1. Coin Values NS2-70 Students will:
JUMP Math™ Copyright © 2017 JUMP Math
Teacher's Guide 2.2 Unit 17 Number Sense pp. U-14–16
New Canadian Edition
NS2-70
Coin Values
Students will:
• identify Canadian coins by name and value.
AB: required BC: required
MB: required ON: recommended
AP Book 2.2 p. 121

2. What do all coins have in common?
Distribute play coins.
What do all coins have in common?
penny
nickel
dime
quarter
Value:
___
___
___
___
See p. U-14 for details.

3. 1. Complete "Coins on a Chart."
Exercises:
1. Complete "Coins on a Chart."
Distribute BLM Coins on a Chart (p. U-47).

4. 2. Complete "Coins on a Number Line."
Distribute BLM Coins on a Number Line (p. U-48).

5. Let's look at these coins.
Distribute loonies and toonies.
Let's look at these coins.
loonie
toonie
loonie = 1 dollar = 100 cents
toonie = 2 dollars = 200 cents
See p. U-15 for details.

6. Which coin is worth more?
Circle coins to show various combinations.

7. Activity 1: Guess the coin. This activity is optional.
See p. U-15 for details.

8. = Is there a symbol we use with money? penny = nickel = dime =
Review the meaning of this symbol. =
Is there a symbol we use with money?
penny =
nickel =
dime =
8 cents can be written as ____.
See p. U-15 for details.

9. Exercises:
Write the money amounts using the cents symbol.
a) 12 cents
b) 7 cents
c) 46 cents
d) 39 cents
Bonus:
e) 100 cents
f) 200 cents

10. Activity 2: Complete "Fake Coins." Example:
This activity is optional.
Activity 2:
Complete "Fake Coins."
Example:
Distribute BLM Fake Coins (p. U-49). See p. U-16 for details.

11. Activity 3: Play "Fake Money Game."
This activity is optional.
Activity 3:
Play "Fake Money Game."
Distribute BLM Fake Money Game (p. U-50). See p. U-16 for details.

12. 1. Order coins according to their size and value.
Extensions:
1. Order coins according to their size and value.
See p. U-16 for details.

13. 2. Complete "Identifying Coins."
Distribute BLM Identifying Coins (pp. U-51–52).

14. AP Book 2.2 p. 121
New Canadian Edition

15. Counting Coins NS2-71 Students will:
JUMP Math™ Copyright © 2017 JUMP Math
Teacher's Guide 2.2 Unit 17 Number Sense pp. U-17–21
New Canadian Edition
NS2-71
Counting Coins
Students will:
• count coins of different values by arranging them from greatest to least value.
AB: required BC: required
MB: required ON: required
AP Book 2.2 pp. 122–125

16. How do we count the coins?
___
___
See p. U-17 for details.

17. There's another way to draw coins:
See pp. U-17–18 for details.

18. Count the money by coin value.
Exercises:
Count the money by coin value. a)
___
___¢ b)
___
___¢

19. What do we count by when we count dimes?
See p. U-18 for details.
What do we count by when we count dimes?
Hint: Where do we stop counting by 10? Let's draw a line there.
Have volunteers write the totals.

20. Count the money by coin value.
Exercises:
Count the money by coin value. a)
___
___¢ b)
___
___¢

21. What do we count by when we count quarters?
As a class, practise counting by 25s to 100.
What do we count by when we count quarters?
Count the money by coin value.
25¢
25¢ 5¢ 5¢

22. Count the money by coin value.
Exercises:
Count the money by coin value. a)
___
___¢ b)
___
___¢

23. Find the total coin value.
See p. U-19 for details.
Find the total coin value.
25¢
25¢ 5¢
10¢
10¢
10¢
25¢
10¢
10¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢
Draw vertical lines between the different coin types.

24. Find the total coin value.
25¢ 5¢ 5¢ 5¢
10¢
10¢ 1¢ 1¢ 1¢ 1¢

25. Coins are usually mixed up in our pockets!
See p. U-19 for details.
Coins are usually mixed up in our pockets!
25¢ 1¢
10¢
Let's make it easier to count.
Have volunteers redraw the coins on the line.

26. Sorting and counting coins.
This activity is essential.
Activity 1:
Sorting and counting coins.
See p. U-20 for details.
Bonus:
Count your coins and your partner's coins together.

27. Draw the coins in order from largest to smallest value.
Exercises:
Draw the coins in order from largest to smallest value.
Add to find the total value. a) b)
Bonus: Lily has 2 quarters, 3 nickels, and 2 pennies. How many cents does she have?

28. Play Picking Pairs and then Memory.
This activity is optional.
Activity 2:
Play Picking Pairs and then Memory.
Distribute cards from BLM Money Memory (pp. U-53–54).
See unit introduction for details.

29. Extensions:
1. Ray has coins in his pocket. He takes out all but one coin. What coin is left in his pocket? a) b) c)

30. Fill in the table to keep track.
Distribute a large number of play coins.
2. a) Sort your coins by type. Count how many coins you have of each type. Then find the total value of each type of coin.
Fill in the table to keep track.
b) Which type of coin do you have the most of? Do these coins have the greatest total value? Explain.

31. 3. Amir has 8 pennies, 3 nickels, 4 dimes, and 1 quarter.
Starting with the pennies, he trades groups of smaller value coins for coins of greater value.
Example: He trades 2 nickels for 1 dime.
When he's done, how many of each type of coin does he have?
Bonus:
How many coins did he have before trading any? How many coins does he have after trading? How many fewer coins will he have after trading?

32. Make four terms in the pattern.
4. Use at least two types of coins to make a growing or a shrinking pattern.
Make four terms in the pattern.
How much money do you have in each term of your pattern?
See p. U-21 for sample answer.

33. AP Book 2.2 pp. 122–125
New Canadian Edition

34. Estimating and Counting Numbers
JUMP Math™ Copyright © 2017 JUMP Math
Teacher's Guide 2.2 Unit 17 Number Sense pp. U-22–28
New Canadian Edition
NS2-72
Estimating and Counting Numbers
Students will:
• count money up to 100¢ by grouping amounts up to 25¢;
• estimate money amounts; and
• represent numbers to 100 with coins.
AB: required BC: required
MB: required ON: required
AP Book 2.2 pp. 126–129

35. Sort the coins by value.
Give each student a pile of play coins. See p. U-22 for details.

36. How many pennies do I need to buy an 8¢ sticker?
How many nickels would I need for a 15¢ sticker?
Repeat with a 30¢ sticker. See p. U-22 for details.

37. Make the amount of money using nickels.
Record answers on the board.
Exercises:
Make the amount of money using nickels.
a) 45¢
b) 50¢
c) 60¢
Bonus: 100¢

38. Make the amount of money using dimes.
Do part a) as a class.
Exercises:
Make the amount of money using dimes.
a) 50¢
b) 30¢
c) 70¢
Bonus: 100¢

39. 2. Make the amount of money using quarters.
Do part a) together as a class.
2. Make the amount of money using quarters.
a) 100¢
b) 50¢
c) 75¢

40. See p. U-23 for details.
Which is more?

41. What are the different ways to make 50¢ using only one type of coin?
See p. U-23 for details.

42. We can group coins to make counting easier.
See p. U-23 for details.
We can group coins to make counting easier.

43. Circle groups of 10¢. Count the money.
To start, have a volunteer circle the groups.
Exercises:
Circle groups of 10¢. Count the money. a)
____

44. To start, have a volunteer circle the groups.b)
____

45. Activity 1: Four ways of making 25¢.
This activity is essential.
Activity 1:
Four ways of making 25¢.
Hint: You can also count money using groups of 25¢.
See p. U-24 for details.

46. Exercise:
Circle the groups of 25¢. Count the money.

47. Count the coins by value first, then by grouping.
See p. U-25 for details.

48. Using groups of 25¢ and 10¢ to count money.
This activity is essential.
Activity 2:
Using groups of 25¢ and 10¢ to count money.
See p. U-25 for details.

49. How many ways can we make 10¢?
Review:
How many ways can we make 10¢?
See p. U-25 for details.

50. Look quickly and guess how much money there is.
Click to show and hide the coins below.
Look quickly and guess how much money there is.
10¢ 1¢ 5¢
See p. U-25 for details.

51. How many ways can we make 25¢?
Review:
How many ways can we make 25¢?
See p. U-25 for details.

52. Look quickly and guess how much money there is.
Click to show and hide the coins below.
Look quickly and guess how much money there is.
10¢ 1¢ 5¢
25¢
See p. U-25 for details.

53. Exercises:
Estimate the amount of money to the closest 5¢ or 10¢. Count the coins. a)
10¢ 1¢
25¢ b) 5¢
10¢
See p. U-26 for details.

54. c)
10¢ 5¢
25¢
Bonus: 1¢ 5¢
10¢
25¢

55. See p. U-26 for details.
Can I buy the bat? 1¢ 5¢
25¢
Repeat with other examples, some that are possible.

56. 21¢ 28¢ I want to use the fewest coins possible.
See p. U-26 for details.
I want to use the fewest coins possible.
Which ones should I use?
21¢
28¢

57. Draw coins to make the amount using the fewest coins.
Exercises:
Draw coins to make the amount using the fewest coins.
a) 13¢
b) 16¢
c) 45¢

58. 17¢ Dimes Nickels Pennies Combine coins to make ...
See pp. U for details.

59. How can you make 32¢ using the given number of coins?
Encourage students to work with play coins.
Exercises:
How can you make 32¢ using the given number of coins?
a) 4 coins
b) 5 coins
c) 6 coins
Bonus: 15 coins

60. 1. What can be done if there's not enough money to make a purchase?
This Extension is required for the BC curriculum.
Extensions:
1. What can be done if there's not enough money to make a purchase?
See details p. U-27.
Jayden wants to buy a toy car for 20 dollars.
His allowance is 5 dollars each month. He saves all of his allowance each month for the toy car.
How many months does he need to save?
Students can use patterns.

61. You get 2 dollars each week.
Find out how many weeks you must save to get:
a) a board game for 12 dollars
b) a stuffed toy for 6 dollars
c) a computer game for 10 dollars

62. 2. Use 6 of your coins to make:
b) 42¢
c) 72¢
d) 86¢
Give students 3 quarters, 3 dimes, 3 nickels, and 3 pennies.

63. 3. Play the "Counting Money Game" by yourself.
Distribute BLM Counting Money Game (p. U-56). See p. U-28 for instructions.

64. 4. Play Picking Pairs and Money Memory.
See p. U-28 for details.

65. 5. Make a design with play pennies and nickels.
How much money is in your design?

66. AP Book 2.2 pp. 126–129
New Canadian Edition

67. Adding Money NS2-73 Students will:
JUMP Math™ Copyright © 2017 JUMP Math
Teacher's Guide 2.2 Unit 17 Number Sense pp. U-29–33
New Canadian Edition
NS2-73
Adding Money
Students will:
• add money amounts up to 100¢ using skip counting and addition; and
• make story problems for sums up to 100.
AB: required BC: required
MB: required ON: required
AP Book 2.2 pp. 130–131

68. Let's count the coins. Review skip counting for each coins type.
Have a volunteer arrange the coins for easy counting. See p. U-29 for details.

69. Add the coins to the amount in the bag.
How much money is there in total?
10¢ 5¢
53¢ 1¢
See p. U-29 for details.

70. How much money is there in total?1¢
45¢
10¢ 5¢
50¢
25¢ 5¢

71. Exercises:
Add the money to the bag. How much money is there in total? a) b)

72. c)
Bonus:

73. Let's add. 4 2 3 5 + 4 7 2 8 + Review vertical addition.
Ask students to prompt you at each step.

74. Do we get the same answer?
Find the total in two ways: counting on and vertical addition.
10¢ 5¢
46¢ 1¢
4 6 +
How much money is outside the bag?
Do we get the same answer?
See p. U-30 for details.

75. Count the money outside the bag. Add the money.
Exercises:
Count the money outside the bag. Add the money. a) b)

76. c) d)

77. Count on to find the total.
29¢
Why is this harder than before? Then use vertical addition and compare the two methods.
See p. U-31 for details.

78. How can this happen in real life?
In all of today's problems, there were some coins inside a bag or purse and some outside it.
How can this happen in real life?
Use suggestions to make story problems for each problem in the previous exercises.
See p. U-31 for details.

79. Make 23¢ using as many dimes as possible.
Give each student 5 dimes and 10 pennies.
Make 23¢ using as many dimes as possible.
Amount
of Money
Dimes
Pennies
23¢
19¢
Repeat with 19¢ and other amounts less than 60¢.
See p. U-32 for details.

80. Exercises:
Make the given amount using as many dimes as you can. Record your answer in your table.
a) 24¢
b) 36¢
c) 58¢
d) 5¢
e) 47¢
f) 53¢

81. What digit tells you how many dimes you need?
Look at your table.
What digit tells you how many dimes you need?
Are dimes more like tens blocks or one blocks?
What about pennies?
Have students make the same amounts of money with base tens blocks.
See p. U-32 for details.
Bonus: What coin is like a hundreds block?

82. 1. Complete "Trading for Dimes and Pennies."
Extensions:
1. Complete "Trading for Dimes and Pennies."
Distribute BLM Trading for Dimes and Pennies (p. U-57).

83. 2. How much money is there altogether?
53¢
See p. U-33 for details.

84. What if I rearrange the coins like this?
53¢
Which method was easier? Why?

85. Rearrange the coins to make them easier to count.
How much money is there altogether?
a) a bag with 39¢, with the following coins outside: 2 dimes, 1 nickel, 2 pennies
b) a bag with 64¢, with the following coins outside: 1 dime, 3 nickels, 3 pennies
c) a bag with 47¢, with the following coins outside: a quarter, 2 dimes, and 3 pennies

86. 3. Nora has 6 nickels and Jane has only quarters.
Jane has more money than Nora.
What is the smallest number of quarters that Jane can have? How do you know?

87. 4. Add extra coins to make a dollar. Use as few coins as possible.
Hint: One dollar = 100¢
a) Start with 3 quarters, 1 dime, and 2 pennies.
b) Start with 3 quarters, 3 nickels, and 3 pennies.
c) Start with 2 quarters, 6 pennies, and 1 dime.

88. AP Book 2.2 pp. 130–131
New Canadian Edition

89. Subtracting Money NS2-74 Students will:
JUMP Math™ Copyright © 2017 JUMP Math
Teacher's Guide 2.2 Unit 17 Number Sense pp. U-34–39
New Canadian Edition
NS2-74
Subtracting Money
Students will:
• subtract money amounts by making change for small purchases.
AB: required BC: required
MB: required ON: required
AP Book 2.2 pp. 132–133

90. I want to buy this sticker. I pay with a dime. What will happen?4¢
change
Repeat with prices under 10¢. See p. U-34 for details.

91. What subtraction will help you find your change?
Suppose you have a quarter to spend.
What subtraction will help you find your change?
___ – ___ = ___ 3¢
___ – ___ = ___
Discuss various ways to subtract. See p. U-34 for details.

92. How much change will I get?
31¢
___ – ___ = ___
27¢
___ – ___ = ___

93. Exercises:
How much change do you get back? Count on to find the answer. a) b)

94. c)
Bonus:
Hint: How many pennies are in a loonie?

95. You pay two quarters for a 32¢ ball.
Line up the amounts and subtract to find the change.
32¢
See p. U-35 for details.

96. Repeat with a 59¢ ball.
59¢
See p. U-35 for details.

97. Exercises:
Clara pays for a fish. Subtract to find her change. Write the answer as a sentence. a) b)

98. c) d)

99. Which circle has more money?
Have students find the difference using subtraction. See p. U-36 for details.

100. Which circle has more money?
Have students find the difference using subtraction.

101. Which circle has more money?
Have students find the difference using subtraction.

102. This time, find how much money there is altogether.

103. How much money is there altogether?

104. How much money is there in total?

105. a) I have 2 quarters, 3 dimes and a nickel.
Solve a) and b) as a class.
Exercises: Solve.
a) I have 2 quarters, 3 dimes and a nickel.
How much more money do I need if I want to buy something worth 9¢?
b) Amy has 60¢.
She found 2 dimes and another nickel. How much money does she have now?

106. c) Evan wants to buy a sticker that costs 35¢.
He pays with 2 quarters. How much change does he get?
d) Jen has 27¢. Eric has 34¢.
How much money do they have together?

107. e) Alice has 78¢. Josh has 1 quarter and 3 dimes.
Who has more money? How much more?
f) I have a quarter, a dime, and 3 nickels.
How much more money do I need if I want to buy something worth a dollar? Worth 60¢? Worth 84¢?

108. Bonus:
Cathy has 55¢. She gave a quarter to her brother.
She has two coins left.
What coins does she have left?

109. This activity is essential.
Food Sale.
Distribute BLM Food Sale (pp. U-58–59). See p. U-37 for details.

110. Subtracting money and crossing out.
This activity is optional.
Activity 2:
Subtracting money and crossing out.
Distribute cards from BLM Money Memory (pp. U-53–54). See p. U-37 for details.

111. Activity 3: Counting Money Game.
This activity is optional.
Activity 3:
Counting Money Game.
Distribute BLM Counting Money Game (p. U-56). See p. U-37 for details.

112. Extensions: 1. Needs and wants.
This Extension is required for the BC curriculum.
Extensions:
1. Needs and wants.
See p. U-38 for details.

113. 2. Zack buys a happy face sticker that costs 37¢.
He has 2 quarters. What is his change?
37¢
See p. U-38 for details.

114. What is will Zack's change be here?
54¢
Hint: How many cents are in a loonie?

115. What change will Zack get back?

116. 3. Fill in the blank with more or less.
Ask students how 100 – 36 compares to 99 – 36.
3. Fill in the blank with more or less.
100 − 36 is one _______ than 99 − 36.
Which problem is easier to do? Why?
Hint: Write them vertically.
See p. U-39 for details.

117. Use this trick to solve the questions below.
a) 99 − 45 = ____, so 100 − 45 = ____
b) 99 − 78 = ____, so 100 − 78 = ____
c) 99 − 63 = ____, so 100 − 63 = ____
Hint: Check your answers using another method of your choice.

118. 4. I will draw pictures like the ones in your AP Book.
Make a story problem for each picture.
See p. U-39 for details.

119. AP Book 2.2 pp. 132–133
New Canadian Edition