Coin Exchange

Ages 6–8 · 8 minutes · Math

Help Gabriella manage her bank and make change in coins

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

– Finding equivalent values of coins (e.g. a nickel is equivalent to 5 pennies)

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.
MP8 — Look for and express regularity in repeated reasoning.
MP7 — Look for and make use of structure.

Alabama

MA19.2.24 — Solve problems with money.
MA19.2.24a — Identify nickels and quarters by name and value.
MA19.2.24b — Find the value of a collection of quarters, dimes, nickels, and pennies.
MA19.1.20 — Identify pennies and dimes by name and value.
MA19.2.7 — Count within 1000 by ones, fives, tens, and hundreds.

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.NBT.2 — Count up to 1000, skip-count by 5s, 10s and 100s.
2.MD.8 — Solve word problems involving dollar bills and coins using the $ and ¢ symbols appropriately.

Arizona

1.MD.B.3b — Identify coins by name and value (pennies, nickels, dimes and quarters).
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.
MP7 — Look for and make use of structure.

Arkansas

1.GM.6 — Identify coins by name and value, including penny, nickel, dime, and quarter.
1.GM.7 — Count collections of like coins including pennies, nickels, and dimes to determine their total value up to 100 cents.
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.

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.
MP7 — Look for and make use of structure.
MP8 — Look for and express regularity in repeated reasoning.

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.

Connecticut

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.
K.CC.A.1 — Count to 100 by ones and by tens.
MP8 — Look for and express regularity in repeated reasoning.

Delaware

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MP8 — Look for and express regularity in repeated reasoning.
MP7 — Look for and make use of structure.

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.1.M.2.2 — Identify pennies, nickels, dimes and quarters, and express their values using the ¢ symbol. State how many of each coin equal a dollar.
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.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.

Georgia

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.MDR.6 — Solve real-life problems involving time and money.
2.NR.3 — Work with equal groups to gain foundations for multiplication through real-life, mathematical problems.

Hawaii

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MP8 — Look for and express regularity in repeated reasoning.
MP7 — Look for and make use of structure.

Idaho

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.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.
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.MP8 — Look for and express regularity in repeated reasoning.

Illinois

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MP.7 — Look for and make use of structure.
MP.8 — Look for and express regularity in repeated reasoning.

Indiana

2.M.6 — Find the value of a collection of pennies, nickels, dimes, quarters, and dollars. (E)
1.M.3 — Identify the value of a penny, nickel, dime, and a collection of pennies, nickels, and dimes.
2.NS.1 — Count by ones, twos, fives, tens, and hundreds up to at least 1,000 from any given number. (E)
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
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).
SMP8 — Look for and express regularity in repeated reasoning.

Kansas

2.MD.9 — Identify coins and bills and their values.
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.NBT.2 — Count within 1000; skip-count by 2s, 5s, 10s, and 100s; explain and generalize the patterns.
MP.8 — Look for and express regularity in repeated reasoning.

Kentucky

KY.1.MD.3 — Assign values to time and money.
KY.1.MD.3.b — Identify the coins by values (penny, nickel, dime, quarter).
KY.2.NBT.2 — Count forwards and backwards within 1000; skip-count by 5s, 10s and 100s.
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).

Louisiana

1.MD.D.5 — Determine the value of a collection of coins up to 50 cents. (Pennies, nickels, dimes, and quarters in isolation; not to include a combination of different coins.)
K.MD.C.4 — Recognize pennies, nickels, dimes, and quarters by name and value (e.g., This is a nickel and it is worth 5 cents.)
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.

Maine

1.MD.D.5 — Identify the coins and each corresponding value. (e.g. penny, nickel, dime, and quarter)
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. Identify patterns in skip counting at any number. (For example, 37, 47, 57 or 328, 428, 528, etc.)

Maryland

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.
MP8 — Look for and express regularity in repeated reasoning.

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.
MP8 — Look for and express regularity in repeated reasoning.

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.
2.2.1.1 — Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. For example: Skip count by 5s beginning at 3 to create the pattern 3, 8, 13, 18, … . Another example: Collecting 7 empty milk cartons each day for 5 days will generate the pattern 7, 14, 21, 28, 35, resulting in a total of 35 milk cartons.

Mississippi

1.MD.5.c — Count like U.S. coins up to the equivalent of a dollar.
1.MD.5.d — Find the equivalent value for all greater value U.S. coins using like value smaller coins (e.g., 5 pennies equal 1 nickel; 10 pennies equal dime, but not 1 nickel and 5 pennies equal 1 dime).
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).
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.

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.
2.GM.D.13 — Find combinations of coins that equal a given amount.
1.NS.A.4 — Count by 5s to 100 starting at any multiple of five.

Montana

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MP8 — Look for and express regularity in repeated reasoning.
MP7 — Look for and make use of structure.

Nebraska

1.G.3 — Time and Money: Students will solve problems with coins and tell time to the half hour.
1.G.3.b — Count collections of like coins (penny, nickel, and dime) relating to patterns of counting by 1s, 5s, and 10s.
1.N.2.d — Understand patterns of skip counting by 2s, 5s, and 10s.
2.G.5.a — Solve problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and ¢ symbols appropriately.
K.G.3.a — Identify the name and value of pennies, nickels, and dimes.

Nevada

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MP8 — Look for and express regularity in repeated reasoning.
MP7 — Look for and make use of structure.

New Hampshire

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MP8 — Look for and express regularity in repeated reasoning.
MP7 — Look for and make use of structure.
SS.EC.2.4.1 — Identify the characteristics of money. (Themes: C: People, Places and Environment, D: Material Wants and Needs, G: Science, Technology, and Society)

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?
7 — Look for and make use of structure.
8 — Look for and express regularity in repeated reasoning.

New Mexico

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.
MP8 — Look for and express regularity in repeated reasoning.

New York

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-2.MD.8.a — Count a mixed collection of coins whose sum is less than or equal to one dollar.
MP.8 — Look for and express regularity in repeated reasoning.

North Carolina

NC.1.MD.5 — Identify quarters, dimes, and nickels and relate their values to pennies.
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.2.NBT.2 — Count within 1,000; skip-count by 5s, 10s, and 100s.

North Dakota

1.GM.M.4 — Identify and tell the value of a dollar bill, quarter, dime, nickel, and penny.
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.5 — Count collections of coins (pennies, nickels, and dimes) relating to counting patterns by 1s, 5s, and 10s up to one dollar.
1.NO.CC.5 — Skip count forward and backward by 5s and 10s from multiples and recognize the patterns of up to 10 skip counts.

Ohio

2.MD.8 — Solve problems with money.
2.MD.8.a — Identify nickels and quarters by name and value.
2.MD.8.b — Find the value of a collection of quarters, dimes, nickels, and pennies.
1.MD.3.b — Identify pennies and dimes by name and value.
2.NBT.2 — Count forward and backward within 1,000 by ones, tens, and hundreds starting at any number; skip-count by 5s starting at any multiple of 5.

Oklahoma

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.
1.N.1.4 — Count forward, with objects, from any given number up to 100 by 1s, 2s, 5s and 10s.
2.N.4.2 — Use a combination of coins to represent a given amount of money up to one dollar.

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.
MP7 — Look for and make use of structure.
MP8 — Look for and express regularity in repeated reasoning

Pennsylvania

CC.2.4.2.A.3 — Solve problems and make change using coins and paper currency with appropriate symbols.
CC.2.2.2.A.3 — Work with equal groups of objects to gain foundations for multiplication.

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.

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.
2.NSBT.2 — Count by tens and hundreds to 1,000 starting with any number.
2.PS.2a — Make sense of quantities and their relationships in mathematical and real-world situations.

South Dakota

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.
2.MD.C.8.a — Recognize and know the value of coins up to one dollar.
2.MD.C.8 — Identify and count coins and bills and apply that understanding to solve word problems.

Tennessee

1.MD.B.4 — Count the value of a set of like coins less than one dollar using the ¢ symbol only.
1.NBT.A.1 — Count to 120, by ones, twos, and fives starting at any multiple of that number. Count backward from 20. Read and write numbers to 120 and represent a quantity of objects with a written number.
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.
K.MD.B.3 — Identify the penny, nickel, dime, and quarter based on their attributes (size and color) and recognize the value of each.

Texas

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;
2.5A — determine the value of a collection of coins up to one dollar; and

Utah

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¢.)
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?
2.NBT.2 — Count within 1,000; skip-count by fives, tens, and hundreds.

Vermont

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.
MP8 — Look for and express regularity in repeated reasoning.

Virginia

1.NS.1g — Count by ones, fives, or tens to determine the value of a collection of like coins (pennies, nickels, or dimes), whose total value is 100 cents 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).
1.NS.1f — Identify a penny, nickel, and dime by their attributes and describe the number of pennies equivalent to a nickel and a dime.
2.NS.4a — Identify a quarter and its value and determine multiple ways to represent the value of a quarter using pennies, nickels, and/or dimes.
2.NS.4c — Construct a set of coins and/or bills to total a given amount of money whose value is $2.00 or less.

Washington

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.
MP8 — Look for and express regularity in repeated reasoning.

Washington, D.C.

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MP8 — Look for and express regularity in repeated reasoning.
MP7 — Look for and make use of structure.

West Virginia

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).
M.1.9 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Skip count to 120 by 2's. Skip count to 120 by S's and lO's.
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?).
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.

Wyoming

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