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I did this with my slower-paced Algebra 1 classes about a month ago (October-ish). Most of my students really got into it, but we had to watch the video a few times for them to really hear it and understand the conversation. What was especially interesting was that we/they actually generated the tables on their own before using the student handout. We also inverted the second table, and did the totals before doing the "per coin," and added a discussion about using rounded values to round again and how we'd potentially lose money for rounding. (Would it balance? How much would it really matter? It was a nice feeder to the next part of the activity.) There's a movie with Catherine Zeta-Jones and Sean Connery (Entrapment?) about stealing "truncated values," and I'd love to add an excerpt of that to talk about how there is value in thousandths and ten-thousandths of cents. My kids picked right up on the difference between a penny and a cent, which was nice. I'd do this again, for sure. For the record, this was a 9th-grade Algebra 1 class for kids who take Algebra 1 split over two years. I do a fair amount of your lessons in different grades than you suggest, but they work and make math accessible for kids who often don't find that to be the case.

by Jennifer Michaelis

I was also talking with a colleague about Office Space and how the employees decide to get even by infecting Initech's accounting system with a computer virus designed to divert fractions of pennies into a bank account they control, transactions they believe are small enough to avoid detection, but which over time will result in a substantial amount of money. I'm wondering if this scene would be an interesting addition.

by Jill Rubinstein