ActivitiesIdentifying coins by name and value• Have students sort handfuls of coins into pennies,

nickels and so on. Then challenge students toname each different type of coin and state itsvalue, such as “Dime: 10 cents.”

• Spread a handful of coins out on a table or floor.Name coins and have children race to find them,such as “A nickel,” or “A coin worth 25 cents” or“The coin with the smallest value.”

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Designed to meet these objectives:Math

• Students will identify coins by names and values.

• Students will understand and compare values ofcoins.

• Students will explore equivalent combinations ofcoins.

• Students will perform basic operations withmoney (coins).

• Students will explore probability, identifyingevents as “possible,” “unlikely” and so on.

Plastic Coins

You’ll find dozens of ways to use these realisticplastic coins in your classroom! They’re perfect forhands-on math practice at your learning center—orfor demonstrating math concepts to your entireclass. To help you get started, try some of theengaging activities described in this guide.

©2005 Lakeshore RA807(800) 428-4414 Ages 3+www.lakeshorelearning.com

1,200coins!

ActivitiesIdentifying coins by name and value• Have students sort handfuls of coins into pennies,

nickels and so on. Then challenge students toname each different type of coin and state itsvalue, such as “Dime: 10 cents.”

• Spread a handful of coins out on a table or floor.Name coins and have children race to find them,such as “A nickel,” or “A coin worth 25 cents” or“The coin with the smallest value.”

2

Designed to meet these objectives:Math

• Students will identify coins by names and values.

• Students will understand and compare values ofcoins.

• Students will explore equivalent combinations ofcoins.

• Students will perform basic operations withmoney (coins).

• Students will explore probability, identifyingevents as “possible,” “unlikely” and so on.

Plastic Coins

You’ll find dozens of ways to use these realisticplastic coins in your classroom! They’re perfect forhands-on math practice at your learning center—orfor demonstrating math concepts to your entireclass. To help you get started, try some of theengaging activities described in this guide.

©2005 Lakeshore RA807(800) 428-4414 Ages 3+www.lakeshorelearning.com

1,200coins!

• Have children use coins to work out answers toriddles such as, “If you have 2 different coins,what is the most money you can have?” (75 cents.)“What is the least?” (6 cents.)

Making ChangeIntroduce money subtraction by having studentsmake change. Say, “Pretend you want to buy a yo-yo that costs 20 cents. How much change shouldyou receive if you pay with a quarter?” (5 cents.)Repeat with other examples.

Probability and Predictions• Invite children to practice flipping a coin. Explain

that each flip is called an event. The side thatfaces up is called an outcome. If we flip 10 coinsat once, is it possible for all 10 outcomes to beheads? (Yes) Is it likely? (No.)

• Label 2 columns “Heads” and “Tails.” Then, havea volunteer flip one coin and make a tally mark toshow the outcome. Repeat for a total of 10events. How many heads were there? How manytails? Have children predict the outcomes for atotal of 20 events, then test their predictions. Canthey predict the outcomes for 100 events?(Approximately 50 heads and 50 tails.)

Counting coinsPlace coins on the table or floor, such as a quarter, adime and a nickel. Have students find the samecoins and place the coins in front of them. Ask,“How much money do we have here? Let’s count itand find out.” Explain that when counting money, itis usually best to start with the highest-value coinsand count on. Then point to the coins one at a timeas you count, “25 cents, plus 10 is 35 cents, plus 5is 40 cents.” Repeat with other examples.

Comparing coin values and equivalence• Check students’ understanding of equivalence by

asking questions such as, “How many penniesdoes it take to equal 1 nickel?” or “What othercoins could you use to equal 1 quarter?” Havestudents use their coins to show the answers.

• Challenge children to find different combinationsof coins that equal a specific amount, such as 12¢.How many combinations can they find? (Four: 1dime and 2 pennies, 2 nickels and 2 pennies, 1nickel and 7 pennies, 12 pennies.)

• Ask 3 volunteers to each choose 2 or 3 coins andplace them on a table or the floor. Who has themost money? Who has the least? Have themcount their money to find out.

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• Have children use coins to work out answers toriddles such as, “If you have 2 different coins,what is the most money you can have?” (75 cents.)“What is the least?” (6 cents.)

Making ChangeIntroduce money subtraction by having studentsmake change. Say, “Pretend you want to buy a yo-yo that costs 20 cents. How much change shouldyou receive if you pay with a quarter?” (5 cents.)Repeat with other examples.

Probability and Predictions• Invite children to practice flipping a coin. Explain

that each flip is called an event. The side thatfaces up is called an outcome. If we flip 10 coinsat once, is it possible for all 10 outcomes to beheads? (Yes) Is it likely? (No.)

• Label 2 columns “Heads” and “Tails.” Then, havea volunteer flip one coin and make a tally mark toshow the outcome. Repeat for a total of 10events. How many heads were there? How manytails? Have children predict the outcomes for atotal of 20 events, then test their predictions. Canthey predict the outcomes for 100 events?(Approximately 50 heads and 50 tails.)

Counting coinsPlace coins on the table or floor, such as a quarter, adime and a nickel. Have students find the samecoins and place the coins in front of them. Ask,“How much money do we have here? Let’s count itand find out.” Explain that when counting money, itis usually best to start with the highest-value coinsand count on. Then point to the coins one at a timeas you count, “25 cents, plus 10 is 35 cents, plus 5is 40 cents.” Repeat with other examples.

Comparing coin values and equivalence• Check students’ understanding of equivalence by

asking questions such as, “How many penniesdoes it take to equal 1 nickel?” or “What othercoins could you use to equal 1 quarter?” Havestudents use their coins to show the answers.

• Challenge children to find different combinationsof coins that equal a specific amount, such as 12¢.How many combinations can they find? (Four: 1dime and 2 pennies, 2 nickels and 2 pennies, 1nickel and 7 pennies, 12 pennies.)

• Ask 3 volunteers to each choose 2 or 3 coins andplace them on a table or the floor. Who has themost money? Who has the least? Have themcount their money to find out.

3