Use skip counting and addition skills to determine which coins are needed for a given amount.
💰Count and Color the Coins
Use these independent practice worksheets to support your money lesson. Students will use their counting and addition skills to determine which coins are needed to make each amount.
These math worksheets include ten questions on each version. Each version is noted by a shape in the upper right-hand corner.
⏺ Below Level: Correct answers are limited to two different coin type combinations
(ex. 3 quarters and 2 pennies)
🔼 On Level: Correct answers are limited to three different coin type combinations
(ex. 1 dime, 2 nickels, and 3 pennies)
⏹ Above level: Correct answers include four different coin type combinations
(ex. 1 quarter, 2 dimes, 3 nickels, and 2 pennies)
An answer key is included with your download to make grading fast and easy!
Tips for Differentiation + Scaffolding
In addition to independent student work time, use this worksheet as an activity for:
- Math center activity
- Lesson warm-up
- Lesson wrap-up
- Early finishers
- Homework assignment
- Whole-class review (via smartboard)
For students who need an extra challenge, assign the above-level version. Students can also determine how much change is needed to reach $1.
Support students who need additional help by assigning the below-level version. Additionally, provide students with an anchor chart as a visual reference.
Easily Download & Print
Use the dropdown icon on the Download button to choose between the PDF or editable Google Slides version of this resource.
Because this resource includes answer sheets, we recommend you print one copy of the entire file. Then, make photocopies of the blank worksheet for students to complete.
Turn this teaching resource into a sustainable activity by printing on cardstock and slipping it into a dry-erase sleeve. Students can record their answers with a whiteboard marker, then erase and reuse them.
This resource was created by Lindsey Phillips, a teacher in Michigan and Teach Starter Collaborator.
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