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# How Many Months?

### Summary

Students learn about the first Peter the Mint Eagle, who lived at the Philadelphia Mint from 1830 to 1836. They then determine how many months Peter was there and use pictures, numbers, equations, and/or words to explain how they came up with the answer.

### Coin Type(s)

- None

### Coin Program(s)

- Generic

### Objectives

- Students will construct number meanings through real-world experiences and the use of physical materials
- Students will understand our numeration system by relating counting, grouping, and place value concepts.
- Students will interpret the multiple uses of numbers encountered in the real world.
- Students will model, explain, and develop reasonable proficiency with basic facts and algorithms.
- Students will use a variety of mental computation and estimation techniques.
- Students will use calculators in appropriate computational situations.
- Students will and select and use computation techniques appropriate to specific problems and determine whether the results are reasonable.

### Major Subject Area Connections

- Math

### Grades

- Kindergarten
- First grade
- Second grade
- Third grade
- Fourth grade
- Fifth grade

### Class Time

**Sessions**: One

**Session Length**:
30-45 minutes

**Total Length**:
0-45 minutes

### Groupings

- Whole group
- Individual work

### Terms and Concepts

Problem solving

### Materials

- Paper
- Pencils
- Manipulatives
- Internet access
- The H.I.P. Pocket ChangeTM "Meet the Pals" page (Peter): www.usmint.gov/kids/index.cfm?FileContents=/kids/campcoin/pals.cfm

### Preparations

- Gather manipulatives.
- Bookmark relevant Web pages.

- Have the students find the story of the first Peter the Mint Eagle on the H.I.P. Pocket ChangeTM Web site. If needed, guide them to the "Meet My Ancestors" pop-up link on the "Meet the Pals" page that features Peter (www.usmint.gov/kids/index.cfm?FileContents=/kids/campcoin/pals.cfm). You may want to have students print the page for later reference.
- Tell the students the story of the first Peter the Mint Eagle.
- Ask the students to determine just how many months Peter lived at the Mint. Have them explain their strategy for solving the problem using pictures, numbers, equations, and/or words.

### Enrichments/Extensions

- With older or more advanced students, you could ask them to calculate how many nights and how many weeks Peter spent at the Mint.
- Students in the Philadelphia area could tour the Mint facility and see Peter in his acrylic case.

- Ascertain that the students were able to determine how many months Peter lived at the Philadelphia Mint.
- Evaluate how successfully they were able to explain their problem-solving strategies.

### Games

- Bingo
- Coin Memory Game
- Coloring Pages
- Dollar Dive
- Get a Clue About Collecting Case 9: Break the Bank
- Get a Clue About Collecting Case 10: Tools of the Trade
- Get a Clue About Collecting Case 11: Arrows of Knowledge
- Get a Clue About Collecting Case 14: Collectors Crossword
- Making Change
- Mark My Words
- Plinky's Create-a-Card
- Presidential Portraits
- Puzzle Mint
- Wishing Well

**Discipline**: Math

**Domain**: K.NBT Number and Operations in Base Ten

**Grade(s)**:
Grade K

**Cluster**: Work with numbers 11-19 to gain foundations for place value

**Standards**:

**K.NBT.1.**Compose and decompose numbers from 11 to 19 into ten ones and some further ones, eg, by using objects or drawings, and record each composition or decomposition by a drawing or equation (eg, 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight or nine ones.

**Discipline**: Math

**Domain**: 1.NBT Number and Operations in Base Ten

**Grade(s)**:
Grade K

**Cluster**: Extend the counting sequence

**Standards**:

**1.NBT.1.**Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

**Discipline**: Math

**Domain**: 1.NBT Number and Operations in Base Ten

**Grade(s)**:
Grade K

**Cluster**: Understand place value

**Standards**:

**1.NBT.2.**Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases.- 10 can be thought of as a bundle of ten ones - called a "ten".
- The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones.
- The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones)

**1.NBT.3.**Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

**Discipline**: Math

**Domain**: 1.NBT Number and Operations in Base Ten

**Grade(s)**:
Grade K

**Cluster**: Use place value understanding and properties of operations to add and subtract

**Standards**:

**1.NBT.4.**Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones and sometimes it is necessary to compose a ten.**1.NBT.5.**Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.**1.NBT.6.**Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

**Discipline**: Math

**Domain**: 1.OA Operations and Algebraic Thinking

**Grade(s)**:
Grade K

**Cluster**: Represent and solve problems involving addition and subtraction

**Standards**:

**1.OA.1.**Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart and comparing with unknowns in all positions, eg, by using objects, drawings and equations with a symbol for the unknown number to represent the problem.**1.OA.2.**Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, eg, by using objects, drawings and equations with a symbol for the unknown number to represent the problem.

**Discipline**: Mathematics

**Domain**: K-2 Number and Operations

**Cluster**: Compute fluently and make reasonable estimates.

**Grade(s)**:
Grades K–2

**Standards**:

In K through grade 2 all students should

- develop and use strategies for whole-number computations, with a focus on addition and subtraction;
- develop fluency with basic number combinations for addition and subtraction; and
- use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators.

**Discipline**: Mathematics

**Domain**: K-2 Number and Operations

**Cluster**: Understand meanings of operations and how they relate to one another.

**Grade(s)**:
Grades K–2

**Standards**:

In K through grade 2 all students should

- understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations;
- understand the effects of adding and subtracting whole numbers; and
- understand situations that entail multiplication and division, such as equal groupings of objects and sharing equally.