Educational Insights Big Money™ 3-D Magnetic Coins and Bills Product Instructions

Brand
Educational Insights
Model
Big Money™ 3-D Magnetic Coins and Bills
Type
Product Instructions

This manual is also suitable for

Educational Insights Big Money™ 3-D Magnetic Coins and Bills are super-realistic money pieces with accurate detailing to help students identify real coins and bills. They are oversized for easy viewing and can be used on any magnetic surface, such as magnetic whiteboards and filing cabinets. The set can also be used on flat surfaces such as tables and desks.

You can use this product to:

  • Teach students coin and bill identification, values, equivalences, adding and subtracting money, making change, fractions, decimals, and place value with money
  • Create a class “grocery store” using magazine clippings, coupons, or real food products from home. Label each item with a price. Divide the students so that some are store employees and others are grocery shoppers. Ask the “shoppers” to use the coins and bills to pay for the products, and have the “employees” give them the correct change. Then have students switch roles

Educational Insights Big Money™ 3-D Magnetic Coins and Bills are super-realistic money pieces with accurate detailing to help students identify real coins and bills. They are oversized for easy viewing and can be used on any magnetic surface, such as magnetic whiteboards and filing cabinets. The set can also be used on flat surfaces such as tables and desks.

You can use this product to:

  • Teach students coin and bill identification, values, equivalences, adding and subtracting money, making change, fractions, decimals, and place value with money
  • Create a class “grocery store” using magazine clippings, coupons, or real food products from home. Label each item with a price. Divide the students so that some are store employees and others are grocery shoppers. Ask the “shoppers” to use the coins and bills to pay for the products, and have the “employees” give them the correct change. Then have students switch roles
EI-3063
Grades K+
Ages 5+
2
GETTING STARTED
Depending on the age and experience of your students, have them do the
following activities:
• Placethecoinsonthemagneticwhiteboard.Helpthestudentsidentifyeach
 coin.Havethemnoticetheircolorandsize.(Ask:Whatcoloriseachcoin?
 Whichcoinisthesmallest?Whichcoinisthelargest?)
• Havestudentsstatethevalueofeachcoin(e.g.penny=1cent,nickel=5cents,
dime=10cents,quarter=25cents,andhalf-dollar=50cents).
penny nickel dime quarter half-dollar
10pennies
10nickels
10dimes
5quarters
2half-dollars
5$1bills
2$5bills
2$10bills
2$20bills
1$50bill
1$100bill
Activityguide
Contents:
INTRODUCTION
The Big Money Magnetic Coins and Bills set is designed to teach students the
following:
 •coinandbillidentification
 •coinandbillvalues
 •coinandbillequivalences
 •addingandsubtractingmoney
 •makingchange
 •fractions,decimals,andplacevaluewithmoney
 •problem-solvingskills
Big Money Magnetic Coins and Billscanbeusedonanymagneticsurface,such
asmagneticwhiteboardsandfilingcabinets.Thesetcanalsobeusedonflat
surfacessuchastablesanddesks.Eachofthe50super-realisticmoneypiecesis
correctly formed with accurate detailing to help students identify real coins and
bills.Oversizedforeasy-viewingfromanywhereintheclassroom,theBig Money
Magnetic Coins and Bills set is perfect for small and large group instruction, as
wellasforcentersandindependentlearning.
3
• Showstudentsthatmoneyamountscanbewrittenusingthecentsign(¢)andthe
dollarsign($).Forexample,thevalueofapennycanbewrittenas1¢or$.01.
Explainthatthecentsignindicatesthenumberofcentswhilethedollarsign
indicatesthenumberofdollars.Onepennyisworth1centorofadollar,two
penniesareworth2centsorofadollar,etc.(Youmaywishtoshowyour
students that
=$.02=2cents.Usethisasanintroductiontotheterms
fraction and decimal.)Thenputsomecoinsonthemagneticboardandhave
studentspracticewritingtheamountsusingthecentsignandthedollarsign.
one dollar bill five dollar bill ten dollar bill
twenty dollar bill fifty dollar bill one hundred dollar bill
CLASSROOM ACTIVITIES
Teaching Money with the Date
Startingonthefirstdayofschool,andeverydaythereafter,placeapennyon
theboard(underthedate)torepresentanotherdayofschool.Whenfivedays
ofschoolhavepassed,replacethefivepennieswithanickel.Afteronehundred
daysofschool,youshouldhaveadollarbillontheboard.Thisisagreatwayto
quicklyreviewmoneyconceptseverydayoftheschoolyear.
Tuesday, 9/8/09 (First day
of school)
Monday, 9/14/09
Wednesday, 9/9/09 Tuesday, 9/15/09
Thursday, 9/10 /09 Monday, 10/12/09 (25 days)
Friday, 9/11 /09 Wednesday, 11/10/09 (46 days)
Examples of
“Money Dates”
100
2
100
2
100
1
• Placethebillsonthemagneticwhiteboardandaskstudentstoidentify
 eachone.
• Havestudentsstatethevalueofeachbill.(Forexample,theonedollarbill
 equals1dollaror100cents.)
4
Identify the Pattern and the Coin
Putapatternofmagneticcoinsontheboard(e.g.penny,nickel,penny,nickel,
etc.).Leaveablankspace(ordrawaline)inplaceofoneofthecoins.Ask
studentstoidentifythemissingcoin.Then,askastudenttocomeuptothe
board,findthecorrectcoin,andplaceitinthepattern.
For example:
10¢
10¢
10¢
10¢
Show Money in Order of Value
Displayavarietyofcoinsinrandomorder.Askstudentstoarrangethecoinsin
leasttogreatestorderaccordingtotheirvalue(e.g.penny,nickel,dime,quarter,
half-dollar).Repeattheactivitywithbills.
Sort and Count Coins
Displaycoinsonamagneticsurface.Askstudentstosortthecoinsintogroups
ofpennies,nickels,dimes,andquarters.Havestudentsskipcounttodetermine
thevalueofeachgroupofcoins.(Forexample,ifthereare5nickels,students
mightsay,“5,10,15,20,25.That’s25cents!”)
How Many Different Ways?
Challengestudentstoshowthevalueofacoinordollarbillinasmanywaysas
possibleusingothercoinsandbills.
For example:
More, Less, Equal?
Displaytwogroupsofcoinsonthemagneticwhiteboard.Usingadry-erasepen,
have students place a >, <, or =signbetweenthem.
For example:
5
Showing Equivalent Value
Placeagroupofcoinsonthemagneticwhiteboard.Totherightofthisgroup,
placethreemoregroupsofcoins,makingsurethatatleastonegroupisequal
tothegroupontheleft.Instructstudentstofindthegroup(s)ontherightthat
areequivalenttotheoneontheleft.Haveastudentcomeuptotheboardand
circletheequivalentgroup(s),usingadry-erasemarker.
For example:
>
=
6
Reducing a Group Down to One
Placevariousrowsofcoinsonamagneticwhiteboard.(Selectgroupsofcoins
thatwilladduptoanamountthatcanberepresentedbyonecoin.)Students
should determine the value of each row using one coin to represent its total
value.Repeatthisactivityusingbills.
For example:
=
Coin Group +
/
– Coin Group = Answer
1penny + 4pennies = 1nickel
1nickel + 5pennies = 1dime
1dime – 1nickel = 1nickel
4nickels + 3dimes = 1half-dollar
1dime – 1nickel,4pennies = 1penny
1penny,1nickel – 5pennies = 1penny
1half-dollar – 1quarter = 1quarter
1half-dollar – 4dimes = 1dime
1dime + 2nickels = 2dimes
1quarter,2dimes + 2quarters,1nickel = 2half-dollars
2pennies + 2nickels = 1dime,2pennies
1quarter – 2nickels = 1dime,1nickel
1half-dollar – 10pennies,2nickels = 1quarter,1nickel
3dimes – 1nickel,2pennies = 2dimes,3pennies
Adding and Subtracting Coins
Placeanycombinationofcoingroupsonamagneticwhiteboard.Usingadry-
erasepen,writeanaddition(orsubtraction)signbetweenthetwogroups,
followedbyanequalssign.Askstudentstoadd(orsubtract)thefollowing
groupsofcoins,showingtheanswersusingthefewestcoinspossible.
7
Counting Money
Displaygroupsofcoins,groupsofbills,orgroupsofcoinsandbillsona
magneticsurfaceorflattable.Havestudentswritethetotalvalueforeach
grouponasheetofpaperoronthewhiteboard.Note:Askstudentstowork
with mixed groupings only after they have mastered the groupings of coins and
billsseparately.Makesurestudentsunderstandthattheyshouldbegincounting
withthecoinorbillofthegreatestvalueandendwiththecoinofleastvalue.
For example:
Alternatively,youcanputupagroupofcoinswithanequalssignandthe
answer,butleaveoutoneofthecoins.Thestudentsmustidentifythemissing
coin.Intheexampleabove,youmightleaveoutthenickel.Oncestudentshave
identifiedthemissingcoin,askastudenttocomeuptotheboardandadda
nickeltothecoingroup.
Showing Cash Value
Bringinrealproducts(toys,householditems,groceries,etc.)ormagazine
picturesandhavestudentslabeleachwithaprice.Instructstudentstoshowthe
valueusingcoinsoracombinationofcoinsandbills.
For example:
= 27¢
8
Making Change
Createaclass“grocerystore”usingmagazineclippings,coupons,orrealfood
productsfromhome.Labeleachitemwithaprice.Dividethestudentssothat
somearestoreemployeesandothersaregroceryshoppers.Askthe“shoppers”
tousethecoinsandbillstopayfortheproducts,andhavethe“employees”
givethemthecorrectchange.Thenhavestudentsswitchroles.
For example:
PAID:$2.00 CHANGE: 65¢
Estimating Price
Displayagroupofcoinsandbillsonamagneticwhiteboard.Then,placethree
photosofobjectsnexttothemoney.Studentsshouldidentifytheitemthat
wouldmostlikelyhavethatprice.Forexample:putahalf-dollar,aquarter,two
dimes,andthreepenniesontheboard.Ontheright,showapictureofahouse,
acandybar,andapairofshoes.Studentsshouldbeabletoidentifythecandy
barasthemostlikelytohavethedisplayedpriceof$.98.
For example:
HOW MUCH?
9
Place Value
Drawaplacevaluechartonthemagneticwhiteboard.Includehundreds,tens,
ones,tenths,andhundredthscolumns.Placebillsandcoinsintheirrespective
columns.Then,havestudentsrecordthemoneyvaluesontheirpaper.Discuss
thenumbersineachcolumnwithyourstudents.Forexample,thepenniesarein
thehundredthscolumnbecausethey’reofadollar.Repeatwithdifferent
monetaryvalues.Insomecases,leaveonecolumnblankinthemiddle(e.g.no
dimes:$2.08)sostudentscanseethatzeroplace-holdersareused.
For example:
$111.41
PLACE VALUE CHART
$100.00 $10.00 $1.00 $.10 $.01
Alternatively,writethemonetaryamountonthewhiteboardandaskastudent
toselectthecorrectcoinsandbillsandplacethemintheirrespectiveplacevalue
columnstoequalthatamount.
The following Piggy Bank Puzzles are great logical thinking activities that build
on students’ money knowledge.
Piggy Bank Puzzle I
Drawapictureofapiggybankontheboardorbringinarealone.Thengive
students the following clues:
• Therearethreecoinsinthepiggybank.
• Oneofthecoinsistwicethevalueoftheother.
• Thecoinsaddto40cents
Whatarethecoins?(answer:nickel,dime,quarter)
Havestudentssolvetheproblemandthenaskavolunteertodisplaythe
corresponding(magnetic)moneyontheboard.Theremaybemorethanone
answer, in which case students may display multiple magnetic coin groupings on
theboard.Continuetheactivitywithotherquestionsandclues.
100
1
Piggy Bank Puzzle II
Drawblanksonthemagneticwhiteboard.LabelthemA, B, C, D, and E.Nextto
eachblank,placethemagneticcoinsandbillsasshowninthepicturebelow.
Then,writethefollowingproblemwithcluesontheboardandhavestudents
solvethepuzzlebyfillinginthecorrectnameontheblanknexttothemagnetic
currency.Herearetheproblemandclues:
Jenny,Ernesto,Kwan,LaShondra,andDarrelhavepiggybanks.Readtheclues.
Writeeachnamenexttothecorrectcollectionofmoneyinthatchild’sbank.
1.Jennyhas3quartersand1dime.
2.Ernestohas70centslessthanJenny.
3.Kwanhastheequivalentof6quarters.
4.ErnestoandJennytogetherhavethesameamountasDarrel.
5.HowmuchmoneydoesLaShondrahave?
10
Money in their piggy banks
A.
B.
C.
D.
E.
(Answers:A=Kwan,B=Darrel,C=LaShondra,D=Jenny,andE=Ernesto)
Makeupadditionalproblemsforyourstudents,adjustingthedifficultylevelas
needed.Forfun,useyourstudents’names!
11
EXTENSION ACTIVITIES
Herearesomemoneyactivitiesacrossthecurriculum.
Social Studies
• ShowamapoftheworldandaskwhereAmericanmoneyisregularlyused.
 StudentsshouldknowthatthesamemoneyisusedineveryU.S.stateaswell
 asU.S.territories,suchasPuertoRico,AmericanSamoa,andGuam.
• DiscusstheU.S.MintanditsfunctionintheproductionofU.S.coinsaswellas
TheBureauofEngravingandPrintingwhichmakesourpaperbills.Show
 studentspictures,brochures,orvideosortakethemonarealtourorvirtual
 visit(seewww.usmint.gov and www.moneyfactory.gov for more
 information).
• Researchsomeofthepeopleandsymbolsshownonourmoney,suchas 
 GeorgeWashington,BenjaminFranklin,orthephraseE Pluribus Unum.
• Havestudentsbringinforeigncurrency.Discusswhichcountriesthemoney
 camefromandcomparetheirvaluestothoseofourbills.
Art
Havestudentstracetheoutlineofthecoinsandbillsontopaperaspatternsfor
designingtheirowncurrency.Whatvalueswouldtheircoinsandbillshave?
Whosefacewouldtheyputonthemoney?Theycanevenbringinphotosof
themselves,theirfamily,ortheirpetstoputonthebills!
Language Arts
• Makealistofothernamesforcoinsstudentshaveheard(e.g.change,cents,
piece).
• Discussandlistothernamesforpapermoney(e.g.bills,dollars,cash,notes,
currency).Forfun,talkabouttheslangtermsformoney;someexamples
mightinclude:dough,moolah,greenbacks,bucks,bread,greenstuff,dinero.
DineroistheSpanishwordformoneyandisagreatwaytoconnectwith
EnglishLanguageLearnerswhosefirstlanguageisSpanish.
• Explaintostudentsthattheword‘quarter’referstothefactthatthiscoinis
one-quarter(
)ofadollar.Ahalfdollarisone-half(
)ofadollar.Show
studentsthat‘threequartersofadollar’meansofof1andcanbe
representedwith3quarters.
• Askstudentstolistwordscontainingtheprefixorroot“cent.”Some
examples might include: century, percent, centipede, centennial, centimeter,
andcentigrade.Pointoutthatallofthesewordshavesomethingtodowith
thenumberonehundred.Discussthemeaningofcentas
and its origin
fromtheLatincentum,meaning“100.”Ask,“Whatdoesadollarhavetodo
withonehundred?”(It’sonehundredcents!)
4
1
2
1
4
3
100
1
Check out these other great money teaching materials:
EI-3149 PrestoChange-O
EI-3059 CoinsandBillsDeluxePlayMoneySet
EI-2762 HotDotsMoneyFlashCards
Developed in Southern California by Educational Insights.
© Educational Insights, Inc., Gardena, CA (U.S.A.). All rights reserved. Learning
Resources Ltd., King’s Lynn, Norfolk (U.K.). Please retain this information.
Made in China.
www.Educational
Insights.com
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Educational Insights Big Money™ 3-D Magnetic Coins and Bills Product Instructions

Brand
Educational Insights
Model
Big Money™ 3-D Magnetic Coins and Bills
Type
Product Instructions
This manual is also suitable for

Educational Insights Big Money™ 3-D Magnetic Coins and Bills are super-realistic money pieces with accurate detailing to help students identify real coins and bills. They are oversized for easy viewing and can be used on any magnetic surface, such as magnetic whiteboards and filing cabinets. The set can also be used on flat surfaces such as tables and desks.

You can use this product to:

  • Teach students coin and bill identification, values, equivalences, adding and subtracting money, making change, fractions, decimals, and place value with money
  • Create a class “grocery store” using magazine clippings, coupons, or real food products from home. Label each item with a price. Divide the students so that some are store employees and others are grocery shoppers. Ask the “shoppers” to use the coins and bills to pay for the products, and have the “employees” give them the correct change. Then have students switch roles
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