Title: Deena’s Lucky Penny
Author: Barbara deRubertis
Illustrator: Joan Holub & Cynthia Fisher
Recommended grade level: K-2
Common core mathematics standards: Operations and Algebraic Thinking, Numbers and Operations in Base 10, Measurement and Data.
Summary: Deena has a big problem! Her mom’s birthday is coming next week and she doesn’t have any money to buy her a present. Suddenly, her luck changes and she finds a “lucky” penny! Through the help of neighbors and family, she trades up until her penny gradually becomes a dollar. Now Deena can afford a gift for her mom. With the help of her grandmother, she is able to go to the dollar store and pick up something very special for her. This book focuses on money: identifying pennies, nickels, dimes, and quarters; recognizing equivalencies (eg. five pennies = one nickel; two nickels = one dime; and so on, up to four quarters = one dollar).
Rating: **** This is an excellent book to teach young children about the value of money. What’s great about this topic is that learning about money will be meaningful to them because it will always apply to their real life experiences as children and into adulthood. The story presents us with a young girl who interacts with friends and family in much of the same ways that many of our students would in real life. In the story we also see a place that is very familiar to city kids “The Dollar Store”. Teachers can take advantage of the dollar prices and plan many fun lessons and trips. I highly recommend this book because it is a fun, engaging and meaningful way to learn about money.
Classroom ideas:
• Students can use coins to play “store”. Prices up to a dollar can be written on sticky notes and placed on different items such as pencils, erasers, stickers etc. Students can then buy the item of choice by using the exact change. Extra coins should be available so that trades can be made.
• Teachers can make up money riddles for their students to answer. For example, I’m a big coin. I’m worth less than a dime. What coin am I? Two of us are worth more than three nickels. What coins are we?
• Teachers can also use play or toy coins and have students show a given amount by using the fewest number of coins possible. For example, for 15¢, show one dime and one nickel.
Author: Barbara deRubertis
Illustrator: Joan Holub & Cynthia Fisher
Recommended grade level: K-2
Common core mathematics standards: Operations and Algebraic Thinking, Numbers and Operations in Base 10, Measurement and Data.
Summary: Deena has a big problem! Her mom’s birthday is coming next week and she doesn’t have any money to buy her a present. Suddenly, her luck changes and she finds a “lucky” penny! Through the help of neighbors and family, she trades up until her penny gradually becomes a dollar. Now Deena can afford a gift for her mom. With the help of her grandmother, she is able to go to the dollar store and pick up something very special for her. This book focuses on money: identifying pennies, nickels, dimes, and quarters; recognizing equivalencies (eg. five pennies = one nickel; two nickels = one dime; and so on, up to four quarters = one dollar).
Rating: **** This is an excellent book to teach young children about the value of money. What’s great about this topic is that learning about money will be meaningful to them because it will always apply to their real life experiences as children and into adulthood. The story presents us with a young girl who interacts with friends and family in much of the same ways that many of our students would in real life. In the story we also see a place that is very familiar to city kids “The Dollar Store”. Teachers can take advantage of the dollar prices and plan many fun lessons and trips. I highly recommend this book because it is a fun, engaging and meaningful way to learn about money.
Classroom ideas:
• Students can use coins to play “store”. Prices up to a dollar can be written on sticky notes and placed on different items such as pencils, erasers, stickers etc. Students can then buy the item of choice by using the exact change. Extra coins should be available so that trades can be made.
• Teachers can make up money riddles for their students to answer. For example, I’m a big coin. I’m worth less than a dime. What coin am I? Two of us are worth more than three nickels. What coins are we?
• Teachers can also use play or toy coins and have students show a given amount by using the fewest number of coins possible. For example, for 15¢, show one dime and one nickel.
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