Pocket Change Patrol

Ages 6–8 · 8 minutes · Math

Join Gabriella and Edwin as they search for coins in pockets while they do laundry!

In this lesson, students will practice introductory money math skills including:

– Calculating mixed collections of coins up to 100 cents

Part of

Money Math

Standards alignment

Common Core State Standards

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

Alabama

MA19.2.24 — Solve problems with money.
MA19.2.24b — Find the value of a collection of quarters, dimes, nickels, and pennies.
MA19.2.24a — Identify nickels and quarters by name and value.
MA19.2.10 — Fluently add and subtract within 100, using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Alaska

1.MD.6 — Identify values of coins (e.g., nickel = 5 cents, quarter = 25 cents). Identify equivalent values of coins up to $1 (e.g., 5 pennies = 1 nickel, 5 nickels = 1 quarter).
2.MD.8 — Solve word problems involving dollar bills and coins using the $ and ¢ symbols appropriately.
2.NBT.2 — Count up to 1000, skip-count by 5s, 10s and 100s.
2.NBT.5 — Fluently add and subtract using numbers up to 100. Use: • strategies based on place value • properties of operations • and/or the relationship between addition and subtraction.
1.NBT.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Arizona

2.MD.C.8 — Solve word problems involving collections of money, including dollar bills, quarters, dimes, nickels, and pennies. Record the total using $ and ¢ appropriately. See Table 1.
1.MD.B.3b — Identify coins by name and value (pennies, nickels, dimes and quarters).
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Arkansas

2.GM.12 — Count collections of mixed coins and solve real-world problems involving quarters, dimes, nickels, and pennies within 99¢ and whole dollar amounts.
1.GM.6 — Identify coins by name and value, including penny, nickel, dime, and quarter.
2.CAR.7 — Solve one and two-step real-world problems involving addition and subtraction within 100 in situations of adding to, taking from, putting together, taking apart, and comparing unknowns in all positions.
1.NPV.1 — Count forward and back within 120 by ones and tens from any given whole number.

California

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
2.NBT.A.2 — Count within 1000; skip-count by 2s, 5s, 10s, and 100s.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
MP7 — Look for and make use of structure.

Colorado

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have two dimes and three pennies, how many cents do you have?
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Connecticut

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Delaware

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
1.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.

Florida

MA.1.M.2.3 — Find the value of combinations of pennies, nickels and dimes up to one dollar, and the value of combinations of one, five and ten dollar bills up to 100. Use the ¢ and symbols appropriately.
MA.2.M.2.2 — Solve one- and two-step addition and subtraction real-world problems involving either dollar bills within 100 or coins within 100¢ using and ¢ symbols appropriately.
MA.1.NSO.1.1 — Starting at a given number, count forward and backwards within 120 by ones. Skip count by 2s to 20 and by 5s to 100.
MA.1.NSO.2.4 — Explore the addition of a two-digit number and a one-digit number with sums to 100.

Georgia

2.MDR.6 — Solve real-life problems involving time and money.
2.MDR.6.2 — Find the value of a group of coins and determine combinations of coins that equal a given amount that is less than one hundred cents, and solve problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
1.MDR.6.3 — Identify the value of quarters and compare the values of pennies, nickels, dimes, and quarters.
2.NR.1.2 — Count forward and backward by ones from any number within 1000. Count forward by fives from multiples of 5 within 1000. Count forward and backward by 10s and 100s from any number within 1000. Count forward by 25s from 0.

Hawaii

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Idaho

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to 10), using and ¢ symbols appropriately and whole-dollar amounts.
1.MD.D.5 — Identify quarters, dimes, and nickels and relate their values to pennies. Find equivalent values (e.g., a nickel is equivalent to five pennies).
2.NBT.A.2 — Count within 1,000; skip-count by fives, tens, and 100s. Identify patterns in skip counting starting at any number
1.NBT.C.5 — Given a two-digit number, mentally find ten more or ten less than the number, without having to count; explain the reasoning used.

Illinois

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
1.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.
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Indiana

2.M.6 — Find the value of a collection of pennies, nickels, dimes, quarters, and dollars. (E)
1.CA.3 — Using number sense and place value strategies, add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10. Use models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. (E)
1.M.3 — Identify the value of a penny, nickel, dime, and a collection of pennies, nickels, and dimes.
1.NS.1 — Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. (E)

Iowa

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. For example, if you have 3 quarters, 2 dimes and 4 pennies, how many cents do you have? For this standard, it may be appropriate to record amounts using decimals but does not include adding and subtracting with decimals.
2.MD.IA.C.2 — Identify nickels, quarters and dollars and know their values. Conceptual
2.NBT.A.2 — Count forward and backward within 1,000; skip-count forward and backward by 5s, 10s, and 100s.
1.MD.IA.B.1 — Identify pennies and dimes and their values. Count a mixed collection of dimes and pennies to determine the cent value (total not to exceed 100 cents).
SMP7 — Look for and make use of structure.

Kansas

2.MD.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (Do not use decimal point, if showing 25 cents, use the word cents or ¢). For example: If you have 2 dimes and 3 pennies, how many cents do you have?
2.MD.9 — Identify coins and bills and their values.
2.NBT.2 — Count within 1000; skip-count by 2s, 5s, 10s, and 100s; explain and generalize the patterns.
2.OA.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, (e.g. by using drawings and situation equations and/or solution equations with a symbol for the unknown number to represent the problem.)

Kentucky

KY.1.MD.3.b — Identify the coins by values (penny, nickel, dime, quarter).
KY.2.MD.8 — Solve word problems with adding and subtracting within 100, (not using dollars and cents simultaneously) using the $ and ¢ symbols appropriately (not including decimal notation).
KY.1.MD.3 — Assign values to time and money.
KY.2.NBT.2 — Count forwards and backwards within 1000; skip-count by 5s, 10s and 100s.

Louisiana

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

Maine

2.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?
1.MD.D.5 — Identify the coins and each corresponding value. (e.g. penny, nickel, dime, and quarter)
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s. Identify patterns in skip counting at any number. (For example, 37, 47, 57 or 328, 428, 528, etc.)
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Maryland

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
1.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.

Massachusetts

1.MD.D.5 — Identify the values of all U.S. coins and know their comparative values (e.g., a dime is of greater value than a nickel). Find equivalent values (e.g., a nickel is equivalent to five pennies). Use appropriate notation (e.g., 69¢). Use the values of coins in the solutions of problems (up to 100¢).
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to 10), using and ¢ symbols appropriately and whole dollar amounts. For example, if you have 2 dimes and 3 pennies, how many cents do you have? If you have $3 and 4 quarters, how many dollars or cents do you have? (Students are not expected to use decimal notation.)

Michigan

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MP7 — Look for and make use of structure.

Minnesota

2.3.3.2 — Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. For example: 50 cents can be made up of 2 quarters, or 4 dimes and 2 nickels, or many other combinations.
1.1.2.3 — Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s.
1.3.2.3 — Identify pennies, nickels and dimes; find the value of a group of these coins, up to one dollar.
2.1.2.5 — Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits.

Mississippi

2.MD.8.a — 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?
1.MD.5.a — Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1).
1.MD.5.c — Count like U.S. coins up to the equivalent of a dollar.
2.NBT.2 — Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number.
2.OA.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Missouri

1.GM.C.9 — Know the value of a penny, nickel, dime and quarter.
2.GM.D.12 — Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately.
1.NBT.A.4 — Count by 10s to 120 starting at any number.
1.NS.A.4 — Count by 5s to 100 starting at any multiple of five.
2.NBT.B.6 — Demonstrate fluency with addition and subtraction within 100.

Montana

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
MP7 — Look for and make use of structure.

Nebraska

2.G.5 — Time and Money: Students will solve problems with dollar bills and coins and tell time to the nearest five-minute interval.
2.G.5.a — Solve problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and ¢ symbols appropriately.
2.N.2.a — Count within 1,000, including skip counting by 5s, 10s, and 100s starting at a variety of multiples of 5, 10, or 100.

Nevada

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

New Hampshire

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
1.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.

New Jersey

2.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?
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
1.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.

New Mexico

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
1.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.

New York

NY-2.MD.8.a — Count a mixed collection of coins whose sum is less than or equal to one dollar.
NY-1.MD.3.b — Recognize and identify coins (penny, nickel, dime, and quarter) and their value and use the cent symbol (¢) appropriately.
NY-2.MD.8.b — Solve real world and mathematical problems within one dollar involving quarters, dimes, nickels, and pennies, using the ¢ (cent) symbol appropriately.
NY-1.NBT.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

North Carolina

NC.2.MD.8 — Solve word problems involving: • Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately. • Whole dollar amounts, using the $ symbol appropriately.
NC.1.MD.5 — Identify quarters, dimes, and nickels and relate their values to pennies.
NC.1.NBT.4 — Using concrete models or drawings, strategies based on place value, properties of operations, and explaining the reasoning used, add, within 100, in the following situations: • A two-digit number and a one-digit number • A two-digit number and a multiple of 10
NC.2.NBT.2 — Count within 1,000; skip-count by 5s, 10s, and 100s.

North Dakota

2.GM.M.4 — Count collections of money (quarters, dimes, nickels, and pennies) relating to counting patterns by 1s, 5s, and 10s up to one dollar.
1.GM.M.4 — Identify and tell the value of a dollar bill, quarter, dime, nickel, and penny.
1.GM.M.5 — Count collections of coins (pennies, nickels, and dimes) relating to counting patterns by 1s, 5s, and 10s up to one dollar.
2.AR.OA.3 — Solve one- and two-step authentic word problems with addition within 100, including use of unknowns.

Ohio

2.MD.8 — Solve problems with money.
2.MD.8.b — Find the value of a collection of quarters, dimes, nickels, and pennies.
2.MD.8.a — Identify nickels and quarters by name and value.
2.MD.8.c — Solve word problems by adding and subtracting within 100, dollars with dollars and cents with cents (not using dollars and cents simultaneously) using the $ and ₵ symbols appropriately (not including decimal notation).
1.OA.5 — Relate counting to addition and subtraction, e.g., by counting on 2 to add 2.

Oklahoma

2.N.4 — Determine the value of a set of coins.
2.N.4.1 — Determine the value of a collection of coins up to one dollar using the cent symbol.
1.N.4.1 — Identify pennies, nickels, dimes, and quarters by name and value.
1.N.4.3 — Determine the value of a collection of pennies, nickels, or dimes up to one dollar, counting by 1s, 5s, and 10s.

Oregon

2.GM.D.11 — Solve problems in authentic contexts involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and c (cents) symbols appropriately.
2.NBT.A.2 — Count within 1000; skip-count by 5's, 10's, and 100's.
2.NBT.B.5 — Fluently add & subtract within 100 using accurate, efficient, & flexible strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
1.NBT.C.5 — Without having to count, mentally find 10 more or 10 less than a given two-digit number and explain the reasoning used.

Pennsylvania

CC.2.1.1.B.3 — Use place-value concepts and properties of operations to add and subtract within 100.
CC.2.4.2.A.3 — Solve problems and make change using coins and paper currency with appropriate symbols.
CC.2.1.2.B.2 — Use place-value concepts to read, write, and skip count to 1000.

Rhode Island

1.MD.D.5 — Identify the values of all U.S. coins and know their comparative values (e.g., a dime is of greater value than a nickel). Find equivalent values (e.g., a nickel is equivalent to 5 pennies). Use appropriate notation (e.g., 69¢). Use the values of coins in the solutions of problems (up to 100¢).
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to 10), using and ¢ symbols appropriately and whole dollar amounts. For example, if you have 2 dimes and 3 pennies, how many cents do you have? If you have $3 and 4 quarters, how many dollars or cents do you have? (Students are not expected to use decimal notation.)
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s. Identify patterns in skip counting starting at any number.
1.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. Identify arithmetic patterns of 10 more and 10 less than using strategies based on place value.

South Carolina

1.NSBT.1b — Extend the number sequence to count by fives and tens to 100, starting at any number.
2.MDA.7 — Solve real-world/story problems involving dollar bills using the $ symbol or involving quarters, dimes, nickels, and pennies using the ȼ symbol.
1.MDA.6 — Identify a penny, nickel, dime and quarter and write the coin values using a ȼ symbol.
1.NSBT.4a — Add through 99 using concrete models, drawings, and strategies based on place value to add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup).

South Dakota

2.MD.C.8 — Identify and count coins and bills and apply that understanding to solve word problems.
2.MD.C.8.a — Recognize and know the value of coins up to one dollar.
1.MD.B.5 — Identify nickels and understand that five pennies can be thought of as a nickel. Identify dimes and understand ten pennies can be thought of as a dime. Count the value of a set of coins comprised of pennies, nickels, and dimes.
1.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.
2.MD.C.8.b — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

Tennessee

2.MD.C.8 — Solve contextual problems involving amounts less than one dollar including quarters, dimes, nickels, and pennies using the ¢ symbol appropriately. Solve contextual problems involving whole number dollar amounts up to 100 using the symbol appropriately.
1.NBT.C.5 — Add a two-digit number to a one-digit number and a two-digit number to a multiple of ten (within 100). Use concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used.
2.NBT.A.2 — Recognize, describe, extend, and create patterns when counting by ones, twos, fives, tens, and hundreds and use those patterns to predict the next number in the counting sequence up to 1000 through counting. For example: 111, 113, 115, ...; 82, 84, 86, ...; 370, 380, 390. ; 100, 200, 300,…; etc.
1.MD.B.4 — Count the value of a set of like coins less than one dollar using the ¢ symbol only.
1.NBT.C.6 — Mentally find 10 more or 10 less than a given two-digit number without having to count by ones and explain the reasoning used.

Texas

2.5A — determine the value of a collection of coins up to one dollar; and
1.4A — identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them;
1.4C — use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.
1.5B — skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;

Utah

2.MD.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. For example, if you have 2 dimes and 3 pennies, how many cents do you have?
1.MD.5 — Identify the values of pennies, nickels, dimes and quarters and know their comparative values. (For example, a dime is of greater value than a nickel.) Use appropriate notation to designate a coin’s value. (For example, 5¢.)

Vermont

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

Virginia

2.NS.4 — The student will solve problems that involve counting and representing money amounts up to $2.00. Students will demonstrate the following Knowledge and Skills:
2.NS.4b — Count by ones, fives, tens, and twenty-fives to determine the value of a collection of mixed coins and one-dollar bills whose total value is $2.00 or less.
1.NS.1c — Represent forward counting patterns when counting by groups of 5 and groups of 10 up to 120 using a variety of tools (e.g., objects, coins, 120 chart).

Washington

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
1.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.

Washington, D.C.

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
1.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.
MP7 — Look for and make use of structure.

West Virginia

M.2.22 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and C symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do I you have?).
M.1.18 — Identify the value of coins and use dimes and pennies to model the relationship between money and place value (e.g., exchange 10 pennies for 1 dime or exchange 10 dimes for 1 dollar).
MHM7 — Look for and make use of structure.

Wisconsin

M.2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
M.2.NBT.A.2 — Count within 1,000; skip-count by fives, tens, and hundreds.
M.2.NBT.B.5 — Flexibly and efficiently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. In Grade 2, subtraction with decomposition is an exception and may include drawings or representations.

Wyoming

2.MD.H.8 — Solve word problems up to 10 involving dollar bills, quarters, dimes, nickels, and pennies, using (dollars) and ¢ (cents) symbols appropriately.
1.MD.I.3.B — Identify U.S. coins by value (pennies, nickels, dimes, quarters).
2.MD.H — Work with time and money.
2.MP8 — Look for and express regularity in repeated reasoning.