## Counting out the total value of a set of coins can be challenging for some students. A strategy to address this is a modified 100s chart with images of coins and decimal values.

### Versions of handouts

There are 4 versions, listed in the order I used them with my students. I suggest you start with just pennies (less than 10) to acclimate them to the chart. Here is a video showing how to use chart.

• dimes and pennies
• nickels, pennies
• dimes, nickels and pennies
• quarters and pennies

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### UK Version

A request was made for a UK version. Below is the first iteration and may subsequently be revised. There are two versions: 1p 10p and 1p 5p 10p, both with 1 pound at the bottom for 100.

### Jamboard

There is also a Jamboard version to allow you to work on this online. You have to make a copy of the Jamboard (see bottom image). (UK version – beta)

Make a copy to use the Jamboards.

## Worksheet Websites I Use and Recommend

The following are screen shots of online math worksheet websites I use. The variety and the options in the criteria you select for your worksheets for some of these sites allows for differentiation in the classroom.

I will start with my favorite site, Math-Aids.com. This site allows for dynamic selection of criteria for each handout (see 2nd photo below) such as choosing the types of coins in problems for counting out the total value. The coin images are outstanding! It also offers content up to Calculus.

Super Teacher Worksheets is often used elementary schools. It offers content in science and language arts as well. It requires a \$25 annual subscription which I easily find to be worthwhile.

Common Core Sheets is very useful site if you want to find handouts for specific standards by grade level (see 2nd photo below). It offers multiple versions of each handout.

Dads Worksheets provides a large bank of worksheets – multiple versions of each worksheet.

Math Worksheets 4 Kids offers multiple versions of each worksheet and content in science and language arts. There are many worksheets that provide unique support in how the work is presented, e.g. the Ratio Slope worksheet shown in the 2nd photo below.

Visual Fractions – title speaks for itself.

Worksheet Works is my 2nd favorite. It offers options in the criteria you choose, e.g. difficulty level (2nd photo below). They also offer unique types of handouts such as a maze with math problems to solve to find the path (2nd photo).

## Counting Money as a Game

The Allowance Game is retail game tailored to students who are learning to count money.

I revised it to make it more authentic and more functional.

• I changed some money amounts to necessitate the use of pennies (see below)
• I use real dollars and cents to provide more opportunities to handle real money
• I differentiate by creating different task demands. For example
• I was using the modified version with 2 clients
• One was learning to count out dimes and pennies only, but could manage ONES simultaneously
• This student would also be provided a coin chart I use to teach students how to count with coins
• The other was practicing with ONES, and all coins up to a quarter
• I collected data on a data sheet – 1 per student

The students loved playing the game, it was engaging so they practiced the counting out money, I was able to collect data, and I was able to differentiate. When I co-taught a Consumer Math course, I would assign a para (instructional assistant) to facilitate the game with a couple students and to collect data.

The following shows steps to introducing the concept of the value of money and of adding coins.

The concept of a dime is presented as 10 pennies (see below). The dime is compared to a penny, nickel and quarter using these representations. Repeated use of these representations leads into an intuitive understanding of the coins.

Next is determining the value of multiple coins. The place to start is with pennies, which is relatively easy as the number of pennies represents the value. The next step is to count dimes because counting by 10s is relatively easier than counting by 5s or 25s.

Dr. Russell Gersten is a guru in special ed. At a presentation at the 2013 national Council for Exceptional Children he explained that number sense is best developed using the number line. With this in mind I created a CRA approach using the number line.

First, the student lines up the dimes on the number line (see photo below) then skip counts to determine the cardinal value, which is the value of the coins.

Upon demonstrating mastery of counting dimes, the student moves from using coins (concrete) to a representation – see photo below.

This approach is used for nickels and then a combination of nickels and dimes (corresponding blog post forthcoming).