Sweet Spending Spree

Sweet Spending Spree

Ages 6–8 · 7 minutes · Math

Help Gabriella figure out how much candy she can afford!

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

– Calculating values of mixed collections of coins up to 100 cents
– Determining how many of a certain item can be purchased with a certain amount of money

Part of

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.
  • MA19.2.24c — Solve word problems by adding and subtracting within one dollar, using the $ and ¢ symbols appropriately (not including decimal notation).
  • 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.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.
  • 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.
  • 3.OA.A.3 * — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. See Table 2.

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.
  • 2.CAR.2 — Use computational fluency to add and subtract within 100 using strategies based on place value, properties of operations, or the relationship between addition and subtraction.
  • 3.CAR.6 — Solve real-world problems using multiplication and division within 100 involving equal groups, arrays, partitive and measurement division.

California

  • 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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (see Appendix, Table 2)

Connecticut

  • 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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
  • K.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Florida

  • 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.2.2 — Identify pennies, nickels, dimes and quarters, and express their values using the ¢ symbol. State how many of each coin equal a dollar.
  • MA.1.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.1.1 — 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.3 — Work with equal groups to gain foundations for multiplication through real-life, mathematical problems.
  • 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.
  • 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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, 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.
  • 2.NBT.A.2 — Count within 1,000; skip-count by fives, tens, and 100s. Identify patterns in skip counting starting at any number
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems involving equal groups, arrays, and measurements by using visual and symbolic representations, with a symbol for an unknown number.
  • 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, by using physical, visual, and symbolic representations.

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.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)
  • 2.NS.1 — Count by ones, twos, fives, tens, and hundreds up to at least 1,000 from any given number. (E)
  • 3.M.4 — Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts using the symbol in the form of dollars and cents (e.g., 4.59). Solve real-world problems to determine whether there is enough money to make a purchase. (E)
  • 3.CA.7 — Solve real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). (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.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. Note: Fluency of this standard is critical by the end of grade level.

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.NBT.5 — Fluently (efficiently, accurately, and flexibly) add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction (e.g. composing/decomposing by like base-10 units, using friendly or benchmark numbers, using related equations, compensation, number line, etc.).

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.2.NBT.2 — Count forwards and backwards within 1000; skip-count by 5s, 10s and 100s.
  • KY.2.NBT.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction.
  • KY.3.OA.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities, by using drawings and equations with a symbol for the unknown number to represent the problem.

Louisiana

  • 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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

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?
  • 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.)
  • 1.MD.D.5 — Identify the coins and each corresponding value. (e.g. penny, nickel, dime, and quarter)
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, 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.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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

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.)
  • 2.NBT.A.2 — Count within 1,000; skip-count by 5s, 10s, and 100s. Identify patterns in skip counting starting at any number.

Michigan

  • 2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
  • 2.NBT.B.6 — Add up to four two-digit numbers using strategies based on place value and properties of operations.
  • MP8 — Look for and express regularity in repeated reasoning.

Minnesota

  • 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.
  • 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.
  • 2.1.2.5 — Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits.
  • 3.1.2.4 — Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems. For example: You have 27 people and 9 tables. If each table seats the same number of people, how many people will you put at each table? Another example: If you have 27 people and tables that will hold 9 people, how many tables will you need?

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?
  • 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.
  • 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.
  • 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.
  • 2.NBT.A.3 — Count within 1000 by 1s, 10s and 100s starting with any number.
  • 3.RA.A.4 — Use multiplication and division within 100 to solve problems.

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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
  • MP8 — Look for and express regularity in repeated reasoning.

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.
  • 2.N.5.a — Solve authentic problems involving addition and subtraction within 100 in situations of addition and subtraction, including adding to, subtracting from, joining and separating, and comparing situations with unknowns in all positions using objects, models, drawings, verbal explanations, expressions, and equations.

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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

New Hampshire

  • 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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

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.
  • 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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
  • 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-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.OA.1.a — Use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

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.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.NO.CC.5 — Skip count forward and backward by 5s and 10s from multiples and recognize the patterns of up to 10 skip counts.
  • 3.AR.OA.5 — Use strategies and visual models to solve authentic word problems with division within 100, including unknowns, using grouping models and equations.
  • 3.GM.M.5 — Solve authentic word problems involving dollar bills, quarters, dimes, nickels, and pennies using the $ and ¢ symbols appropriately.

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).
  • 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.
  • 3.N.4.1 — Use addition and subtraction to determine the value of a collection of coins up to one dollar using the cent symbol and in monetary transactions.
  • 2.N.2.6 — Use concrete models and structured arrangements, such as repeated addition, arrays, and ten frames to develop an understanding of multiplication.

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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve problems in authentic contexts involving equal groups, arrays, and/or measurement quantities.

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.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.)
  • 2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s. Identify patterns in skip counting starting at any number.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

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.
  • 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.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using properties of operations, strategies based on place value, and/or the relationship between addition and subtraction.

Texas

  • 2.5A — determine the value of a collection of coins up to one dollar; and
  • 1.4C — use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.
  • 2.6B — model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.
  • 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.
  • 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, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

Vermont

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

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:
  • 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.
  • 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.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Washington, D.C.

  • 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).
  • K.CC.A.1 — Count to 100 by ones and by tens.
  • MP1 — Make sense of problems and persevere in solving them.

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.1.9 — 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.2.10 — Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction.
  • M.3.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

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.
  • M.3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, 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.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, by using drawings and equations with a symbol for the unknown number to represent the problem.
  • 2.OA.C — Work with equal groups of objects to gain foundations for multiplication.