Students cut out and use 20 pretend dollar bills to order from a menu, write item prices (e.g., $5, $10) and count out dollar bills to pay. Several activities present problems using dollar amounts (e.g., Becca spent $15; Barney has $14) that require students to add prices, find totals, and determine missing addends using $ notation. The menu and activity pages explicitly show and use the $ symbol when students record and compute prices.

Students work with dollar amounts in the introductory scenario (starting with five dollars, getting ten more, spending eight dollars) and are asked to identify where to add and subtract and to find how much money remains. Activity 3 ("Ordering from a Menu") has multiple problems that use $ amounts (e.g., comparisons like "$6", having "$18", paying with "$10") and asks students to compute totals, differences, and change using subtraction number sentences. The lesson directs students to use the "dollar bills" from Lesson 3 or counters as needed when solving these money problems.

Students sort, identify, and count pennies, nickels, and dimes (Activity 1) and count mixed groups of these coins to find total cents (Activity 2). Students solve simple money problems in cents (e.g., "If you want to buy something that is 40 cents, how many pennies will you need?" and counting coin groups to totals like 44¢). Students read and write cent amounts using the ¢ symbol on labeled cups and sticky notes and show amounts in different ways using P/N/D representations (Activity 3 and Activity 4).

Students are asked to write coin amounts using the ¢ symbol (e.g., 6 dimes, 2 nickels, 3 pennies = 73¢) and match groups of coins to cent values (sticky-note matching: 1 quarter, 1 dime, 3 pennies = 38¢, etc.). Students play an exchange game that requires them to count coin totals and trade pennies for nickels and nickels for dimes to reach 25¢. Students use base-10 blocks and an abacus to determine values for 1–4 quarters (25¢, 50¢, 75¢, 100¢) and are shown that 100¢ equals one dollar.

The Skills list explicitly includes "Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately." Activity 2 has students physically make given amounts (99¢, 73¢, 84¢, 94¢, 82¢, 100¢) using pennies, nickels, dimes, and quarters and then order those amounts. Activity 3 has students cut out pictures of coin groups, determine each group's value, write that value, and match equivalent amounts, and Activity 4 has students play an exchange game that reaches 100 cents while exchanging coins to keep as few coins as possible.

The skills list explicitly states students will "Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately." Students roll dice and represent two-digit amounts with as few coins as possible, play the online Coins for Candy counting game, complete "Which Path?" and "Sticker Shopping" pages that require adding quarters, dimes, nickels, and pennies to reach specified cent totals (e.g., 87¢, 68¢, 54¢, 71¢), and solve "What's in My Wallet?" riddles that ask for coin combinations to reach given cent totals. Several student pages display amounts using the ¢ symbol and require students to count and match coin values to those cent amounts.

The Skills section explicitly lists solving word problems with dollar bills, quarters, dimes, nickels, and pennies and using $ and ¢ symbols. In Activity 2 students read and interpret written amounts such as $1.00, $1.25, and $1.45 and are asked to show those amounts with a dollar and coins. Activity 1 has students cut, group, and glue coin pictures to make a dollar and count dimes by tens and nickels by fives. The Dollar Amount Matching task has students connect written dollar amounts to pictured combinations of bills and coins.

Students are asked to count pictured collections of dollar bills and coins and write the amounts using $ and ¢ (Introduction examples and Student Activity 'Counting Dollars and Cents'). The skills list explicitly includes 'Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.' In Activity 2 (Rolling to Two Dollars) students accumulate cents from rolls, exchange coins for larger denominations, and determine who reaches a target dollar amount first, practicing computation with pennies, nickels, dimes, quarters, and dollar bills.

The Skills list explicitly states students will "Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately." In Activity 3 students roll dice, write two-digit amounts using cent notation (¢), and compute "how much more" is needed to reach the larger amount. Activity 4 presents riddles that require students to find combinations of dollar bills and coins that total amounts such as $6.25, $3.31, and $10.71 using quarters, dimes, nickels, pennies, and dollar bills. Activity 1 and the linked games give students practice showing equivalent amounts with different coin and bill combinations.

The lesson's Skills list explicitly states students will "Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately." The Introduction gives specific practice writing dollar notation and showing amounts with bills and coins (e.g., $5.31 shown as 1 five-dollar bill, 1 quarter, 1 nickel, 1 penny). Activity 1 has students find and record real item prices (categorizing items as less than or more than $3) and answer questions about most/least expensive items, which requires reading and comparing monetary amounts. Activity 2 directs students to play the "Do You Have Enough Money?" game and Wrapping Up asks students to show given amounts with bills and coins and count aloud, practicing decomposing amounts into coins and bills.

The lesson's Skills list explicitly names solving word problems with dollar bills, quarters, dimes, nickels, and pennies and using $ and ¢ symbols. In Activity 2 (My Piggy Bank) students roll a die, color specified coins, count the coins across columns, and write the total amount in the blank. The Wrapping Up task has students roll dice to create amounts (example: $3.64), write the amount on the whiteboard, and show it using bills and coins; Activity 1 has students collect pennies and exchange coins and bills to keep as few coins as possible.

The lesson's Skills list explicitly states students will "Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately." The Cereal Box Requirements ask students to create a space that shows coin values and a space that teaches how to write cent and dollar amounts using the symbols correctly. The activities prompt students to make matching games (collections of coins with their amounts), "What's in My Wallet?" riddles, and to use the "Project Coins and Bills" cutouts (showing $1 and $5 bills and multiple coins) to represent amounts.

Students are given dollar bills and coins and asked to show specific amounts using as few coins as possible (75¢, $1.50, $3.25, $2.48, $1.37). The lesson's stated skill list includes "Show cent and dollar amounts," and the practice amounts are written with $ and ¢ symbols. The activity requires students to select and combine coins and bills to represent target monetary amounts.