![]() ![]() Now ask students, “How old is this penny?” Tell students to talk with their partners about this.ĥ. Ask the students, “What does the nineteen seventy-eight tell us?” Usually students know that it is the year the coin was made. Choose one of the pennies, and show them where, for example, 1978 appears on it. Now tell the students that you have another problem for them to solve mentally. ![]() In my class, as Dylan reported, I wrote:Ĥ. Record their answers on the board as they report. Ask several students to explain how they figured what the coins were worth (in my case, they totaled $1.39). Ask students to figure out in their heads how much money there is in the bag.ģ. ![]() For example, my bag contained the following:Ģ. List on the board how many of each coin are in the bag. The lesson below includes Marilyn’s account of what transpired when she taught the lesson. Marilyn tried this lesson with Annie Gordon’s fourth and fifth graders in Mill Valley, California. Her goal was for them to focus on making sense of the numbers and to discuss the different strategies they used for figuring. Marilyn planned to ask the students to figure in their heads rather than use paper and pencil. To prepare for the lesson, Marilyn collected loose change for several days, choosing coins that were made before 1990. Her colleague Jane Crawford gave her the idea of presenting older students with the problem of figuring out the ages of coins. Marilyn is always on the lookout for ways to provide students experience with computing mentally. A collection of coins dated before 1990, placed in a clear plastic bag. ![]()
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