Edwin's Exchange

Ages 6–8 · 8 minutes · Math

Help Edwin make change and figure out what's in the vault

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

– Calculating values of mixed collections of coins up to 100 cents
– Finding equivalent values of groups of coins (e.g. how many nickels make 35 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.
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.
MP8 — Look for and express regularity in repeated reasoning.

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.

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.

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.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.
1.GM.7 — Count collections of like coins including pennies, nickels, and dimes to determine their total value up to 100 cents.

California

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

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.
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.
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.

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.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.

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.
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.
1.MDR.6.3 — Identify the value of quarters and compare the values of pennies, nickels, dimes, and quarters.

Hawaii

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

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

Illinois

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

Indiana

2.M.6 — Find the value of a collection of pennies, nickels, dimes, quarters, and dollars. (E)
2.CA.1 — Solve real-world problems involving addition and subtraction within 100 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Use estimation to decide whether answers are reasonable in addition problems. (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.
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).

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.
MP.8 — Look for and express regularity in repeated reasoning.

Kentucky

KY.1.MD.3 — Assign values to time and money.
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.b — Identify the coins by values (penny, nickel, dime, quarter).
MP8 — Look for and express regularity in repeated reasoning.

Louisiana

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

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.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.

Maryland

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

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.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).

Missouri

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.GM.C.9 — Know the value of a penny, nickel, dime and quarter.
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.
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.
MP8 — Look for and express regularity in repeated reasoning.

Nebraska

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.2.d — Understand patterns of skip counting by 2s, 5s, and 10s.
2.G.5 — Time and Money: Students will solve problems with dollar bills and coins and tell time to the nearest five-minute interval.

Nevada

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

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.

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.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.

New Mexico

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

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.

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.

Ohio

2.MD.8 — Solve problems with money.
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.MD.8.a — Identify nickels and quarters by name and value.

Oklahoma

2.N.4.1 — Determine the value of a collection of coins up to one dollar using the cent symbol.
2.N.4.2 — Use a combination of coins to represent a given amount of money up to one dollar.
2.N.4 — Determine the value of a set of coins.
1.N.4.1 — Identify pennies, nickels, dimes, and quarters by name and value.

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.

Pennsylvania

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.
CC.2.2.2.A.1 — Represent and solve problems involving addition and subtraction within 100.
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.)
MP8 — Look for and express regularity in repeated reasoning.

South Carolina

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.NSBT.1b — Extend the number sequence to count by fives and tens to 100, starting at any number.
2.ATO.1 — Solve one- and two-step real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 99 with unknowns in all positions.
1.MDA.6 — Identify a penny, nickel, dime and quarter and write the coin values using a ȼ symbol.

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.
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.MD.B.4 — Count the value of a set of like coins less than one dollar using the ¢ symbol only.
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.
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

1.4C — use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.
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;
1.5B — 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¢.)
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.
MP8 — Look for and express regularity in repeated reasoning.
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.

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.
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.
2.NS.1c — Describe and use patterns in skip counting by multiples of 2 (to at least 50), and multiples of 5, 10, and 25 (to at least 200) to justify the next number in the counting sequence.
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.

Washington

2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
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.
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.
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.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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).
M.1.12 — 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.

Wisconsin

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

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.