2022 3-N-4-1

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3.N.4.1

3.N.4.1 Use addition and subtraction to determine the value of a collection of coins up to one dollar using the cent symbol and in monetary transactions.

In a Nutshell

This objective introduces making the connection that addition and subtraction can be used to count coins as well. Students come to third grade with the ability to identify coins, count coins up to a dollar based on their value, and show an amount of money up to one dollar.

Student Actions	Teacher Actions
Apply models such as coin manipulatives, tables, and pictures to help solve combinations of coins that equal a given amount up to one dollar. Develop procedural fluency when accurately counting money by sorting thecoins based on their value up to a given amount up to one dollar. Communicate mathematically with peers and use cent notation when showing work.	Pose purposeful questions to help students recall prior knowledge and justify their thinking.Questions may include asking students what strategies they used when counting money and how they can justify their solution. Build procedural fluency by using money vocabulary and symbols, such as cents, ¢, amount, and value, when problem-solving. Implement real-life tasks where people count money and discuss the importance of money in everyday life.
Key Understandings	Misconceptions
Skip counting is an addition and subtraction strategy. The value of coins can be added like whole numbers. One dollar is the same as 100¢. Place value skills can help them understand the value of money.	They can lose the coin notation when they add the amounts. For example, 25¢ + 10¢ + 5¢= 40 vs. 40¢. Coins are mistaken for the wrong coin, e.g.quarters are nickels or vice versa. This is even more difficult to determine in printed formats. The number of coins versus the value of the coins. For example, I have 6 coins versus 72¢. They use both money symbols when writing an amount. For example, They may write $1.26¢. The coin sizes and values don’t match, e.g. the smallest coin (dime) is worth ten cents, rather than one cent.
Knowledge Connections
Prior Knowledge	Leads to
Use a combination of coins to represent a given amount of money up to one dollar. (2.N.4.2)	Select the fewest number of coins for a given amount of money up to one dollar. (4.N.4.1)