# Money Match

### Summary

Students review coin identification and learn the value of each coin.

### Coin Type(s)

- Quarter

### Coin Program(s)

- 50 State Quarters

### Objectives

Students review coin identification and learn the value of each coin.

### Major Subject Area Connections

- Math

### Grades

- Kindergarten
- First grade

### Class Time

**Sessions**: Two

**Session Length**:
20-30 minutes

**Total Length**:
0-45 minutes

### Groupings

- Pairs

### Terms and Concepts

- Money
- Value

### Materials

- “Money Match” game cards (page 16)
- “Making Sense of Cents!” work page (page 17)
- Pencils

### Preparations

- Copy, cut out, and laminate (if desired) “Money Match” game cards (page 16). Create one set for each pair of students; coin picture cards should be copied on one color paper, coin value cards on another color.
- Copy “Making Sense of Cents!” work page (page 17).

### Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/243.pdf.

- Explain that students will play a game where they will match coins with their values.
- Gather students in a circle, pair them up into groups of 2, and demonstrate the game.
- Distribute one set of cards, two “Making Sense of Cents!” work pages (page 17), and pencils to each pair. Send pairs to locations on the floor or at tables where there is ample space to spread out the cards and write on the work pages.
- Allow 20 minutes for students to play the game.
- When time is called, direct students’ attention to their “Making Sense of Cents!” work page (page 17). Remind them that they are to write in the name of each coin, and then draw a line from the coin to its value. They may work with their partner and refer to the cards they’ve just matched up.

**How to Play “Money Match”**

- Spread cards face down on floor, table, or desk.
- The first player turns over a coin card and a value card.
- If the coin and the value match, the player keeps the cards and takes another turn. Otherwise, he turns the cards back over in the same place.
- The second player takes a turn, repeating steps 2 and 3.
- Players take turns until all cards have been paired up and collected.

### Enrichments/Extensions

- Increase the difficulty of the game by incorporating coin combinations and corresponding values (e.g., two dimes and 20¢).
- Students can play a quarter match game, matching pictures of the commemorative quarters to the names of the states they represent. Simply copy the quarters from the Reproducible 50 State Quarters™ Program Coin Sheets (pages 29 and 30), paste onto colored index cards or squares of construction paper, and then write the state names on index cards or construction paper of another color.

Use the worksheets and class participation to assess whether the students have met the lesson objectives.

### Games

**Discipline**: Math

**Domain**: K.MD Measurement and Data

**Grade(s)**:
Grade K

**Cluster**: Describe and compare measurable attributes

**Standards**:

**K.MD.1.**Describe measurable attributes of objects, such as length or weight.- Describe several measurable attributes of a single object

**Discipline**: Math

**Domain**: K.MD Measurement and Data

**Grade(s)**:
Grade K

**Cluster**: Describe several measurable attributes of a single object

**Standards**:

**K.MD.2.**Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.**K.MD.3.**Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

**Discipline**: Mathematics

**Domain**: All Problem Solving

**Cluster**: Instructional programs from kindergarten through grade 12 should enable all students to

**Grade(s)**:
Grades K–12

**Standards**:

- Build new mathematical knowledge through problem solving
- Solve problems that arise in mathematics and in other contexts
- Apply and adapt a variety of appropriate strategies to solve problems
- Monitor and reflect on the process of mathematical problem solving

**Discipline**: Mathematics

**Domain**: All Communication

**Cluster**: Instructional programs from kindergarten through grade 12 should enable all students to

**Grade(s)**:
Grades K–12

**Standards**:

- organize and consolidate their mathematical thinking through communication
- communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
- analyze and evaluate the mathematical thinking and strategies of others; and
- use the language of mathematics to express mathematical ideas precisely.