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.

Online Math Games

Here are a variety of online math game sites I have used over the years. Break is coming up for many districts. Maybe these can fill the void and allow some learning. Several address other content areas as well.

I have also used these games for break times at school to keep students working on academics.

If you have a child learning to count money, especially at an advanced age, there are some useful money games – especially ones with coins. I have students complete problems with actual coins then enter their response online.

https://www.abcya.com/

https://www.coolmathgames.com/

https://www.mathgames.com/

https://www.mathplayground.com/

https://mrnussbaum.com/math

https://pbskids.org/games/math/

roomrecess.comÂ

http://sheppardsoftware.com/

https://www.splashlearn.com/

Data Collection for IEP Objectives

Here is an example of what data collection can look like. (The IEP objective should have been indicated on here as well.) It shows the data, any prompting from the teacher (P with a circle around it), notes and at the bottom is 3/9 for 33% correct.

Also note that I was working on finding the value of a set of nickels and pennies only before moving onto other combinations of coins and more coins.

Authentic Activities – Money and Prices

Below is a photo of a typical worksheet for money. I worked with a parent of a high school student severely impacted by autism and she explained that her son worked on nothing but worksheets when he worked on math. For students with more severe disabilities the worksheet may not be real or meaningful as the photos and the setting may be too abstract.

Below is a photo of shelves in a mock grocery store we set up at our school for students who were in a life skills program. They would have a shopping list, collect the items in a basket then compute the total cost. We had a mock register set up (eventually we procured an actual working register) and the students made the same types of calculations they would on a worksheet but in an authentic setting, which was more concrete. We would start with simple money amounts, e.g. \$1.00 then make the prices increasingly more challenging, e.g. \$1.73.

Assessment for General Curriculum Math Topics

In special education there is a tool called a task analysis. It is a formal approach of identifying the steps taken to demonstrate mastery of a skill. For example, putting on shoes with Velcro straps involves the following steps: get shoes, sit on chair, match shoes with feet (right to right), insert foot into respective shoe etc.

I have applied this approach to general curriculum math topics from counting money to solving using the Quadratic Formula. Below are the iterations of my task analysis for the objectiveÂ count TENs, a FIVE and ONES (dollar bills) to pay a given price. The first shows a rough draft of notes I took as I actually counted out the money, going through each little step. The second shows the steps written out on a task analysis table I created. The third shows the final, typed version.

The table is used for assessment, collection of data and progress monitoring. TheÂ steps that are problematic can be targeted individually, e.g. skip counting by 10s.

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).