Kindergarten - Mathematics

K.CC.3: Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.1: Count to 100 by ones and 10’s

K.CC.5: count to answer “how many” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Materials: 1-100 counting chart, 1-20 counting chart, Pennies and Dimes (real or pretend)

Time: 2 lessons - 15 minutes each (one for pennies and one for dimes)

- Using pennies and a 100 counting chart (or a 1-20 counting chart), practice counting by ones from 1 – 100 (1-20). Introduce the value of a penny as one cent, therefore we can use pennies to count by 1’s.
- Using dimes and a 100 counting chart, practice counting by tens to 100. Introduce the value of a dime as 10 cents, therefore we can use dimes to count by 10’s.

1-100 Counting Chart (pdf)

1-30 Counting Chart (pdf)

Kindergarten - Mathematics

K.CC.1: Count to 100 by ones and by tens.

K.CC.2: Count forward beginning from a given number within the known sequences (instead of having to begin at 1).

K.CC.4: Understand the relationship between numbers and quantities: connect counting to cardinality.

K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count that many objects.

Materials: Coins (real or pretend), Dramatic Play Area, Snacks

Time: Initial discussion – 20 minutes. Role playing activites can be done on more than one class time.

This lesson introduces guided, money-related, decision-making activities for children in preschool and kindergarten.

Very young children are able to analyze and choose between two equally positive alternatives without major negative consequences. As children grow older, they become able to select the best from among a greater number of alternatives.

Making structured spending decisions will assist young children in making choices. Help children recognize that money comes in limited amounts.

Complete Lesson Plan (pdf)

Student Activities (pdf)

Kindergarten - Mathematics

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

K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Students read about the cubs' spendthrift ways and how Mama and Papa Bear teach them to earn and save. Students learn about figures of speech, and they create "critter banks" in which they can begin to save.

Materials Required:

- copy of The Berenstain Bears'
*Trouble with Money* - a one-gallon milk jug for each student or other container from which students can create "critter banks" such as cardboard cans with lids and oatmeal boxes (Prior to the lesson, ask parents to collect and send well-rinsed milk jugs or other containers to school.)
- markers for each student
- paste, pipe cleaners, plastic eyes, ribbon, yarn, construction paper, tissue paper, and other art supplies

Kindergarten – Mathematics

K.CC 1: Count to 100 by ones and by tens

K.CC: Count to tell the number of objects

K.MD 3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Materials: 9 posters (or more, if teacher adjusts Steps below), Coins or coin manipulatives consisting of cents (pennies), nickels, dimes, and quarters—enough for each student to get one, 4 orange traffic cones (or alternate items), Markers, Tape, Music (upbeat)

Time: Two 20 – to – 30 minute sessions.

Students will be introduced to the value of coins while actively participating in a fun and engaging game.

Complete Lesson Plan (pdf)

Coin Sheets (pdf)

Coin Numbers (pdf)

Coin Description Poster (pdf)

*Financial and Economic Concepts: Wants and Needs*

Kindergarten – Mathematics

K.CC.1: Count to 100 by ones and tens.

K.CC.2: Count forward beginning from a given number within the known sequence instead of having to begin at 1.

K.CC.4: Understand the relationship between numbers ad quantities; connect counting to cardinality.

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.

K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Materials: Jar to keep pennies in, Pennies brought daily by students (with parent permission), Chart paper

Time: Initial lesson 30 minutes (should be done at the beginning of the year), Ongoing all year with penny saving, Ending lesson 30 minutes (last month of school)

Understanding the relationship between needs and wants is an important lesson for young children to learn. They will come to understand that a “need” is something a person must have in order to survive. These basic needs are: food, water, air, and shelter. They will also come to understand that a “want” is something someone would like to have. Examples of wants are: bikes, video games, ipods, televisions. People can live without these things. Have the children discuss their wants and needs. During this lesson the children will learn that making a spending goal and saving money will help attain this goal.

Discuss that our classroom also has needs, and there are things we might want. Make a T-chart listing the items that our classroom needs and wants along with the approximate cost of the items.

Explain to the children that they will help our classroom by bringing a penny every day to put in our classroom jar. (Make sure to send the parent note home asking for permission for the children to participate).

Collect pennies in the classroom jar until the last month of school.

Gather the children together and discuss ways to count the pennies in the jar to determine how much money we have collected. After determining the total amount of money collected, revisit the t-chart to see which items we could purchase. Have a classroom vote to decide which items will be purchased, and don’t forget to discuss if these items are needs or wants. If it is the class’ decision to purchase a want, make sure they understand that it is okay for people to purchase wants if all of their needs are met first.