
In this activity, when you spend more than the three cut-off points you get a greater discount. What amounts should you not spend? Should you spend more to get the greater discount? What does this data look like when graphed?
These posts help students see patterns and relationships.
Consumers in the U.S. spend a lot of money. In this activity we look at historical data to see if there are any patterns in our spending. How does our holiday spending show up in these graphs? What accounts for spikes or drops in spending? What patterns do you notice? Which patterns will likely continue and which patterns won’t?
Two activities. Vampire bats = We’ve given lots of interesting metric and customary unit facts and asked students to relate those sizes to more familiar objects. + Mosquito eating bats = Students compare a bat’s weight to how much he can consume in one night. They calculate how much they would need to eat to consume a comparable proportion of food.
The Nobel Prizes have just been awarded. Alfred Nobel was a chemist, engineer, inventor, and businessman. He left most of his fortune to endow 5 prizes for “those who, during the preceding year, have conferred the greatest benefit on mankind” in physics, chemistry, physiology or medicine, literature and peace. How much money is awarded?