Math: Understanding Money and Finances

Suggested Time Frame: 12 Instructional Days


Focus TEKS

Counting Coins

  • 1.4A  Identify U.S. coins including pennies, nickels, dimes and quarters by value and describe the relationships between them
  • 1.4B Write a number with the cent symbol to describe the value of a coin
  • 1.4C  Use relationships to count by twos, fives, and tens- to determine the value of a collection of pennies, nickels and/or dimes

Personal Financial Literacy

  • 1.9 The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security. The student is expected to:
    • 1.9A  define money earned as income;
    • 1.9B  identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs;
    • 1.9C distinguish between spending and saving; and
    • 1.9D consider charitable giving.
Numeracy TEKS

Number Sense (Suggested: 5 days)

  • 1.2A Recognize instantly the quantity of structured arrangements [10 or less]
  • 1.3C compose 10 with two or more addends with and without concrete objects

Counting Patterns and Quantities (Suggested: 6 days)

  • 1.5A Recite numbers forward and backward from any given number between 1 and 120
  • 1.5B  Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set
Spiral Review TEKS

Creating, Solving, and Representing Story Problems (Suggested: 11 days)

  • Computation
    • 1.3D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
    • 1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation
    • 1.5G Apply properties of operations to add and subtract two or three numbers
  • Problem Solving
    • 1.3B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 =___; 3 +___= 7; and 5 =___– 3
    • 1.3F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
  • Representing and Explaining
    • 1.3E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
    • 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
    • 1.5E  Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)

Counting Quantities (Suggested: 2 days, using both numeracy and spiral review time)

  • 1.5A recite numbers forward and backward from any given number between 1 and 120;
  • 1.5B skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;