Then have students each take one of the coins and, working individually, calculate its age. I posed the same question for a 1983 nickel. Pose the same question for another coin, again recording while students report.
Grab them by the eyes cool math games how to#
Write on the board as students report, to model for them how to record their thinking.Ħ. Gabe said, “Ten years gets to nineteen eighty-eight and ten more years gets to nineteen ninety-eight and two more gets to two thousand.” I still had two more years because nineteen seventy-eight is two years from nineteen eighty. Then I subtracted eight from thirty to get twenty-two.”īenny reported, “I knew that nineteen eighty was twenty years away from two thousand. Lucy said, “I know that nineteen seventy is thirty years away from two thousand because seventy is thirty away from one hundred. When I taught this lesson to a class in the year 2000, students reported several different methods of figuring that the penny was twenty-two years old. Ask one student in each pair to raise his or her hand and explain how they figured out their answer. 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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