Title of Book:
Author:
Publisher/Year:
ISBN:
The Penny Pot
Stuart J. Murphy
Harper Collins Publishers/1998
35203005413348
Grade Levels for Recommended Use: 2-3
TEKS: 2nd Grade
(1) Mathematical process standards. The student uses mathematical processes to acquire
and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology
as appropriate, and techniques, including
(5) Number and operations. The student applies mathematical process standards to
determine the value of coins in order to solve monetary transactions. The student is
expected to:
(A) determine the value of a collection of coins up to one dollar;
3rd Grade
(1) Mathematical process standards. The student uses mathematical processes to acquire
and demonstrate mathematical understanding. The student is expected to:
(A)apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology
as appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems;
(4) Number and operations. The student applies mathematical process standards to
develop and use strategies and methods for whole number computations in order to solve
problems with efficiency and accuracy. The student is expected to:
(C) determine the value of a collection of coins and bills;
Brief Summary: “Life-size coins and a cat named Chester will soon have readers
confidently counting coins along with Jessie and her friends at the face-painting booth.”
Materials needed: money manipulatives, money mat
Suggested Activity: (During Reading) While reading the story, have the students use
their money manipulatives to show the amount in the book. For example, on page 5 it
reads, “She had three dimes, one nickel, and four pennies.” Have the students pull the
same amount of money out of their bag and place it on their money mat in the ‘Jessie’
pile. They will count the money and as you read on they will check if their amount is
correct. They will then figure out how much money Jessie still needs to get her face
painted. Have the students decide what strategy they will use and share with the class.
This happens several times in the book. Have the students repeat this process for each
time. Anytime the ‘customer’ has any extra pennies, they will place their amount of
money in the “Penny Pile” on their money mat.
(After Reading) “Trading Coins”
The students will turn to the back of their money mat. Collect one die and a pile of coins
with a lot of pennies for each group. Each player will roll the die and collect that amount
of pennies. They will then trade five pennies for a nickel. Keep trading up for nickels,
and dimes. The first player to trade up to a quarter wins.
References: N/A
Adapted by: Kimberly Loredo (2013)