Student
Name:
Standard
Code:
Teacher
Name:
Total #
possible:
EL1-MA-MD.04.00.0
Date:
16
Mastery
#:
13
Score:
Nickel
Quarter
Penny
Dime
10₵
25₵
1₵
5₵
Quarter
Penny
Nickel
Dime
25₵
Penny
10₵
1₵
5₵
Nickel
5₵
10₵
Dime
Quarter
25₵
1₵
Penny
Quarter
Penny
Nickel
10₵
1₵
25₵
5₵
Name_____________________________________
EL1-MA-MD.04.00.0
Task 4a continued
Penny
10₵
Quarter
1₵
Dollar
Nickel
$1.00
5₵
Name: ____________________________
EL1-MA-MD.04.00.0
Task 4b
Write the correct symbol for greater than, less than, or equal to in the box. Use the
symbols <, >, or = .
1.
2.
3.
EL1-MA-MD.04.00.0
Task 4c
Name________________________________________________
Jordan found five coins at the bottom of his book bag. Three are dimes and
two are nickels. How much money did Jordan find?
Show your thinking with pictures, words, and numbers.
Picture:
Words:
Jordan found ____________ cents.
Number Sentence:
MD Task 4a
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Represent and interpret data
1.MD.04.00.0 Identify the value of pennies, nickels, dimes, quarters, and $1 bill and know
their comparative values. (e.g. dime is of greater value than a nickel). Find equivalent
values (e.g. a nickel is equivalent to 5 pennies). Use appropriate notation (e.g. 70₵). Use
the values of coins in the solutions of problems.
BLM of coins
 Provide the student with the student form. Say: “Look at each coin and circle its
correct value. Circle the name of each coin and its correct value.”
Continuum of Understanding
Developing
Understanding
 Incorrectly identifies the value of a
dime/nickel/penny/quarter/dollar.
 Incorrectly identifies the names of
dime/nickel/penny/quarter/dollar.
Complete
Understanding
 Correctly identifies the value of a
dime/nickel/penny/quarter/dollar.
 Correctly identifies the names of
dime/nickel/penny/quarter/dollar.
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
Knows value of:
 Penny
 Dime
 Nickel
 Quarter
 Dollar Bill
MD Task 4b
Domain
Cluster
Standard(s)
Materials
Task
Developing
Understanding
Complete
Understanding
1.
2.
3.
4.
5.
6.
7.
8.
Measurement and Data
Represent and interpret data
1.MD.04.00.0 Identify the value of pennies, nickels, dimes, quarters, and $1 bill and know
their comparative values. (e.g. dime is of greater value than a nickel). Find equivalent
values (e.g. a nickel is equivalent to 5 pennies). Use appropriate notation (e.g. 70₵). Use
the values of coins in the solutions of problems.
BLM of coins greater/less than
 Provide the student with the student form. Say: “Determine if each coin value is greater
than, less than, or equal to one another. Write the correct symbol for greater than, less
than, or equal to in the box.”
Continuum of Understanding
 Incorrectly compares the two money values.
 Correctly compares the two money values.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
 Knows greater than,
less than, and equal
money amounts.
MD Task 4c
Domain
Cluster
Standard(s)
Measurement and Data
Represent and interpret data
1.MD.04.00.0 Identify the value of pennies, nickels, dimes, quarters, and $1 bill and know
their comparative values. (e.g. dime is of greater value than a nickel). Find equivalent
values (e.g. a nickel is equivalent to 5 pennies). Use appropriate notation (e.g. 70₵). Use
the values of coins in the solutions of problems.
Materials
Task
BLM, pencil
Provide the materials to the student. Read the problem to the student: Jordan found five coins at
the bottom of his book bag. Three are dimes and two are nickels. How much money did Jordan
find? Explain your reasoning with numbers and words.
Developing
Understanding






Complete
Understanding
1.
2.
3.
4.
5.
6.
7.
8.
Continuum of Understanding
Incorrectly identifies the value of a dime/nickel.
Incorrectly solves the problem.
Relies on counting as primary strategy for solving problem.
Explanation is lacking in detail or non-existent.
Correctly solves the problem: 40¢
Successfully uses strategies such as making tens, creates easier or
known sums, and basic facts.
 Explanation indicates understanding of the value of the coins and
illustrates strategies used to solve the problem.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
Strategy(ies) Used:
 Counting All
 Counting On
 Makes Tens
 Basic Facts
 Creates easier or
known sums
 Doubles
 Doubles +/- 1, 2
 Other:
Knows value of:
 Dime
 Nickel