Beth and I have been working on coin identification all year. We have tried everything and we are very close to mastery, so I thought I would share all that we have tried in hopes that some of these things will work for other struggling learners out there. The first step for Beth (and for any kid) was to find out an association that she could make to each coin (1). For Beth, pennies are brown, dimes are small, quarters are big, and nickels have a smooth thick edge works for her (smooth and thick are concepts we covered at length in Montessori). But still the expressive language for coin names does not automatically pop out of her mouth even though she understands their characteristics, so she needed lots of practice and exposure to coins (and their variations which is maddening in the U.S. -nickles have two different heads, pennies have all sorts of backs). Ideally, the activities would be something she can do mostly or all on her own to minimize frustration. Of course we also work on “give me a penny” and “what is this?” But it is so much better if Beth can practice on her own with the types of activities shown below.
Coin Sorting Mats
The first thing we tried was coin collection mats. Unfortunately to Beth a circle is a circle and she thought throwing a penny in a nickel or quarter circle was a match. So this did not work very well for her.
Coin Sorting Using Coin Collection Folders and Tubes
My next attempt was to change the mats into something with recessions so that she understood we were sorting by size, not just shape. I bought some used Whitman coin collecting folders (https://www.whitman.com/store/Inventory/Browse/Whitman-Folders) on ebay, cut out one panel for each coin, blocked out the writing with a black marker, and wrote the coin name on top. I was a little disappointed that the coins did not easily slip into the recessions, even after I pounded in several coins with a hammer! But Beth did not seem to mind…she just set them in the recesses and did not obsess about pressing them in (I can see this really bothering some children though). These worked okay, but trying to get her to say the coin name for each coin was hard because she had to keep reading the name at the top and her focus was on the array of coins and not on the overall category.
We also tried coin tubes (http://www.air-tites.com/coin_tubes.htm#.VWhFxflVhHw), which I bought on ebay. I carved out a holder for each tube in a foam board. This worked better than the folders because there was no array of coins to steal her attention and the focus was on the coin name. But it was a little hard to judge the size of the clear tube relative to the coin size for say the dime versus the penny. Of course I still had to prompt her many times to carefully look at the coin in her hand and say the coin name before she became more independent. At first it worked better to just use two tubes at a time, so I had to remove and block the names of the other tubes.
Coin Sorting with Boxes
In order to keep the focus on the coin name and not the array, and because the tubes and folders still did not give the ideal prompt for size, I started experimenting with boxes. First I tried just throwing the coins in a box with a card label on top. Of course this was not errorless and she made many errors with this approach.
Finally, I got to the semi-errorless, size-based, focus-on-coin-name approach that worked best for Beth! I bought stiff cardboard craft boxes from a craft store and put my X-acto knife to work (just make the slit a little smaller than the coin, then force the coin through and move it around in the opening to enlarge it to the exact size of each coin). Then I pasted cards on top. These worked the best because the coin name is right near the slot and you can’t fit the quarter in anything but the quarter box and the nickel and penny are partially errorless. Because the coin name was right in front, it prompted her to say the name better than all the other arrangements above.
Other Coin Identification Ideas
This cash register says the name of each coin when you put them in the slot on the left. It was helpful to get us part way to receptive identification (http://www.amazon.com/Learning-Resources-Pretend-Teaching-Register/dp/B0006N8X3M/ref=sr_1_3?ie=UTF8&qid=1432898380&sr=8-3&keywords=cash+register).
These types of search and find worksheets are all over the web. I like this site for easy worksheets:
There are other tools out there I am sure, but we are sticking with the boxes, the cash register, and worksheets for our final stretch of coin identification. Good luck and I hope the above helps someone out there!
(1) Try to find an association that makes the most sense for each child. I suggest a lot of observation…sometimes kids associate more with the back or certain characteristics of coins rather than size. For us, size seems to work fairly well so far.