# Lesson Plan

## In the Bag!

Main Subject Area: Mathematics

Duration of Lesson:  30 minutes

Keywords:

• Money

Brief Description:

After learning the dollar value of filled coin bags, students calculate how many quarters are in a \$1,000 bag. They then explain their problem-solving strategy using pictures, numbers, equations, and/or words.

National Standard(s):

• Fractions And Decimals

Objectives:

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

Materials (online):

Internet access

H.I.P. Pocket Change's "Birth of a Coin" - http://www.usmint.gov/kids/index.cfm?FileContents=/kids/cartoons/index.cfm

Materials (offline):

Paper

Pencils

Manipulatives, as needed

Coins Used in Lesson:

Currently circulating U.S. coins - pennies, nickels, dimes, quarters, half dollars

Procedures (online):

1. Have your students review Birth of a Coin on the U.S. Mint's H.I.P. Pocket Change(TM) Web site. If needed, guide them to the appropriate page (http://www.usmint.gov/kids/index.cfm?FileContents=/kids/cartoons/index.cfm).

Procedures (offline):

1. Tell students that new coins are checked for quality, counted, and put into bags at the Mint before they're sent to banks in the Federal Reserve system. Each bag of dimes, quarters, and half dollars holds \$1,000; nickel bags hold \$200; and one cent bags hold \$50.

2. Ask students to determine how many coins are in a \$1,000 bag of quarters. Have them explain their strategy for solving the problem using pictures, numbers, equations, and/or words.

Assessment / Evaluation:

Were the students able to determine how many quarters are in a \$1,000 bag? How successfully were they able to explain their problem-solving strategies?

Differentiated Learning Options:

For more advanced students, ask them to determine how many nickels are in a \$200 bag.