Toss. math. photography ppt


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Toss. math. photography ppt

  1. 1. $Money, Money, Money$Kindergarten<br />Created By: Bekah McGee<br />Professor Beth Peery<br />TOSS Fall 2010<br />
  2. 2. Name the coin and list the value of each coin. <br />
  3. 3. Hint<br />_______, _________ easy spent, copper brown and worth ____ cent. <br />_____, _____,little and thin.I remember,you're worth ____. <br />_____, ______ thick and fat. You’re worth ____ cents, I know that!<br />
  4. 4. Scissors = Three Cents<br />
  5. 5. Hint: does yours look like this?<br />
  6. 6. Pencil = One Cent<br />
  7. 7. Hint: does yours look like this?<br />
  8. 8. Necklace = Five Cents<br />
  9. 9. Hint: does yours look like this?<br />(Can we trade the pennies for another coin?)<br />
  10. 10. Etch-A-Sketch = Eight Cents<br />
  11. 11. Hint: does yours look like this?<br />
  12. 12. Chapstick = Two Cents<br />
  13. 13. Hint: does this look like yours?<br />
  14. 14. Silly Band = Two Cents<br />
  15. 15. Hint: does yours look like this?<br />
  16. 16. Mardi Gras Mask = Ten Cents<br />
  17. 17. Hint<br />(can we make this a fair trade?)<br />
  18. 18. If Ms. McGee wanted to purchase the Hello Kitty Pez dispenser and the glue stick, how much money will she spend all together?<br />
  19. 19. Solution<br />OR<br />
  20. 20. Fair Share <br />Makayla wants to share her nickel with her 5 friends. She goes to the store to trade in her nickel for ____ pennies. How many pennies can each of her 5 friends get?<br />
  21. 21. Hint<br />
  22. 22. Ms. McGee wants to purchase 5 silly bands at two (2) cents each. How much money will she spend all together? <br />
  23. 23. Hint: Use your ten frame and multiple pennies to help you. <br />
  24. 24. Solution<br />OR<br />OR<br />
  25. 25. How many cents is this?Can we make a fair trade?Is there more than one way to make a fair trade? <br />
  26. 26. Solutions<br />There are multiple solutions that students may come up with, and these are just a few examples of solutions. <br />
  27. 27. I recently bought some sunglasses for seven cents.<br />If I take away the seven cents that I used to buy my sunglasses, how many cents will I have left over?<br />
  28. 28. Hint: use ten frames to help you. <br />
  29. 29. Solution<br />Before the sunglasses purchase<br />After the sunglasses purchase<br />
  30. 30. Assessment<br />I would use this in small groups and differentiate as needed among the different groups. There are some slides that I may not use with some groups because the various students in the class need different opportunities to manipulate and achieve. <br />I would assess through a checklist. Each student would have their own tens frame and enough coins to correctly manipulate each problem. <br />
  31. 31. GPS<br />MKN1. Students will connect numerals to the quantities they represent. <br />a. Count a number of objects up to 30. <br />b. Produce models for number words through ten. <br />c. Write numerals through 20 to label sets. <br />d. Sequence and identify using ordinal numbers (1st-10th). <br />e. Compare two or more sets of objects (1-10) and identify which set is equal to, more than, or less than the other. <br />f. Estimate quantities using five and ten as a benchmark. (e.g. 9 is one five and four more. It is closer to 10, which can be represented as one ten or two fives, than it is to five.) <br />g. Use informal strategies to share objects equally (divide) between two to three people or sets. <br />h. Identify coins by name and value (penny, nickel, dime, and quarter). <br />i. Count out pennies to buy items that together cost less than 30 cents. <br />j. Make fair trades using combinations involving pennies and nickels and pennies and dimes. <br />MKN2. Students will use representations to model addition and subtraction. <br />a. Use counting strategies to find out how many items are in two sets when they are combined, separated, or compared. <br />b. Build number combinations up to 10 (e.g., 4 and 1, 2 and 3, 3 and 2, 4 and 1 for five) and for doubles to 10 (3 and 3 for six). <br />c. Use objects, pictures, numbers, or words to create, solve and explain story problems (combining, separating, or comparing) for two numbers that are each less than 10. <br />MKP1. Students will solve problems (using appropriate technology). <br />a. Build new mathematical knowledge through problem solving. <br />b. Solve problems that arise in mathematics and in other contexts. <br />c. Apply and adapt a variety of appropriate strategies to solve problems. <br />d. Monitor and reflect on the process of mathematical problem solving. <br />