Who Has More? Rematch!

Ages 6–8 · 7 minutes · Math

Help figure out who has more money in this rematch: Gabriella or Edwin

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

– Calculating the value of small collections of coins of two types
– Comparing the values of two collections of coins

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.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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.
MA19.1.12 — Compare pairs of two-digit numbers based on the values of the tens and ones digits, recording the results of comparisons with the symbols >, =, and < and orally with the words "is greater than," "is equal to," and "is less than."
MA19.2.24c — Solve word problems by adding and subtracting within one dollar, using the $ and ¢ symbols appropriately (not including decimal notation).

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).
1.NBT.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, <.
1.OA.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.MD.8 — Solve word problems involving dollar bills and coins using the $ and ¢ symbols appropriately.
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.

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.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Arkansas

1.GM.6 — Identify coins by name and value, including penny, nickel, dime, and quarter.
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.7 — Count collections of like coins including pennies, nickels, and dimes to determine their total value up to 100 cents.
1.NPV.2 — Skip count forward by multiples of fives within 120.

California

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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?
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Connecticut

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
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.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Florida

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.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.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.NSO.1.4 — Plot, order and compare whole numbers up to 100.
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.

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.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.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
2.NBT.A.2 — Count within 1,000; skip-count by fives, tens, and 100s. Identify patterns in skip counting starting at any number
2.NBT.B.5 — Fluently add and subtract whole numbers within 100 using understanding of place value and properties of operations.
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).

Illinois

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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.NS.4 — Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols > , = , and <. (E)
2.NS.1 — Count by ones, twos, fives, tens, and hundreds up to at least 1,000 from any given number. (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.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, using phrases as greater than, less than or equal to, connecting to the use of >, =, and < symbols.
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.

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.
1.NBT.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the relational symbols > , <, = , and ≠ .
1.OA.5 — Relate counting to addition and subtraction (e.g. by counting on 2 to add 2, counting back 1 to subtract 1).

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.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.NBT.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols > , = , and < .
KY.1.NBT.4 — Add within 100 including adding a two-digit number and a one-digit number. Add a two-digit number and a multiple of 10.

Louisiana

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and < .
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
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.)

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?
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols > , = , and < .
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. 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.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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¢).
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
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.)
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Michigan

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
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.
1.1.1.5 — Compare and order whole numbers up to 120.
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

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.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.c — Count like U.S. coins up to the equivalent of a dollar.
1.NBT.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and < .
1.OA.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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.3 — Compare two two-digit numbers using the symbols >, = or < .
1.NS.A.4 — Count by 5s to 100 starting at any multiple of five.
K.GM.B.5 — Identify pennies, nickels, dimes and quarters.

Montana

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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.
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.3.b — Compare two, two-digit numbers using words greater than, less than, equal to, and symbols <, >, =. Justify comparisons based on the number of tens and ones.
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.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
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.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
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?
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.NBT.C.4 — 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, using concrete models (e.g., base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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.
2.NBT.A.4 — Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

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.MD.3.c — Count a mixed collection of dimes and pennies and determine the cent value (total not to exceed 100 cents).

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.3 — Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

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.NO.NBT.2 — Compare two three-digit numbers using symbols >, < and =. Justify comparisons based on the value of hundreds, tens, and ones.

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.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

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.1.9 — Use words such as “more than,” “less than,” and “equal to” to describe the relative value of numbers.
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.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction.
2.NBT.A.2 — Count within 1000; skip-count by 5's, 10's, and 100's.

Pennsylvania

CC.2.4.2.A.3 — Solve problems and make change using coins and paper currency with appropriate symbols.
CC.2.1.1.B.2 — Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers.
CC.2.1.2.B.2 — Use place-value concepts to read, write, and skip count to 1000.
CC.2.2.2.A.1 — Represent and solve problems involving addition and subtraction within 100.

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¢).
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
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.)
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

South Carolina

1.NSBT.3 — Compare two two-digit numbers based on the meanings of the tens and ones digits, using the words greater than, equal to, or less than.
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.1b — Extend the number sequence to count by fives and tens to 100, starting at any number.

South Dakota

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.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
2.MD.C.8 — Identify and count coins and bills and apply that understanding to solve word problems.

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.
K.MD.B.3 — Identify the penny, nickel, dime, and quarter based on their attributes (size and color) and recognize the value of each.
1.MD.B.4 — Count the value of a set of like coins less than one dollar using the ¢ symbol only.
1.NBT.B.4 — Compare two two-digit numbers based on the meanings of the digits in each place and use the symbols > , = , and < to show the relationship.
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.

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.
1.2E — use place value to compare whole numbers up to 120 using comparative language;

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?
1.OA.5 — Relate counting to addition and subtraction. For example, by counting on 2 to add 2.
2.NBT.2 — Count within 1,000; skip-count by fives, tens, and hundreds.
1.NBT.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols > , = , and < .

Vermont

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Virginia

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.
2.NS.4 — The student will solve problems that involve counting and representing money amounts up to $2.00. Students will demonstrate the following Knowledge and Skills:
3.NS.4c — Compare the values of two sets of coins or two sets of bills and coins, up to 5.00, with words (greater than, less than, equal to) and/or symbols (>, <, =$) using concrete or pictorial models.
2.NS.1b — Represent forward counting patterns created when counting by groups of 5s, 10s, and 25s starting at various multiples up to at least 200 using a variety of tools (e.g., objects, number lines, hundreds charts).

Washington

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Washington, D.C.

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
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.1.11 — Compare and order two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols>,=, and<.
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.1.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2, by counting backwards 3 to subtract 3).

Wisconsin

M.2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
M.1.NBT.B.3 — Compare two two-digit numbers based on meanings of the tens and ones digits and describe the result of the comparison using words and symbols ( >, =, and < ).
M.1.NBT.C.4 — 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, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Wyoming

1.MD.I.3.B — Identify U.S. coins by value (pennies, nickels, dimes, quarters).
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.NBT.F.3 — Compare pairs of two-digit numbers based on the values of the tens digit and the ones digits, recording the results of comparisons with the words "is greater than," "is equal to," "is less than," and with the symbols > , = , and < .
2.MD.H — Work with time and money.
1.OA.C.5 — Relate counting to addition and subtraction using strategies, such as, by counting on and back.