# Counting

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```					Counting
Money!

By Julia Pierce
Each coin is worth a different amount!
Look at the coins and let’s start to count!
Front   Back          Front      Back

1 cent   Penny
5 cents   Nickel

Front      Back
Front     Back

10 cents    Dime
25 cents    Quarter
Counting money can be fun!
Let’s begin with the number one!

One penny =

1 cent
Go ahead and count to two, even if
it’s only a few.
Two pennies =

1           2

1+1=2
Counting is fun and it’s free! Keep
on counting to the number three!

Three pennies =
3

1+1+1=3
Or
1                2         2 +1=3
Counting money is not a bore!
Let’s count to the number four!

Four pennies =
3

2    1 + 1+ 1+ 1 = 4
1            4                       or
2 +2 = 4
or
3+1=4
Dive right in and count to five!

1

2
3

Five pennies =
4

5
or

1+1+1+1+1=5        One nickel =          5
Or                                 cents

4+1=5
1
Go ahead and count to six!
3              5
2              4             6

Six pennies =
or
One nickel and
one penny =

1
5+1=6
cent
5 cents
Counting can be heaven when you
are counting to number seven!
Seven
pennies =
1     2   3        4      5    6   7

or
One nickel and two pennies =
5 CENTS     2 CENT

5+2=7
Your doing great, so please don’t
wait, go ahead and count to eight!
1       2   3   4
Eight
pennies =

5   6       7   8
or
One nickel and    5 CENTS
3 CENTS
three pennies =

5+3=8
You are doing fine! Keep on
counting to the number nine!

1     2      3   4   5      6    7    8     9
Nine pennies =

or

One nickel and four pennies =

5          4 CENTS
CENTS
5+4=9
You can do it! You can win! Go
ahead and count to ten!
1    2     3     4   5

Ten pennies =

6   7     8      9   10
or

Two nickels

or

5 + 5 = 10                            10 cents
TEKS
•   111.13. Mathematics, Grade 1
•   (b) Knowledge and skills.
•   (1) Number, operation, and quantitative reasoning. The student uses whole
numbers to describe and compare quantities. The student is expected to:
•   (A) compare and order whole numbers up to 99 (less than, greater than, or
equal to) using sets of concrete objects and pictorial models;
•   (B) create sets of tens and ones using concrete objects to describe, compare,
and order whole numbers;
•   (C) use words and numbers to describe the values of individual coins such as
penny, nickel, dime, and quarter and their relationships;
•   (5) Patterns, relationships, and algebraic thinking. The student recognizes
patterns in numbers and operations. The student is expected to:
•   (A) find patterns in numbers, including odd and even;
•   (B) compare and order whole numbers using place value; and
•   (C) identify patterns in related addition and subtraction sentences (fact
families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2.
My Sources

• Google images
•   http://www.dimetodestiny.de/en/show.php3?page=name
•   http://www.realization.org/page/doc0/doc0085.htm
•   http://www.adventurepostoffice.com/cards/money/north_america.html
•   http://www.greatscopes.com/achi.htm
•   http://www.agaweb.com/annualfund/penny.htm
•   http://www.katy.isd.tenet.edu/pathways/resources/math/money/money.htm
•   http://images.google.com/imgres?imgurl=chef2chef.net/inc/ppc/pic/nickel.jpg&imgrefurl=http://chef2chef.net/inc/ppc/&h=185&w
=200&prev=/images%3Fq%3Dnickel%26svnum%3D100%26hl%3Den%26lr%3D%26ie%3DUTF-8%26sa%3DG
•   http://mywebpages.comcast.net/trieb/missy.htm

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