Super Bowl Cheesy pretzel poppers - Students follow a recipe that involves cutting a block of cheese, figuring how many servings, estimating how many times they need to multiply the recipe by to make enough pretzel bites, and multiplying and reducing fractions. 5.NF.3, 5.NF.6, 5.NF.7, 6.NS, 6.RP.1, 6.RP.2, 6.RP.3, 7.G, 7.NS

## Typical Super Bowl scores

In this activity students study historical Super Bowl data to reflect on average (mean, median, and mode), losing scores, winning scores, and range of scores. They are asked to judge which of these central measurements seem the most meaningful and explain their reasoning.

## Cost of a Super Bowl ad

1993 McDonald's Super Bowl commercial

Here's another Super Bowl analysis to motivate your students.** 5 million dollars for a 30-second ad**. That is how much a one-half minute commercial will cost during the 2019 Super Bowl game. Wonder how much it will be in the future?

Students plot the cost of a 30-second Super Bowl ad over the past 53 Super Bowls. How has the cost of a NFL Super Bowl ad changed over time? Has it grown linearly? Exponentially? or what?

## Super Bowl numerals, 2019

Super Bowl numbers are appearing again. As students start getting into the current Super Bowl hype, help them to understand the notation that the sports writers and advertisements are using. Introduce Roman numerals to your class. In this activity students learn the rules for evaluating Roman numerals, decipher copyright dates, see how Roman numerals are used today, and do some strange looking arithmetic and surprisingly easy computation.

## Bowling Deals

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Is there a general way to figure how much its going to cost you (and your friends) to go bowling? Should you pay per game? Or bowl per hour? Don't forget that you'll need to rent shoes. Students work with linear relationships and do some problem solving - estimating the cheapest way a group can bowl, all within a bowling context.

## Martin Luther King, Jr. (4 activities)

Data on the National Mall sites - Two data analysis activities about the National Mall.

* Who do we honor?* - What people or events are included in the National Mall monuments? Students use fractions or percents to decide what they can notice about those we honor. 3.NF.1, 6.RP.3

* Monuments most visited* - Students analize the visitor statistics of the National Mall and make observations. 6.RP.3, 7.NS.3