Whether you or one of your siblings is going off to college next fall, it is useful to know how much colleges cost. Not going to college this fall? No worries, we can use the information on college costs in the activity to predict the cost of college in the future. After completing this activity you will have a better idea of how much four years of college could cost you!
We usually give our ages in years, but that isn't very precise is it? In this activity students find their age in days, hours and minutes. First students take two minutes to estimate their age in days, hours and minutes. When they make their estimates, consider sharing and recording estimates as a class. Even though students will slightly vary in age, their estimates should be in the same relative range.
This is a great opportunity to discuss estimation and reasonability. Follow this estimation & discussion with actual calculations. Students can use any method that makes sense to them. Depending on grade level,
American Pharaoh won the Triple Crown !!!
How do you calculate compound probability? Skip the betting odds and deal only with the odds that one horse could win 3 amazing races. June 6th is the Belmont Stakes race ... the last race in the Triple Crown. Can AmericanPharoah beat the odds? Figure it out. Watch and see!
In honor of International Hamburger Day (May 28, 2015), it's time to treat your students to ratios, proportions, fractions and BIG BURGERS! In this activity students explore the ratio of the various ingredients in the world's largest burger (pictured above & in the video below).
Students apply this ratio of ingredients to other "big burgers" and determine prices for these big burgers. They also consider how long it would take their family to eat the entire world record holding burger (dividing by a fraction).
We've gathered some data on movie ratings and their sequels and asked students to analyze the data, decide on some graphing analysis and debate (with their mathematical data) which are better ... the original movies or their sequels.
Students see what they can conclude from various types of graphs and consider what size random sampling of movies and their sequels is an adequate, representative population of movies. This is a very open ended activity that will allow 6th or 7th graders to conduct data analysis at one level: measures of central tendency & variability, box plots,histograms ect. While high school students might work with greater sophistication,