We are learning about money during Math class presently. Students in grade 1 should be able to identify all of the Canadian coins. They should also be able to count money combinations to 20 cents and be able to figure out different ways to represent the same amount (e.g. 5 cents = a nickel = 5 pennies).
Here are some activities you can play at home.
How much in my pocket?
Take out 4 or 5 coins from your wallet and ask your child to count it. We have been working on starting with the largest coin and counting on by the smaller denominations. You could both select a few coins and the person who has the most money gets the point for the game. Continue until the first person has 5 points accumulated.
Shopping
Real-life experiences are the best way for children to get used to working with money. For example, last week I gave each student some play money. I told them I had a surprise, but to buy it they needed 20 cents. Students had to tell me how much money they had on their desk and how much more they needed to have the 20 cents necessary to purchase the surprise. Having students compare the cost of something to the amount of money in their hand is a great way to get more comfortable with money.
MONEY
We are learning about money during Math class presently. Students in grade 1 should be able to identify all of the Canadian coins. They should also be able to count money combinations to 20 cents and be able to figure out different ways to represent the same amount (e.g. 5 cents = a nickel = 5 pennies).
Here are some activities you can play at home.
How much in my pocket?
Take out 4 or 5 coins from your wallet and ask your child to count it. We have been working on starting with the largest coin and counting on by the smaller denominations. You could both select a few coins and the person who has the most money gets the point for the game. Continue until the first person has 5 points accumulated.
Shopping
Real-life experiences are the best way for children to get used to working with money. For example, last week I gave each student some play money. I told them I had a surprise, but to buy it they needed 20 cents. Students had to tell me how much money they had on their desk and how much more they needed to have the 20 cents necessary to purchase the surprise. Having students compare the cost of something to the amount of money in their hand is a great way to get more comfortable with money.