I’m boldfacedly stealing this idea from Dan.

I’ve got my planned lesson (and the eventual overlay) but I want to hear your ideas first.

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## What can you do with this?

I’m boldfacedly stealing this idea from Dan.

I’ve got my planned lesson (and the eventual overlay) but I want to hear your ideas first.

## { 4 } Comments

You can use the miniscule thickness of 1 dollar bill to predict how many bills are in the roll? Or the diameter of one rolled bill? Circumference even? Haven’t really thought it through, but I think I’d do something along those lines.

I would just presume it’s all 100s and ask “how much money is it?”

Welcome back!

I’d ask Jason’s question.

And when that was done, if there’s more time, I’d say: “You have this duffel bag [show pic of a duffel bag] and you’re going into a bank to steal a bunch of these rolls of 100s. How much money can you steal if you pack it all up neatly?”

Of course to do that, the students are going to have to know the dimensions (or be able to figure out the dimensions from the picture) of the duffel bag.

And the all important question: “How heavy will this duffel bag be? Could you carry it out?”

You could also — totally unrelated — ask something about the serial numbers (like how many different serial numbers can you have, if the first character has to be a letter, the second has to be A or B, the third has to be…). And if the mint printed 100s with all possible serial numbers, how much money would they have printed.

Sam

Hah. One of my friends just suggested, as an answer to the stated question: “Hookers & Blow”.