Manchester College
Education Department
Lesson Plan by Daniel Haffner
Lesson: Changing the Currency of Different Countries
Length: 50 min
Age or Grade Level Intended: 7th grade Math
Academic Standard(s): Math 7.3.1 use variables and appropriate operation to write an
expression, a formula, an equation, or an inequality that represents a verbal description.
Performance Objective(s):
Following a class discussion, students will complete an expression that represents a verbal
description 8 out of 10 times correctly.
Assessment:
The teacher will have a worksheet prepared for the students to complete on different
world currencies. Students will complete the equations for different world currencies in
class. The teacher will grade the worksheet. Mastery of the objective is getting 8 out of
10 problems correct.
Advance Preparation by Teacher:
1. Blackboard, chalk
2. Copies of the worksheet for each student
3. Pencils
Procedure:
Introduction:
1. On the board have $100, £61.31 (pounds),
¥9 212.34 (yen),
€66.66 (euro), have all
spread out and leave off thing in parenthesizes.
2. Ask the students what they would rather have and why? (Bloom’s: knowledge,
comprehension; Gardner’s: interpersonal, verbal-linguistic)
3. Go through each one and find out if there were any that the students did not want and why.
(Bloom’s: knowledge, comprehension; Gardner’s: interpersonal, verbal-linguistic)
4. Then tell them that they are all the same amount, and that you are going to prove it to them, by
using the conversions for different currencies. This needs to be written on the board.
a. 1 British Pound =1.631 U.S. dollars
b. 1 Yen =0.010855 U.S. dollars
c. 1 Euro=1.5002 U.S. dollars
Step by Step
1. To change dollars into pounds we use 1 pound =1.631 dollars. If we have $100 we need to divide
it by 1.631, to get 61.31 pounds. Ask the students why I divide instead of multiplied? Answer: 1
pound is more than 1 dollar so 100 dollars is less than 100 pounds so you would have to divide. 1
dollar=1 pound/1.631 so multiply both side by 100 to get 100 dollars =61.31 pounds (Bloom’s:
knowledge, application; Gardner’s:, verbal-linguistic, logical-mathematical, visual-spatial)
2. If they may or may not be able to answer it. So work through the problem for the rest of the class
to see.
3. 1 pound=1.631 U.S. dollars, so divide both sides by 1.631 to get (1pound/1.631) =1 U.S. dollars.
Now you have 100 dollars so multiply both sides by 100 to get 100
100 U. S. dollars, and simplify by
4.
5.
6.
7.
.
61.31 .
100 . .
. (Bloom’s:
knowledge, application; Gardner’s: interpersonal, verbal-linguistic, logical-mathematical, visualspatial)
Now have them get into pairs or groups of 3 to 4 and check to see if the yen and euro is correct.
(Bloom’s: knowledge, comprehension, application; Gardner’s:, verbal-linguistic, logicalmathematical, visual-spatial)
Walk around and make sure they can set up the correct equation is set up correctly.
Once they are done they go to the board and work the yen and euro out.
1 Yen =0.010855 U.S. dollars, so divide both sides by .010855 to get (1yen/0.010855)=1 U.S.
dollars. Now you have 100 dollars so multiply both sides by 100 to get100
100 U. S. dollars, and simplify by
.
9 212.34 yen
.
100 . .
. (Bloom’s:
knowledge, application; Gardner’s: interpersonal, verbal-linguistic, logical-mathematical, visualspatial)
8. 1 Euro =1.5002 U.S. dollars, so divide both sides by 1.5002 to get (1Euro/0.010855)=1 U.S.
dollars. Now you have 100 dollars so multiply both sides by 100 to get 100
100 U. S. dollars, and simplify by
.
66.66 Euro
100 . .
.
. (Bloom’s:
knowledge, comprehension, application; Gardner’s: interpersonal, verbal-linguistic, logicalmathematical, visual-spatial)
9. Then have the students work on the work sheet with a partner, and if they don’t finish it then it
will be homework. (Bloom’s: knowledge, application; Gardner’s: interpersonal, verbal-linguistic,
logical-mathematical, visual-spatial)
Closing
1. Tell students to imagine that they are going on a trip Great Britain. Ask students if it would
be better to leave a three dollar tip in American dollars or pounds? Why or why not?
(Bloom’s: application, evaluation; Gardner’s:, verbal-linguistic, logical-mathematical)
a. Is it better to leave a 3.00 tip in yen or dollars? Why or why not?
b. Is it better to leave a 3.00 tip in euros or dollar? Why or why not?
2. Tell students that they are going to be continuing the study of money throughout the unit so
it is important to remember the steps to convert money for later assignments.
Adaptations
LD: Give extra time if needed. Allow student to use a calculator for the conversions.
Enrichment: Have the student use the peso as the standard for conversion on the worksheet
instead of the American dollar.
Reflections
-
Did I get the student’s interested in the lesson?
Do the students understand what I am talking about?
Did 80% of the class pass the assessment part? Why or why not?
Was the activity too easy or too hard?
What would make the lesson go better next time?
Name: __________________________ Currency Conversion as of 2008 Money One US Dollar in Foreign Currency Foreign Currency in One US Dollar Britain Pound 0.49 2.04 France Euro 0.73 1.38 Mexico Pesos 10.78 0.09 China Yuan 7.57 0.13 Japan Yen 121.82 0.008 1. 5 dollars = _______ pounds 2. 10 dollars = ______ euros 3. 50 dollars = ______ pesos 4. 150 dollars = _______ Yuan 5. 1000 dollars = _______ yens 6. 5000 yen = ______ dollars 7. 650 Yuan = ______ dollars 8. 850 euros = ______ dollars 9. 700 pounds = ______ dollars 10. 500 pesos = ______ dollars Adapted from: http://www.polb.com/civica/filebank/blobdload.asp?BlobID=4866 Answers
Answers:
1. 2.45 pounds
2. 7.30 euros
3. 539 pesos
4. 1,135.5 Yuan
5. 121,820 yens
6. 40 dollars
7. 84.50 dollars
8. 1,173 dollars
9. 1,428 dollars
10. 45 dollars
11. 21,816.74 Yuan
12. 2,103.86 euros