F1. Money and Finances
Specific Expectations
By the end of Grade 2, students will:
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Money Concepts
F1.1
identify different ways of representing the same amount of money up to Canadian 200¢ using various combinations of coins, and up to $200 using various combinations of $1 and $2 coins and $5, $10, $20, $50, and $100 bills
- combinations of cents:
- representing 50¢ using patterning:
- 10 nickels
- 8 nickels and 1 dime
- 6 nickels and 2 dimes
- 4 nickels and 3 dimes
- 2 nickels and 4 dimes
- 5 dimes
- representing 50¢ with the least number of coins:
- 2 quarters
- representing 50¢ with the greatest number of coins:
- 10 nickels
- representing 50¢ in different ways:
- 1 nickel, 2 dimes, 1 quarter
- 4 dimes, 2 nickels
- representing 50¢ using patterning:
- combinations of dollars:
- decomposing $20 in various ways (e.g., $10, $10 or $5, $5, $5, $5)
- There are a variety of ways to represent the same amount of money.
- There are various strategies to determine the different ways to represent the same amount of money; for example, using an organized list, representing the amounts with drawings, or using money manipulatives.
Note
- Combining a variety of coins and bills to produce a set amount requires an understanding of the relationship between the denominations of coins and bills and their value.
- Skip-counting skills and the ability to compose and decompose numbers support learning about different ways to make money amounts.
Have students use concrete or digital play money to show different combinations of coins for an amount up to 200¢.
Have students determine different combinations of coins to show a set amount using both the least and the greatest number of coins.
Have students investigate combinations of coins and bills up to a value of $200.