Money Math Game | Center Activity Let's Go Shopping | Counting Coins | 1st Grade

Rated 4.94 out of 5, based on 77 reviews

4.9 (77 ratings)

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Sunshine and Lollipops

6k Followers

Grade Levels

1st - 2nd, Homeschool

Subjects

Basic Operations, Special Education, EFL - ESL - ELD

Resource Type

Activities, Centers

Standards

CCSS2.MD.C.8

CCSS1.NBT.C.5

CCSSMP1

CCSSMP4

Formats Included

Pages

14 pages

$2.25

Wish List

$2.25

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Sunshine and Lollipops

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What educators are saying

This was a great resource to go with lessons from our adopted curriculum. This resource provided students with engaging ways to demonstrate their knowledge of the math concepts covered.

— Rachel B.

Rated 5 out of 5

My kids had such a fun time learning about money with this super engaging activity! This would be a great activity to do when being observed ;)

— Heaven C.

Rated 5 out of 5

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Standards

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Reviews

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Description

If you are looking for a fun way to reinforce counting coins and adding money, Let’s Go Shopping is a fun and motivating way to practice these skills. Using money, identifying coin values, counting money and adding money are important life skills.

This activity can be used in a math station or center to reinforce and build the concept of money. It is easy to understand and once taught can be used independently as a math rotation or for early finishers. Let's get those kids shopping!

⭐️ ⭐️ PLEASE SEE PREVIEW FOR MORE DETAILS ⭐️ ⭐️

Directions for Use:

♥ Students choose 2 cards that have items with money values to buy,

♥ They write the 2 items they want to buy in the spaces provided, add up the amount of money they will need to purchase the items and then show the money they will need by using P for penny, N for nickel , D for dime and Q for quarter.

What’s Included:

♥ 4 pages that can be run off back to back for children to demonstrate their knowledge of money and show their work. One set in Color and another in Black and White

♥ 36 cards with items that can be “purchased” in the class store with money amounts. These cards can be separated and differentiated to be used according student needs.

♥ 36 item cards without prices so you can write prices according to the needs of your class.

♥ 2 posters or signs that can be used for the front of a basket or box to hold merchandise to be purchased.

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Thank you for purchasing, downloading, browsing, following and inspiring! I hope this brings a bit of sunshine your way! If you find anything in this packet that needs to be reworked or might work better for your students, please let me know and I will be happy to rework any activity/packet that you have purchased to fit your needs.

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I appreciate feedback It helps me decide which products are most helpful and valuable for your students. I Love to create so if there is anything that you might need or want to make your job easier, just let me know!

To Earn Credit for Future Purchases,

Go to My Purchases page (you may need to login). Beside each purchase you'll see a Provide Feedback Link. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the resource. Each time you give feedback, you receive feedback credits that you can use to lower the cost of your future purchases

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Enjoy! Kathy

Total Pages

14 pages

Answer Key

N/A

Teaching Duration

N/A

Last updated Sep 6th, 2014

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Standards

to see state-specific standards (only available in the US).

CCSS2.MD.C.8

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

CCSS1.NBT.C.5

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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