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Grade:
Subject:
Kindergarten
Mathematics
Subject: Mathematics

#2647. Coin identification

Mathematics, level: Kindergarten
Posted Sun Aug 4 14:26:15 PDT 2002 by Nyla Bitunjac (jb80316@alltel.net).
Geneva Support Services Cooperative, Geneva, NE. USA
Materials Required: pennies, nickels, dimes and quarters
Activity Time: 10 min.
Concepts Taught: identifying coins

For visual learners to identify the coins, we use the pictures already on them. First I use an overhead marker to mark on large laminated coins, then we reduce them and mark on the smaller coins erasing the marker as the students can identify the pictures of the numbers on the coins.
Penny: On the building there are many 1's. Trace only one of them. We name it "brown penny".
Nickel: Using the building side, start by tracing the rim to the left of E'PLURIBUS, follow down the roof of the building and around the routunda and stop. Now they can see the 5 even if it is lying down. We name it "humpy building nickel".
Dime: Use the torch side.
The one is the torch handle and the 0 can be traced around the top set of leaves to the right of the torch. See the 10! We name it "fire dime".
Quarter: Use one with the eagle but the face can be used as well. First the eagle side; Trace around the eagle's head, across the body to the branch and across the branch to the right to form a 2. The 5 can be found in the right wing. Trace the top edge of the wing from C to R, then down the wing 3 feathers till you can trace the curve to make a 5. Most children see the 5 quickly after it has been drawn for them. We name it "eagle quarter".
For the face side, trace around the top of the head and slant down the neck, then along the bottom of the bust for the 2. The 5 can be found by tracing along the bottom of the curl in the middle of the hair, down the pigtail to the bow and then around the bow. It's a funny 5 but it works.
I teach mentally handicapped students and these visuals really work.