# Base-Ten Money: Hundreds, Tens, and Ones

Get your students excited about money! Have them make connections between their prior knowledge of base-ten numerals and one, ten, and hundred dollar bills.
Need extra help for EL students? Try the Money Values pre-lesson.
##### View aligned standards
Need extra help for EL students? Try the Money Values pre-lesson.

#### Learning Objectives

Students will be able to make connections between base-ten numerals and corresponding equivalent denominations of one, ten, and hundred dollar bills.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

#### Introduction

(4 minutes)
• Write "\$56" on the chart paper.
• Ask for students to turn to a partner and tell them how \$56 can be broken down into tens and ones. Say, “How many ten dollar bills can be in \$56? How many one dollar bills?”
• Explain that the number 56 has five tens and six ones, so \$56 can be made with five ten dollar bills and six one dollar bills. Record this on the chart paper.
• Explain that today students will be talking about place value and money.

Beginning

• Provide students with a place value chart and show them how to record the number in the corresponding place values.
• Provide students with a sentence frame to support them in understanding the place value of each digit, and have them orally share their answer with the rest of the class ( ________ tens and ________ ones equals ________).
• Ask students if they would rather have 56 or 65 dollars, and why.

Intermediate

• Draw a ten dollar bill on the whiteboard and a one dollar bill. Ask students to turn and talk to a partner, explaining the value of each bill.
• Ask students to think about something that may be worth \$56. Guide students as necessary and jot down a few ideas on the whiteboard, looking up images of the items online to support student understanding.