Students could also be tasked with recording various characteristics beyond denomination and mint dates. A good opportunity to give them experience with measurement problems.

e.g. you could bring in questions about inference to the larger population of coins, comparison with other students' $10, and/or take random samples for comparison with this "population."

Merging the class coin data into a single file would afford a lot of different extensions, comparisons, and data work...

Ultimately students could do things like calculate "life expectancy" across denominations.

Then have them represent their collection as a csv file. Start with some descriptive work in a statistical programming environment. Use the materiality of the coins to help with this disorienting transition.

Start by having students arrange the coins by hand to introduce concepts like vectors and matrices.

A pocket-sized population makes it possible to get students' hands on abstract statistical concepts. They're familiar, easy to find (even pennies), and can be put back in the piggy bank once the lesson plan is complete.

How Gramscian political theory can explain the organization of a "hidden abode" of the capitalist state. A truly Burawoyan analysis! Awesome stuff Mike!

Preordered!