# Lesson 16

Identify Quarters

### Lesson Purpose

### Lesson Narrative

In a previous lesson, students recognized dimes, nickels, and pennies and learned their values. They used different strategies to find the value of a mixed set of coins.

In this lesson, students recognize the quarter and learn its value. They find the value of groups of coins and look for ways to represent the same value with different coins. Throughout the lesson, students make connections between quarters and combinations of other coins and notice that if they look for ways to use coins with a larger value first, they can be more certain they are using the fewest amount of coins (MP8).

In both activities, students continue to practice finding the values of coin collections using methods for adding within 100. Throughout the lesson, look for the different ways students find the value of coins collections and organize their thinking. While some students will continue to group like coins and add to find the total value, others will count on from the largest value (25, 35, 45, 50, 55, 56, 57, 58) or look for other ways to use ten (25, 30, 40, 50, 55, 56, 57, 58).

- Action and Expression

Activity 1: How Much is a Quarter Worth?

### Learning Goals

Teacher Facing

- Find the value of a set of coins including all combinations.
- Identify and know the value of quarters.

### Student Facing

- Let’s learn about quarters and find the value of different sets of coins.

### Required Materials

Materials to Copy

- Coins to Cut and Count

### Required Preparation

Activity 1:

- Take down or cover the coin poster before the launch.
- Add a quarter to the money chart showing the front and back.
- Each group of 2 needs access to a copy of the blackline master or a collection of real or plastic coins.

### Lesson Timeline

Warm-up | 10 min |

Activity 1 | 20 min |

Activity 2 | 15 min |

Lesson Synthesis | 10 min |

Cool-down | 5 min |

### Teacher Reflection Questions

### Suggested Centers

- Picture Books (K–5), Stage 3: Find Shapes (Addressing)
- Which One? (K–5), Stage 3: Grade 2 Shapes (Addressing)
- How Are They the Same? (1–5), Stage 2: Grade 2 Shapes (Addressing)

### Print Formatted Materials

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Student Task Statements | docx | |

Lesson Cover Page | docx | |

Cool Down | Log In | |

Teacher Guide | Log In | |

Teacher Presentation Materials | docx | |

Blackline Masters | zip |