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I’ve been working with my almost 7 year old with money lessons in the elementary arithmetic series book 1. We have been on it for a couple of weeks now. She understands how much a penny, nickel, and dime equal and how to exchange just those with each other. She hasn’t been able to grasp the idea of actually using it to buy things and getting change back or how many she can buy. Do I keep working on this with her until she gets it, or is this just a small introduction into money and book 2 goes more in depth? If I need to keep working with her with money until she gets it, does anyone have any tips?! This is my oldest child, so I always feel so confused!Morgan1Participant
When my daughter was younger we played “store” I got a cashier set from dollar tree and we made store tags with different prices of just cents and not dollars at first. Just random numbers and changing them out when she knew how to do them. She loved gathering items for her store and picking what the prices were. We took turns me as cashier and she gave me the change I needed for the total and then I was the customer. We played store all the time. She thought it was a game. She learned. Slowly. But she got there. When she would count I would praise and help if needed and then when she did it fluently I changed it up. I would say could I have it back in all Nickles? Or dimes? Or both? And once that was easy I added dollars. After a while we changed from plastic to real money to prep her for the real store. And it’s been 3 years. She gets it now. But we played store a lot! She’s working on multiplication and division so well that it’s hard to imagine she struggles with money. When money was so tangible but for her the concept was hard. Took 3 years. I moved on past money and kept teaching math all the while playing store a couple days a week, and as her addition and subtraction skills grew her money abilities grew. Money is very broad covers so many areas of math. Place value, addition, subtraction, rounding, substitution, greater and less than, fractions ( 4 quarters is 1 whole dollar..)… you get the idea. I didn’t want to hover over what frustrated her I wanted it a light and happy so moving on and visiting money and store a couple times a week in my house helped my girl. I hope that helps and answers your question. I never watched the CM video or read the book, I really want a copy of both) but I hope that doesn’t conflict with how they said it’s suppose to be done. Just what worked in our day. 😊😊
That’s a really good idea, Morgan! I think my daughter would love playing store. She started doing a lot better with addition when we started playing war with dominoes, so maybe she does just need a more fun way to learn it.Richele BaburinaParticipant
I’m sorry that I’m a few weeks in responding. How are things going now? Have you already done the lessons on “Formal Introduction of Money”?
You will see that there are a lot of money questions in Book 1 (as there are in the next few books). CM students did a good number of shopping exercises in their Numbers lessons and you should feel the freedom to do the same and intersperse it with your normal lessons, of course. I would suggest doing it with the pennies and dimes mainly as it will help solidify place value.
Since the dime can’t be physically broken apart, sometimes it takes longer to grasp. You may intersperse some lively “store” while also continuing on and revisiting it from time to time, just marking a page with one of the ribbon bookmarks as a reminder.
We did o the lessons on “formal introduction of money”. Some stuff she understood, and some stuff she just didn’t get yet. I did go ahead and move past it, but I will occasionally bring out the coins and keep working with her with them. 🙂
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