Money-Big Picture
Today we continued with our third lesson on money with the different combinations that make a dollar and introduction to dollar notes to 100.
Right after Fajr prayers, Sarah took out the money manipulatives asking to do her lesson for today. We revised the different quantities that make up a dollar in different denominations but today I extended the lesson to manipulating different combinations of the coins. For example, a dollar in 5 cents can be in 2 rows of 50 cents (2×5×10) or 4 rows of 25 cents (4×5×5).
Sarah got quite tired after making the 1 cent combination to the dollar but was distracted after I pulled out the dollar notes.
We quantified the 2,5 & 10 dollar notes in $1 coins but by the time she got to 50 she was tired so we just talked about how many $1 coins make $50 & $100.
Making different arrangements of the coins in the earlier part of the lesson, allows the child to see how different values can be combined to make a dollar.
This also strengthens their concept of multiplication combinations such as 10 rows of one 10 cent (10×10) being the same as two rows of five ten cents (10×5×2).
This exercise also forms the base for future monetary calculations by introducing different ways to count to 100 like counting in 25s and and combinations of 5 like 15 and 20.
Right after Fajr prayers, Sarah took out the money manipulatives asking to do her lesson for today. We revised the different quantities that make up a dollar in different denominations but today I extended the lesson to manipulating different combinations of the coins. For example, a dollar in 5 cents can be in 2 rows of 50 cents (2×5×10) or 4 rows of 25 cents (4×5×5).
Sarah got quite tired after making the 1 cent combination to the dollar but was distracted after I pulled out the dollar notes.
We quantified the 2,5 & 10 dollar notes in $1 coins but by the time she got to 50 she was tired so we just talked about how many $1 coins make $50 & $100.
Making different arrangements of the coins in the earlier part of the lesson, allows the child to see how different values can be combined to make a dollar.
This also strengthens their concept of multiplication combinations such as 10 rows of one 10 cent (10×10) being the same as two rows of five ten cents (10×5×2).
This exercise also forms the base for future monetary calculations by introducing different ways to count to 100 like counting in 25s and and combinations of 5 like 15 and 20.
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