B_MM_G2_U10_576949.indd 300 3/1/11 4:29 PM

Math Masters, p. 300

Home Link Master

Adjusting the Activity Once children have some

experience playing the game, discuss strategies with them. Ask where they would

write 1 and why. Then ask where they would write 6 and other numbers.

AUDITORY � KINESTHETIC � TACTILE � VISUAL

2 Ongoing Learning & Practice

� Using Square Units to Find Area INDEPENDENTACTIVITY

(Math Journal 2, p. 238; My Reference Book, p. 69B)

Have children complete journal page 238 independently. For Problem 1, children count the square units to find the area. For Problems 2–4, they draw lines to make square units and then count the squares to find the area. When drawing the lines, it is not necessary for children to use a ruler or straightedge.

� Math Boxes 10�3 INDEPENDENTACTIVITY

(Math Journal 2, p. 239)

Mixed Practice Math Boxes in this lesson are linked with Math Boxes in Lessons 10-1 and 10-5. The skill in Problem 6 previews Unit 11 content.

Writing/Reasoning Have children draw, write, or verbalize their answers to the following: Explain why the number of nickels in $3.00 is double the number of dimes

in $3.00. Sample answer: A nickel is worth 5 cents and a dime is worth 10 cents. 5 is half of 10.

Ongoing Assessment: Math Boxes Problem 2 �

Recognizing Student Achievement

Use Math Boxes, Problem 2 to assess children’s ability to model fractions as

equal parts of a collection. Children are making adequate progress if they can

find 1

_ 2 of the 20 pennies with or without counters or pennies. Some children may

be able to find 1

_ 4 and

1

_ 5 .


� Home Link 10�3 INDEPENDENTACTIVITY

(Math Masters, p. 300)

Home Connection Children complete a table showing the total value of a coin collection. Children also ask someone at home to help them collect pennies, nickels, dimes, quarters,

and half-dollars (if available). They find the total value of each kind of coin and the total value of all the coins in the collection.



LESSON

10� 3

Name Date Time

Money Calculator Counts

1. Count on your calculator to determine the value of collections of dimes (10s). Complete the table below.

Record the total value of 11 dimes in dollars-and-cents notation: $ 1 . 10

Show the value using Q, D, N, and P.

2. Clear your calculator. Count on your calculator to determine the value of collections of pennies (1s). Complete the table below.

Record the total value of 11 pennies in dollars-and-cents notation: $ 0 . 11

Show the value using Q, D, N, and P. Í Î

3. Clear your calculator. Count on your calculator to determine the value of collections of nickels (5s). Complete the table below.

Number of 1 2 3 4 5 6 7 8 9 10 11 Dimes Calculator

.1 .2 .3 .4 .5 .6 .7 .8 .9 1. 1.1 Display

Number of 1 2 3 4 5 6 7 8 9 10 11 Pennies Calculator

.01 .02 .03 .04 .05 .06 .07 .08 .09 .1 .11 Display

Number of 3 4 5 6 7 8 9 10 11 Nickels Calculator .15 .2 .25 .3 .35 .4 .45 .5 .55 Display

‰ ‰ ‰ ‰ Í

Record the total value of 11 nickels in dollars-and-cents notation: $ 0 . 55Show the value using Q, D, N, and P. ‰ ‰ Â



Teaching Master

Lily bought a pencil and an eraser. She had her calculator with her. When she added up the price of the two items, the calculator displayed

How much could each item cost? Show your work.Sample answer: $0.60 and $0.70.

Explain how you found your answer.Sample answer: I know 1.3 is $1.30. I know 6 and 7 are 13so 60 cents and 70 cents is $1.30.

Lily had a $5-bill. She wanted to buy a pen. When she added its cost to the calculator total of 1.3, it displayed

Did Lily have enough money? Explain your answer. Sample answer: Yes; 3. is $3.00, so $5.00 is enough to pay for the pencil, eraser, and pen.

How much did the pen cost? Show your work. Sample answer: $1.70. Subtract the cost of the pencil anderaser from $3.00. $3.00 - $1.30 = $1.70.

1.31.3

Name Date Time

LESSON

10� 3 Displaying Money on the Calculator

3.3.



Teaching Master

3 Differentiation Options

READINESS INDEPENDENTACTIVITY

� Doing Money Calculator Counts 15–30 Min

(Math Masters, p. 301; My Reference Book, pp. 162

and 163)

To explore interpreting calculator displays as money amouts in dollar-and-cents notation, have children count on a calculator as they calculate the value of coin collections. They use their tool-kit coins to model the problems as they complete Math Masters, page 301 with their calculators. Review the steps for counting by 1s on the calculator. Steps for skip counting on a calculator can be found in My Reference Book, pages 162 and 163. The order of the steps vary for different calculators. Children can program the TI or Casio using the following steps:

TI-108

1. Press ON/C

. This clears your calculator.

2. Press 0 . This is the starting number.

3. Press + . This tells the calculator to count up.

4. Press 1 . This tells the calculator to count by 1s.

Casio SL-450

1. Press . This clears your calculator.

2. Press . This tells the calculator to count by 1.

3. Press . This tells the calculator to count up.

4. Press .

5. Press . This is the starting number.

Now the calculator is ready to count by 1s. Without clearing their calculators, have children press the key. Press the key repeatedly as the class counts together by 1s. Once they recall this routine, have them work on Math Masters, page 301. When children have completed the page, discuss what they notice about the displays. Children share any patterns they see.

ENRICHMENT SMALL-GROUP ACTIVITY

� Displaying Money on 5–15 Min

the Calculator(Math Masters, p. 302)

To apply children’s ability to interpret calculator decimal notation displays as money amounts, have children solve a calculator problem. When they have solved the problems, have children describe the numbers and operations they used to solve the problems.


Money Amounts with a Calculator - Everyday Math - …...Lesson 10 3 737 Advance Preparation You may...

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