Math - Graphs, Charts & Tables.pdf

Graphs, Charts & Tables That Build Real-Life Math Skills

by Denise Kiernan

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Scholastic Inc. grants teachers permission to photocopy the designated reproducible pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., Inc., 555 Broadway, Broadway, New York, NY 10012. Some of the activities in this book were inspired by Scholastic Math and DynaMath. If you would like to order class subscriptions to these magazines, please call 1-800-724-6527.

Cover design by Jim Sarfati Cover illustrations by Dave Clegg Interior design by Melinda Belter Interior illustrations by Teresa Anderko ISBN 0-439-11107-2 0-439-11107-2 Copyright Copyright © 2001 by Denise Denise Kiernan. All rights reserved. Printed in the U.S.A.

Scholastic Inc. grants teachers permission to photocopy the designated reproducible pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., Inc., 555 Broadway, Broadway, New York, NY 10012. Some of the activities in this book were inspired by Scholastic Math and DynaMath. If you would like to order class subscriptions to these magazines, please call 1-800-724-6527.

Cover design by Jim Sarfati Cover illustrations by Dave Clegg Interior design by Melinda Belter Interior illustrations by Teresa Anderko ISBN 0-439-11107-2 0-439-11107-2 Copyright Copyright © 2001 by Denise Denise Kiernan. All rights reserved. Printed in the U.S.A.

Table Table of Contents Introduction

5

32

6

Shopping for Math food labels

Math Naps bar graphs

34

8

Math-in-a-Box box scores

Graphs Good Enough to Eat double bar graphs

Mutt Math chart reading

36

Pie Time circle graphs

10

ats Stacking Up St ats stacked bar graphs

12

Math Movie Madness (Part 1) line graphs

Tune In to Schedules schedules and time

38

40

14

Circle Survey circle graphs

42

Math Movie Madness (Part 2) line graphs

16

Super Pix pictographs

Math Movie Madness (Part 3) charts, double double bar bar graphs graphs

44

18

Today’s Today’s Forecast: Maps! map reading and interpretation

46

Sport Graphs Do Double Time double line graphs

20

Taking Taking Stock of Stocks table reading

Smoking Stats triple line graphs gr aphs

48

22

Dinner Diagrams Venn diagrams

50

Math Mileage mileage tables

24

Menu Math menu reading and interpretation

52

Dinosaurs on the Map grid mapping

26

Have Stats, Will Travel (Parts 1–4) charts, schedules, schedules, and money conversions conversions

57

Coordinate Math Mapping coordinate mapping

28

Statistics Scavenger Hunt open-ended statistics brainstorming and identification

Picto-Players pictographs

30

Appendix 1: Quick Reference

58

Appendix 2: Teacher Resources

59

Blank Graph Reproducibles

61

Teacher’s Page

Math Naps 

Learning Objective Students learn to use bar graphs

What You’ll Need • Math Naps reproducible, page 7

DIRECTIONS 1.

Distribute the Math Naps reproducible to students and explain that they will be reading a bar graph and comparing the amounts of time different animals spend sleeping.

Name___________________________________________________ Date______________________

Math Naps Hey—wakeup!It’stimeforsomemath. Checkoutthesleepyhabitsofsomecrittersonourbar graph.Completethegraphwiththeinformationintheboxandanswerthequestions.And remember—nosnoozing!

Number of Hours Slept in One Day 20 18

2.

Review bar graphs with students. Explain that these graphs often are used to show and compare total numbers of things; in this case, the total numbers of hours slept.

16 14 12 10 8 6 e e z n a p m i h C

4 2

n o h t y P

t a B

t a C

0

Animal

3.

Instruct students to look at the information already graphed for them. They should notice bars are often placed on the graph in ascending or descending order. They should keep this in mind as they complete the graph.

HoursSlept

Duck 1 0- t o 1 2- ye ar -o dl h u ma n Seal Giraffe QUESTIONS 1. Abouthowmany a.

hoursa daydo thefollowinganimals sleep?

Python__________________

2. Abouthowmany 3. Whichanimals

Explain to students that after reading the information in the stats box, they should decide where to place each bar and choose a different color to represent each animal they graph.

b.

Cat__________________

c.

Chimpanzee __________________

morehours aday doesa batsleep thana 10-to 12-year-oldhuman?____________

spendmore timeasleep eachday thanawake? ________________________________

4. Whichanimalspends

aboutthesame amountof timeduringthe dayasleep asit doesawake?

______________________________ 5. Whichanimalsleeps

ScholasticProfessionalBooks• 2001

4.

11 10 6 2

aboutseven timesas longas thegiraffe? __________________________________

GreatGraphs,Charts&TablesThatBuild Real-LifeMathSkills

7

• pencil • different colored pens or pencils

A N S W E R S



Completed graph should look like this: 20 18

EXTENSION ACTIVITY

16 14

An adult human sleeps an average of 8

12 10 8 6 4 2

n o h t y P

t a B

e e z n a p m i h C

t a C

k c u D

n a m u h d l o r a e y 2 1 o t 0 1

hours a day, while a human baby sleeps 16 hours per day. Ask students to create a bar graph showing this, along with the l a e S

e f f a r i G

Ask students if they sleep more or less

0

18 4. Cat 1a.

number of hours per day that they sleep.

12 1c. 14 2. 10 5. Chimpanzee

1b.

3.

Bat, Python, Chimpanzee

than the average 10- to 12-year-old.

Name ______________________________________ _____________ Date ______________________

Math Naps Hey—wake up! It’s time for some math. Check out the sleepy habits of some critters on our bar graph. Complete the graph with the information in the box and answer the questions. And remember—no snoozing!

Number of Hours Slept in One Day 20 18 16 14 12 10 8 6 4 t a B

2

n o h t y P

e e z n a p m i h C

t a C

0

Animal

Hours Slept

Duck 10- to 12-year-old human Seal Giraffe

11 10 6 2

QUESTIONS 1. About a.

how many hours a day do the following animals sleep?

Python __________________

b.

Cat __________________

c.

Chimpanzee __________________

2. About

how many more hours a day does a bat sleep than a 10- to 12-year-old human? ____________

3. Which

animals spend more time asleep each day than awake? ________________________________

4. Which

animal spends about the same amount of time during the day asleep as it does awake?

______________________________ 5. Which

animal sleeps about seven times as long as the giraffe? __________________________________

Teacher’s Teacher’s Page

Graphs Good Enough to Eat 

Learning Objective Students learn to use double bar graphs

What You’ll Need • Graphs Good Enough to Eat reproducible, page 9

DIRECTIONS 1.

2.

Distribute the Graphs Good Enough to Eat reproducible to students and explain that in this activity they will be creating double bar graphs to chart information based on survey results about the favorite foods of kids their age.

Name___________________________________________________ Date______________________

Graphs Good Enough to Eat Getreadytochowdown!What’son themenu? Adouble helpingof math—doublebargraphs, thatis.Checkoutwhatsomekidsjustlikeyoulovetoeatandputthe resultsonour t sonour doublebar graph.Wedidthe firstoneforyou.

Fave Lunch Foods 300 285 270 255 240 225 210 195 180 165 150 135 120 105 90 75 60 45 30 15 0

Review double bar graphs with students. Explain that these graphs are often used to show and compare total numbers of things but that each group is divided into two; in this case, boys and girls.

Pizza

Spaghett i

Tacos

SURVEY RESULTS F av eF eF ood Nu mb er of of B oy s Pizza Spaghetti Tacos Hamburgers Chicken

285 32 73 117 49

Hambur gers

Chicken

Nu mb er o f Gi rl s 280 74 87 105 27

QUESTIONS

3.

4.

Encourage students to read the results of each category in the information box and to look at the example that is already graphed. For each remaining category, students should use a different color for boys and girls to complete the graph.

1. Alltogether,how 1. Alltogether,how manykidschose hamburgersas theirfavoritefood? _________________________ 2. Theresultswere closestfor whichfood? _____________________________________________________ 3. Theresultswere furthestapartfor whichfood? ______________________________________________ 4. Whichfood 4. Whichfood islikedby abouthalfas manygirls asboys? ______________________________________ 5. Howmany moregirls thanboyslike tacos?_________________________________________________ S ch ol sa it c rP of es si on la B o ks • 2 00 1

G er ta Gr Gr ap hs ,C ha tr s &Ta bl es Th Th at Bu Bu li dR dR ea -l iL ef Ma Ma ht S ikll s

9

• pencil • two different colored pens or pencils

A N S W E R S



Completed graph should look like this:

Fave Lunch Foods EXTENSION ACTIVITY

300 285 270 255 240 225 210 195 180 165 150 135 120 105 90 75 60 45 30 15 0 Pizza

1.

222

2.

Spaghetti

Pizza

3.

Tacos

Spaghetti

Hamburgers

4.

Chicken

Chicken

5.

14

Take a survey in the classroom or in the school cafeteria about favorite foods and create a double bar graph based on the results. The same kind of survey and resulting graph can be made based on favorite sports, historical figures, colors, television shows—you name it. And the double bar graph does not have to be divided according to gender: It can, for example, compare two classrooms classrooms or two different grades.

Name ______________________________________ _____________ Date ______________________

Graphs Good Enough to Eat Get ready to chow down! What’s on the menu? A double helping of math—double bar graphs, that is. Check out what some kids just like you love to eat and put the results on our double bar graph. We did the first one for you.

Fave Lunch Foods 300 285 270 255 240 225 210 195 180 165 150 135 120 105 90 75 60 45 30 15 0 Pizza

Spaghetti

Tacos

SURVEY RESULTS Fave Food Number of Boys Pizza Spaghetti Tacos Hamburgers Chicken

285 32 73 117 49

Hamburgers

Chicken

Number of Girls 280 74 87 105 27

QUESTIONS 1. All

together, how how many kids chose hamburgers as their favorite food? ________________ ________________________ ____________ ____

2.

The results were closest for which food? _______________________________________________________

3.

The results were furthest apart for which food? _________________________________________________

4. Which 5.

food is liked by about half as many girls as boys? ______________________ _______________________________ _________________ _________ _

How many more girls than boys like tacos? ___________________________________________________

Teacher’s Teacher’s Page

Pie Time 

Learning Objective Students learn to use circle or “pie” graphs

What You’ll Need • Pie Time reproducible, page 11

DIRECTIONS 1.

Distribute the Pie Time reproducible to students. Explain that they will be reading and creating circle graphs to illustrate how they, other kids their age, and their classmates spend time.

Name___________________________________________________ Date______________________

Pie Time Whole-ycircle graphs!Video gamesare bigtime— buthowmuchtimedosomekidsyourage spendplayingthemeveryday?Lookatthiscirclegraphto findout.Howbigwouldbeyour pieceofthismathematicalpie?Startbyansweringquestionsandthenbake—er.. .make—apie ofyourownusingtheinformationatthebottomofthepage.

How Much Time Kids Spend Playing Video Games Each Day (NumbersOutof100Kids) QUESTIONS

2. Review

circle graphs with students and explain that they are used to show parts of a whole. Like a pie cut into pieces, students can look at the size of each piece to understand statistical information. The pie represents all kids surveyed, each piece represents the number of kids.

1.

1 hour

Howmanykidsspendatleastone hourplayingvideo games?

29 kids

__________________________________ 2.

Howmanykidsspendnomorethan twohours playingvideoga mes?

Less than 1 hour

2 hours

44 kids

15 kids

__________________________________ 3.

Howmanykidsspendthreeormore hoursplayingvideo games? __________________________________

4. Whichisgreater:

3 hours 6 kids 6 or more hours 4 to 5 hours 2 kids

4 kids

thenumberof kids

whospend twoor morehours perday playingvideogames n gvideogames,orthenumberof kidswhoplayforlessthanonehour? ___________________________________ ___________________________________

5.

Nowcreateandlabelyourowncirc e andlabelyourowncirclegraph usingthefollowing information:

TIME KIDS SPEN D PL AYING SPORTS EACH DAY

3. Instruct

students to look at the pie and talk about the results before answering the questions.

N um be r o f Ho Ho ur s

P er ce ce nt ag ag e o f Ki ds ds

Less than 2 2 3 More than 3

24 31 20 25


4.

Students will then create a pie graph using the information in the box at the bottom of the page. If possible, students should use a different color to represent each piece of their pie graph.

A N S W E R S 1. 56 4. The 5.

2.

GreatGraphs,Charts&TablesThatBui ldReal-LifeMathSkills

11

• pencil • different colored pens or pencils



88

3.

12

number of kids who play for less than one hour


More than 3 hours 25% 3 hours 20%

Less than 2 hours 24% 2 hours 31%

EXTENSION ACTIVITY Students can create a circle graph where the whole represents one day and each piece represents the amount of time they spend doing various activities, including sleeping, eating with their families, and so forth. It is an excellent way, while driving home important math concepts, to get students to think about how they spend their time. Two different graphs can be done, one representing a typical school day and one representing a typical summer vacation day. day.

Name ______________________________________ _____________ Date ______________________

Pie Time Whole-y circle graphs! Video games are big time— but how much time do some kids your age spend playing them every day? Look at this circle graph to find out. How big would be your piece of this mathematical pie? Start by answering questions and then bake—er . . . make—a pie of your own using the information at the bottom of the page.

How Much Time Kids Spend Playing Video Games Each Day (Numbers Out of 100 Kids) QUESTIONS 1.

1 hour

How many kids spend at least one hour playing video games?

29 kids

__________________________________ 2.

How many kids spend no more than two hours playing video games?

Less than 1 hour

2 hours

44 kids

15 kids

__________________________________ 3.

How many kids spend three or more hours playing video games? __________________________________

3 hour 6 kids 6 or more hours 4 to 5 hours 2 kids

4 kids

4. Which

is greater: the number of kids

who spend two or more hours per day playing video games, or the number of kids who play for less than one hour? ___________________________________ ___________________________________

5.

Now create and label your own circle graph using the following information:

T I M E KI D S S P E ND P L AY I N G SPORTS EACH DAY Number of Hours

Percentage of Kids

Less than 2 2 3 More than 3

24 31 20 25

Teacher’s Page

Stacking Up Stats 

Learning Objective Students learn to use stacked bar graphs

What You’ll Need • Stacking Up Stats reproducible, page 13

DIRECTIONS 1. Distribute

the Stacking Up Stats reproducible to students. Explain that they will be using stacked bar graphs to compare the amount of money athletes make from their salary to the amount they make from endorsements such as television commercials.

Name___________________________________________________ Date______________________

Stacking Up Stats Manyprofessionalathleteshaveveryhighincomes,butnotall ofit comesfromplayin gsports. Lookatthesestackedbargraphsandsee howmuchsomeathle tesmadein1996whenthey werenot playingtheir sports.

Earnings of Selected Athletes $60 55 Salary

50 S 45 R A L 40 L O35 D F O30 S N25 O I L L 20 I

2. Review

stacked bar graphs with students and explain that they are used to divide one piece of information into two or more parts. In this case, a stacked bar graph divides the total amount of money an athlete makes into salary and endorsements.

Endorsement

M 15 10 5 0

ATHLETES QUESTIONS 1. Abouthow

muchmoney didMonicaSeles make?_____________________________________________

2. Whichathletemade

theleast moneyin salaryalone? __________________________________________

3. Whichathletemade

themostmoney insalary alone?__________________________________________

4. a. Whomademore

3. Instruct

students to look at the graph and talk about what they see before answering the questions.

b. Who

inendorsements,GrantHillor AndreAgassi?_________________________________

mademorein salary?________________________________________________________________

5. Whichathlete’stotalearnings

wereaboutthe sameas MichaelJordan’ssalary?____________________



13


A N S W E R S

$7 million

4a. Andre

Agassi

2. Tiger Woods

4b. Grant

Hill

1.

3. Michael

Jordan

5. Cal



Ripken

EXTENSION ACTIVITY Students can make stacked bar graphs to describe a variety of things

$

that have two components. For example: Those who have savings can divide the total into money they have earned and money that has been given to them such as an allowance or a gift.

Name ______________________________________ _____________ Date ______________________

Stacking Up Stats Many professional athletes have very high incomes, but not all of it comes from playing sports. Look at these stacked bar graphs and see how much some athletes made in 1996 when they were not playing their sports.

Earnings of Selected Athletes $60 55 Salary

50

Endorsement

S 45 R A 40 L L O 35 D F O 30 S N 25 O I L L I 20 M 15

10 5 0

ATHLETES

QUESTIONS 1. About

how much money did Monica Seles make? _____________________________________________

2. Which

athlete made the least money in salary alone? __________________________________________

3. Which

athlete made the most money in salar y alone? ___________________________________ _______

4. a. Who

made more in endorsements, Grant Hill or Andre Agassi? _________________________________

b. Who 5. Which

made more in salary? __________________________________________________________ ______ athlete’s total earnings were about the same as Michael Jordan’s salary? ____________________

Teacher’s Page

Math Movie Madness (Part 1) 

Learning Objective Students learn to use line graphs

What You’ll Need DIRECTIONS 1. Distribute

the Math Movie Madness (Part 1) reproducible to students. Explain that they will be using line graphs to look at how attendance at movie theaters has changed over the years. line graphs with students and explain that line graphs are used to show changes over time for a particular statistic. In this case, the line graph will show changes over time for movie attendance in the United States.

• Math Movie Madness (Part 1) reproducible, page 15 Name___________________________________________________ Date______________________

Math Movie Madness (Part 1) What’splaying? Linegraphs! Thinkmovies arepopular now?Take alook athow theylined up inthe1940s.Butthegraphisn’tfinished.Where doesattendancegofromhere?Comple tethe graphwiththeinformatio ninthebox belowto seehowmovieattendancechangedbetween 1966and1996.I’llgetthe popcorn!

2. Review

Movie Attendance in the United States (numbershavebeenapproximatedfor graphingpurposes)

4.5 4.0 3.5 ) s n o i l l i b n i ( S R E O G E I V O M

3.0 2.5 2.0 1.5

ATTEN DANCE IN MOVIE THEATERS

1.0 0.5 0 194 1

students to look at the graph and comment on what they see. They should then complete the line graph using the information in the Attendance box and answer the questions.

194 6 195 1 1 9 56 1 9 61

3. Instruct

1 9 66 1 9 71 YEAR

1 9 76

198 1

1 9 86

1 9 91 1 9 9 6

Year

Number ofPeople

1 97 1 1 97 6 1 98 1 1 98 6 1 99 1 1 99 6

08 . b li il on 1 . 0b li il on 12 . b li il on 11 . b li il on 13 . b li il on 15 . b li il on

QUESTIONS 1. Abouthow 2.

manypeoplewent tothe moviesin 1956?__________________________________________

Inwhich yearwas attendancetheleast? ______________________________________________________

3. Abouthowmany

fewerpeople sawmovies in1976than in1956?________________________________

4. a. Thegreatestdrop

inattendanceoccurredbetween whichtwoyears onthegra ph?_______________

b. Abouthowmuch

didattendancedrop duringthat time? ____________________________________



15

A N S W E R S

• pencil




4.5 4.0

EXTENSION A C T I V I T Y

3.5 ) s n o i l l i b n i ( S R E O G E I V O M

3.0 2.5 2.0

Students can gather information

1.5

from a local theater or theaters

1.0

about how their attendance has

0.5

changed over the years. As a dis-

0 1941

1946

1951

1956

1961

1966 1971 YEAR

1. 2 billion 4a. 1946

2. 1971

and 1951

3. about 1 billion 4b. 1.3

billion

1976

1981

1986

1991

1996

cussion topic or essay subject, have students write about how they think video rentals and cable movie channels have affected attendance at movie theaters.

Name ______________________________________ _____________ Date ______________________

Math Movie Madness (Part 1) What’s playing? Line graphs! Think movies are popular now? Take a look at how they lined up in the 1940s. But the graph isn’t finished. Where does attendance go from here? Complete the graph with the information in the box below to see how movie attendance changed between 1966 and 1996. I’ll get the popcorn!

Movie Attendance in the United States (numbers have been approximated for graphing purposes)

4.5 4.0 3.5 ) s n o i l l i b n i ( S R E O G E I V O M

3.0 2.5 2.0 1.5 1.0

AT T E N D A NC E I N M O V I E T H E AT E R S

0.5

Year

Number of People

1971 1976 1981 1986 1991 1996

0. 8 billion 1. 0 billion 1. 2 billion 1. 1 billion 1. 3 billion 1. 5 billion

0 1941

1946

1951

1956

1961

1966 1971

1976

1981

1986

1991

1996

YEAR

QUESTIONS 1. About 2.

how many people went to the movies in 1956? __________________________________________

In which year was attendance the least? ______________________________________________________

3. About

how many fewer people saw movies in 1976 than in 1956? ________________________________

4. a. The greatest drop in attendance occurred between which two years on b. About

the graph? _______________

how much did attendance drop during that time? ____________________________________

Teacher’s Page


Learning Objective Students learn to use line graphs

What You’ll Need DIRECTIONS: 1. Distribute

the Math Movie Madness (Part 2) reproducible to students. Explain that they will again use a line graph to look at the world of movies, this time to show how the cost of attending a movie has changed over the years.

• Math Movie Madness (Part 2) reproducible, page 17 Name___________________________________________________ Date______________________

Math Movie Madness (Part 2) IfyoulikedMathMovieMadness(Part1)you’llloveoursequel! Onceagain ,linegraphsare thestar.Thistimewe’vegotthe ticket—ticketprice,thatis.Andyoushouldseehowtheprices havechanged.CompletethegraphwiththeinformationintheNowPlayingboxbelow.Watc h thepricesgoupfrom1946to1996alongwiththecurtain!

Movie Ticket Prices in the United States (numbershavebeen averagedand approximatedforgr aphingpurposes)

2. Review

line graphs and the previous activity with students and remind them that line graphs show changes over time for a particular statistic. In this case, the line graph will show changes over time for the cost of movie attendance in the United States.

3. Instruct

students to look at the graph and comment on what they see. They should then complete the line graph with the information in the Now Playing box and answer the questions.

$5.00 4.50 4.00 E C I R P T E K C I T E G A R E V A

3.50 3.00 2.50 2.00 1.50

Now Playing

1.00 .50

TIC KET PRIC ES 0 193 6

1 9 46 1 9 56 1 9 66 YEAR

197 6

1 9 86 1 9 96

Year

Price

1976 1986 1996

$2.25 $3.75 $4.50

QUESTIONS 1. Abouthowmuchmore

didaticket costin1986than in1946?____________________________________

2.

Inwhichten-year perioddidticket pricesincreasethe most? ___________________________________

3.

Howmuchless didaticket costin1956than in1996? __________________________________________

4. Whichcostmore, 5.

buyingfivetickets in1946or oneticketin 1996?_______________________________

Fortheprice ofone ticketin1996,how manyticketscouldyou buyatthe 1946price? ______________



17

• pencil

A N S W E R S


 4.50 4.00 E C I R P T E K C I T E G A R E V A

EXTENSION ACTIVITY

3.50 3.00 2.50 2.00 1.50 1.00 .50 0 1936

1 946

1956

1966

1976

1986

1996

YEAR

$3.25 2. 1976–1986 4. 1 ticket in 1996 5. 9 1.

3.

$4.00

Ask students to talk to older relatives or friends about how much they paid to attend the movies when they were young. You also may provide a comparison for students by telling them what movies cost when you were their age. You may E N even want to talk about double- and triple-feaO T I ture deals! They can make a similar D line M graph A A D M based on how the price ofOmovies I T O N E A D M I T N E has changed in their short lives. Ask them how they think movie attendance would change if ticket prices were lowered.

I

I

Name ______________________________________ _____________ Date ______________________

Math Movie Madness (Part 2) If you liked Math Movie Madness (Part 1) you’ll love our sequel! Once again, line graphs are the star. This time we’ve got the ticket—ticket price, that is. And you should see how the prices have changed. Complete the graph with the information in the Now Playing box below. Watch the prices go up from 1946 to 1996 along with the curtain!

Movie Ticket Prices in the United States (numbers have been averaged and approximated for graphing purposes)

$5.00 4.50 4.00 E C I R P T E K C I T E G A R E V A

3.50 3.00 2.50 2.00 1.50

Now Playing

1.00 .50

T I C KE T P R I C E S 0 1936

1946

1956

1966 YEAR

1976

1986

1996

Year

Price

1976 1986 1996

$2.25 $3.75 $4.50

QUESTIONS 1. About

how much more did a ticket cost in 1986 than in 1946? ____________________________________

2.

In which ten-year period did ticket prices increase the most? ___________________________________

3.

How much less did a ticket cost in 1956 than in 1996? __________________________________________

4. Which 5.

cost more, buying five tickets in 1946 or one ticket in 1996? _______________________________

For the price of one ticket in 1996, how many tickets could you buy at the 1946 price? ______________

Teacher’s Page


Learning Objective Students use the ideas presented in the last two activities

What You’ll Need

and what they have learned about double bar graphs to understand the relationship between changing ticket prices and movie attendance

• Math Movie Madness (Part 3) reproducible, page 19

DIRECTIONS

Name___________________________________________________ Date______________________

Math Movie Madness (Part 3) Makeyour reservationsnow—MathMovieMadness(Part3) ishereandguaranteedtokeepyou ontheedgeofyourdesks!Toanswerthequestionsonthispage,you’llneedtolookatthedoublebargraphandchartbelow.Ifyou thinktoday’smovie blockbustersarereallythebiggest money-makersofalltime,thinkagain.ItlookslikeReturnoftheDoubleBarGraph mayhavea surpriseending!

1. Distribute

the Math Movie Madness (Part 3) reproducible to students. Explain that they will be using some of the same ideas presented in the previous two activities.

Movie Earnings and Adjusted Movie Earnings DoctorZhivago

Jaws TheSound ofMusic

EarningsAdjustedfor Today'sTicketPrices

TheTen Commandments

ActualMovieEarnings

E.T. StarWars GoneWith theWind

2. Review

double bar graphs with students. Remind them that double bar graphs can be used to show and compare total numbers of things, but that each group is divided into two. In this case, the double bar graph will compare how much a movie made at the time it was released to how much the same movie would make based on today’s ticket prices.

3.

Instruct students to look at the double bar graph and the movie attendance chart, and review the material in the previous activities before answering the questions.

0

50

100

150

200

250

300

350

400

450

500

550

600

650

700

750

800

850

MoneyEarned (inmillions ofdollars) QUESTIONS 1 . a. Abouthowmuchmoneydid

TheTenC ommand-

MOVIE ATTEN DANCE

ments makewhenit wasreleased?

Movie

___________________________________________ b.

Howmanypeople saw TheTenCommandments whenit wasreleased? _______________________

c. Accordingtoadjustedmovieprices,howmuch

moneydid TheTenCommandments make? ___________________________________________

Numberof People

GoneWiththeWin d ( 19 39 )

1 97 5, 48 7, 31

StarWars (1977)

144,726,521

E.T. (1982)

135,987,938

TheTenCommandments ( 1 9 56 )

1 3 10, 0 00, 0 0

TheSoundofMusic ( 19 65 )

1 30 5, 71 4, 29

Jaws (1975)

128,078,818

DoctorZhivago (1 965 )

1 24, 135 4, 56

2.

Whichmoviemadethemost actualmoney? _____________________________________________

3.

Whichmovie madethe mostmoney in adjusted earnings? ____________________________________

6.

4.

Howmuchmore actualmoneydid E.T. makethan G o ne W i t h t h e W i n d? __________________________

7.

About how much money didDr.Zhivago makewhen it was released? ________________________________

5.

Howmuchmoreinadjustedearningsdid GoneWith theWind makethan E.T.?____ ___________________

8.

Usingtheanswersto6 and7,about howmuchdida


Howmanypeoplesaw Dr.Zhivago in1965? _______________________________________________

ticketcostto see Dr.Zhivago ?_____________ _______ GreatGraphs,Charts&TablesThatBui ldReal-LifeMathSkills

19

• pencil • two different colored pens or pencils • calculator

A N S W E R S 1a. 75 million 2.

E.T.

1b. 131 million



1c. 570 million

3. Gone With the Wind

4. 205 million

5. 250 million

7. 100 million

8.

6. 124,135,456

$0.80

25

EXTENSION ACTIVITY

Have students talk about what they think inflation means. Have students go on a grocery store scavenger hunt and get the prices of some everyday items. Then have them do some research in the library about what those items would have cost 5, 10, and 20 years ago. This exercise can be a jumping-off point for essay writing, percents, fraction (of cost), and so forth.

25

Name ______________________________________ _____________ Date ______________________

Math Movie Madness (Part 3) Make your reservations now—Math Movie Madness (Part 3) is here and guaranteed to keep you on the edge of your desks! To answer the questions on this page, you’ll need to look at the double bar graph and chart below. If you think today’s movie blockbusters are really the biggest money-makers of all time, think again. It looks like this one may have a surprise ending! QUESTIONS

Movie Earnings and Adjusted Movie Earnings Doctor Zhivago Jaws The Sound of Music

Earnings Adjusted for Today's Ticket Pri ces

The Ten Commandments

Actual Movie Earnings

E. T. Star Wars Gone With the Wind

0

50

100

150

200

250

300

350

400

450

500

550

600

650

700

750

800

850

Money Earned (in millions of dollars) 1. a. About

how much money did The Ten Command-

ments make when it was released?______________

M O V I E AT T E N D A N CE

____________________________________________

Movie

How many people saw The Ten Commandments when it was released? _______________________

b.

Number of People

Gone With the Wind (1939)

197,548,731

Star Wars (1977)

144,726,521

to adjusted movie prices, how much money did The Ten Commandments make?______

E.T. (1982)

135,987,938

The Ten Commandments (1956)

131,000,000

_____________________________________________

The Sound of Music (1965)

130,571,429

Jaws (1975)

128,078,818

Doctor Zhivago (1965)

124,135,456

c. According

2. Which

movie made the most actual money?_______ _______________________________________________

3. Which

movie made the most money in adjusted earnings? ____________________________________

_______________________________________________

4.

How much more actual money did E.T. make than Gone With the Wind ? __________________________

7.

About how much money did Dr. Zhivago make when it was released? ________________________________

5.

How much more in adjusted earnings did Gone With the Wind make than E.T.? _______________________

8.

Using the answers to 6 and 7, about how much did a

6.

How many people saw Dr. Zhivago in 1965?

ticket cost to see Dr. Zhivago? ____________________

Teacher’s Page

Sports Graphs Do Double Time 

Learning Objective Students learn to use double line graphs

What You’ll Need • Sports Graphs Do Double Time reproducible, page 21


the Sports Graphs Do Double Time reproducible to

Name___________________________________________________ Date______________________

Sports Graphs Do Double Time

students. 2.

3.

Let’splay! Today,kidsall overthe countryplay manydifferentsports. Checkout ourgraph tosee howthenumberofparticipantschangedbetween1971and1996.We’v egivenyousomenumberstofillinsohavethosecoloredpencilsready!Comple tethegraphbyusingtheinform atio nin theboxatthe bottomofthepage.Thenanswerthequestions.

Review double line graphs with students and remind them that line graphs are used to show changes over time. Explain that double line graphs show changes over time for two different groups, in this case boys and girls and how their participation in sports has changed over the years. Instruct students to look at the graph and talk about the changes over time for both groups.

Participation in U.S. High School Athletics 4.5

the information in the Girls Getting in the Game box, students cam complete the graph and then answer the questions.

A N S W E R S

Girls

0 1 9 7 -17 2 1 9 7 3 -7 4 1 9 7-7 5 6 1 9 7 7 -78 1 9 7-8 9 0 1 9 8 1 -82 1 9 8-8 3 4 1 9 8-8 5 6 1 9 8 7 -88 1 9 8-9 9 0 1 9 9 1 -92

1 9 9 -39 4 1 9 9 5 -96

SCHOOL YEAR

QUESTIONS 1. Which

group experienced the greatest increase from1971to 1996?____________________________

GIRLS GETTING IN THE GAME Boys Girls 1971–72

3,500,000

2.

Betweenwhichtwopointsonthegraphdidgirls’ participationincrease themost? _______________

1 9 73 – 74

j u st u n d er 4 , 0 00 , 00 0

1 , 40 0 0, 0 0

1 9 75 – 76

j u st o v e r 40, 0 0, 0 00

1 , 70 0 0, 0 0

3.

Betweenwhichtwopointsonthegraphdidboys’ participationdecrease themost? _______________

1 97 7– 78

4 25 , 0, 000

2 0, 00 00 , 0

1 97 9– 80

3 50 , 0, 000

1 8, 00 00 , 0

1 98 1– 82

3 40 , 0, 000

1 9, 00 00 ,

1 98 3– 84

3 30 , 0, 000

1 8, 00 00 , 0

1 98 5– 86

3 50 , 0, 000

1 8, 00 00 , 0

1 98 7– 88

3 40 , 0, 000

1 9, 00 00 , 0

1 98 9– 90

3 30 , 0, 000

1 9, 00 00 , 0

1 99 1– 92

3 45 , 0, 000

2 0, 00 00 , 0

1 99 3– 94

3 45 , 0, 000

2 1, 00 00 , 0

1 99 5– 96

3 60 , 0, 000

2 4, 00 00 , 0

4. a. Inwhichyearwasthedifferen ceinthe

number of girl participants and boy participants the greatest? __________________________________

b.

5.

4. Using

Boys

4.0 S E 3.5 T E L 3.0 ) H s T n A o2.5 i l l F i O m n2.0 i R ( E B 1.5 M U N .5

Howmuchwasthe difference?______________ __________________________________________

In1995–96,abouthow manymoreboys participatedin sportsthan girls?________________________


400,000


21





4.5 4.0 S E 3.5 T E L 3.0 ) H T s n A i o l 2.5 l F i O m n2.0 i R ( E B 1.5 M U N .5

EXTENSION ACTIVITY This activity presents an ideal opportunity for essay writing or speaking activities. Ask students why they think the numbers

0 1971-72 1973-74

1975-76 1977-78 1979-80 1981-82 1 983-84 1985-86 1987-88

1989-90 1991-92

1993-94 1995-96

SCHOOL YEAR

have changed the way that they have over time. Ask students to predict where those numbers will go in the future. As a

1. girls

2. 1971–72 and 1973–74

4a. 1971–72

4b. 3,100,000

3. 1977–78 and 1979–80

5. 1,200,000

current events activity, have students look for newspaper clippings or other information on Title IX.

Name ______________________________________ _____________ Date ______________________

Sports Graphs Do Double Time Let’s play! Today, kids all over the country play many different sports. Check out our graph to see how the number of participants changed between 1971 and 1996. We’ve given you some numbers to fill in so have those colored pencils ready! Complete the graph by using the information in the box at the bottom of the page. Then answer the questions.

Participation in U.S. High School Athletics 4.5

Boys

4.0

Girls

S E 3.5 T E L 3.0 ) H T s n A o i l l 2.5 F i O m n2.0 i R ( E B 1.5 M U N .5

0 1971-72 1973-74

1975-76 1977-78

1979-80 1981-82 1983-84

1985-86 1987-88 1989-90 1991-92

1993-94 1995-96

SCHOOL YEAR

QUESTIONS 1. Which

group experienced the greatest increase from 1971 to 1996? ____________________________

2.

3.

1971–72

3,500,000

400,000

Between which two points on the graph did girls’ participation increase the most? _______________

1973–74

just under 4,000,000

1,400,000

1975–76

just over 4,000,000

1,700,000

Between which two points on the graph did boys’ participation decrease the most? _______________

1977–78

4,250,000

2,000,000

1979–80

3,500,000

1,800,000

1981–82

3,400,000

1,900,00

1983–84

3,300,000

1,800,000

1985–86

3,500,000

1,800,000

1987–88

3,400,000

1,900,000

1989–90

3,300,000

1,900,000

1991–92

3,450,000

2,000,000

1993–94

3,450,000

2,100,000

1995–96

3,600,000

2,400,000

4. a. In

which year was the difference in the number of girl participants and boy participants the greatest? __________________________________

b. How

much was the difference? ______________ __________________________________________

5.

GIRLS GETTING IN THE GAME Boys Girls

In 1995–96, about how many more boys participated in sports than girls? ________________________

Teacher’s Page

Smoking Stats 

Learning Objective Students learn to use triple line graphs

What You’ll Need • Smoking Stats reproducible, page 23

DIRECTIONS 1.

2.

Distribute the Smoking Stats reproducible to students. Explain that they will be reading information presented in a triple line graph to compare the number of students who smoke in different grades. Review line graphs with students and remind them that line graphs are used to show changes over time. Explain to them that triple line graphs show changes over time for three different groups. In this case the graph is used to compare the smoking habits of 8th-, 10th-, and 12th-grade students.

Name___________________________________________________ Date______________________

Smoking Stats Smokeisnojoke,andourtriplelinegraphprovesit. Whatdo youthink aboutthe numbers yousee here?Read thesurprising truthabout students’smoking habitsand thenanswer the questions.

Teens Who Smoke (numbershave beenapproximatedfor graphingpurposes) 50 45 G N I K O M S S ) 0 N 0 E 1 E f o T t u F ( o O T N E C R E P

40 35 30 25 20 15 10 5 0 1991

1992

1993 YEARS

1 2th

d

1994

1995

12th grade 10th grade 8th grade

QUESTIONS 1. Whatisthe

increaseinthe percentageof8th-grade smokersfrom 1991to1995?___________________

2. Whatisthe

increaseinthe percentageof12th-grade smokersfrom1991 to1995?__________________

3. a. Which

groupshoweda decrease? __________________________________________________________

b. About

howbigwas thedecrease?__________________________________________________________

4. Aboutwhatis

thedifferencebetween thepercentageof 10th-gradesmokersand 12th-gradesmokers

in1994?___________________________________________________________________________________

3.

Before answering the questions, instruct students to look at the graph and talk about the changes that have taken place over time for all three groups.

about 5%

4. about 6%


greatestincreasefrom 1991to1995?___________________________________


23

• pencil



A N S W E R S 1.

5. Whichgroupshowedthe

2. about 5.

5%

3a. 12th graders

3b.

about 2%

10th graders

EXTENSION ACTIVITY This activity is great for starting off a group discussion on a very important topic. It ties in easily with current events, health and science classes, and is a good opportunity for students to offer oral or written comments about kids and smoking. There are a number of statistics available from the American Heart Association, The Center for Tobacco-Free Kids, and many others. Have students gather statistics for their state and create a line graph for the grades at their school or schools in their community. Post it in the halls or the cafeteria.

Name ______________________________________ _____________ Date ______________________

Smoking Stats Smoke is no joke, and our triple line graph proves it. What do you think about the numbers you see here? Read the surprising truth about students’ smoking habits and then answer the questions.

Teens Who Smoke (numbers have been approximated for graphing purposes) 50 45 G N I K O M S S ) N 0 0 E 1 E f o T t u F ( o O T N E C R E P

40 35 30 25 20 15 10 5 0 1991

1992

1993 YEARS

1994

1995

12th grade 10th grade 8th grade

QUESTIONS 1. What

is the increase in the percentage of 8th-grade smokers from 1991 to 1995? ___________________

2. What

is the increase in the percentage of 12th-grade smokers from 1991 to 1995? __________________

3. a. Which

group showed a decrease? __________________________________________________________

b. About

how big was the decrease? ___________________________________________________ _______

4. About

what is the difference between the percentage of 10th-grade smokers and 12th-grade smokers

in 1994? ___________________________________________________________________________________ 5. Which

group showed the greatest increase from 1991 to 1995? ___________________________________

Teacher’s Page

Math Mileage 

Learning Objective Students learn to read mileage tables

What You’ll Need • Math Mileage reproducible, page 25

DIRECTIONS 1.

Distribute the Math Mileage reproducible to students. Explain that they will be reading a mileage table showing the distance between major cities in the United States.

Name___________________________________________________ Date______________________

Math Mileage Roadtrip! Whereare yougoing andhow faraway isit? Mileagetableshold theanswer. Our tableshowsthe distancebetweensomemajorU.S.cities.Tofindthedistancebetweentwo cities,findthenameofthefirstcitydowntheleft-handsideofthe tableandlocatethesecond cityacrossthetopofthetable.Findoutwherethecolumnandrowmeet,andthere’syour answer.Sopackyourbags—andyourmath—andlet’shitthe road!

United States Mileage Table M N e u q r e u q u b l A

2. Review

table reading with students. Explain to them that it requires reading down and across at the same time. Explain the difference between a column and a row.

3.

Do an example for the students. Show them how they can use a ruler to keep the columns and rows straight. Also show students how they can drag their fingers across and down to find the intersection of the column and row that holds the answer to their mileage question.

A bl uq ue q r ue N M Atlanta GA

0 1407

Chicago IL

1335

Dallas TX Den ver C O Det or ti MI L os A gn el es C A M am i iF L

1 40 7 1 3 5 0 716

716 0

O C r e v n e D

X T s a l a D 6 46

4 39

792

1416

928

1011

1 58 5 732 286

A C s e l e g n A s o L 8 04 2211 2034

L F i m a i M

N M s i l o p a e n n i M

Y N k r o Y w e N

O M s i u o L . t S

1 96 3

12 2

2 02 0

1 03 8

661

1132

870

555

1377

409

821

297

T U y t i C e k a L t l a S 6 04 1882 1403

A C o c s i c n a r F n a S

A W e l t t a e S

1 10 1 1 43 3 2508 2148

2673 2072

C D , n o t g n i h s a W 1 88 5 632 715

646

792

928

780

1211

1447

1317

934

1565

631

1240

1747

2078

1326

14 16

10 1

78 0

0

1 274

1 023

2 07 7

9 20

1 0 8 9

86 1

5 2 1

1 257

1 303

1 700

7 32

2 86

1 1 2 1

1 274

0

2 297

1 38 9

6 96

64 0

54 7

1 66

2 411

2 359

5 4 3

0

2 75 2

1 94 3

2 82 4

1 84 2

68

3 80

1 15 1

2 68 9

8 04

1 22 2 2 020

St. Louis MO

1038

2 21 1 2 03 4 6 61 1 13 2

13 7 4 09

0

I M t i o r t e D

4 9 3

Ne wYo kr NY

1 44 7 1 02 3 2 29 7 1 1 3 7

2 077

9 34

9 20

1 565

1 809

1 389 6 96

2 752

0

1 94 3 1 79 3

0

1 23 1

2 543

3 131

1 052

1 31 2 2 05 7 1 11 7

1 043 1 12 5

2 824

98 2

2 201

2 946

2 894

861

547

1842

1216

619

982

0

1327

2072

2118

845

5 12

1 66 6

68

2 54 3

1 31 2

2 20 1

1 32 7

0

7 45

8 28

2 09 5

2 50 8 2 14 8

1 74 7 1 25 7 2 41 1

3 80

3 13 1

2 05 7

2 94 6

2 07 2

7 45

0

8 20

2 84 0

1 433

26 73

20 72

2 7 0 8 1 303

2 359

1 151

1 05 2

11 17

2 9 8 4

2 1 8

8 8 2

8 0 2

0

2 788

1885

632

715

534

2689

1043

1125

237

845

2095

2840

2788

0

1 10 1

Sea tlt eWA

1326

1700

0

6 19

6 0 4

631 1 24 0

S an F ar nc si co C A

12 31

1 8 2 1 1 1 2 6

82 1 297

6 04

1 28 1

17 93

8 70 555

1 8 2 1 40 3

S al t aL ke Ci yt U T

Washington,DC

L I o g a c i h C

1 585

1 963

M ni ne ap ol si M N

A G a t n a l t A

2 7 3

QUESTIONS 1. Whatisthe 2. What

distancebetweenDenver,Colorado,and Minneapolis,Minnesota?____________________

isthedistancebetween Albuquerque, NewMexico, andAtlanta, Georgia?___________________

3. Whatis

thedistancebetween Washington,DC,and SanFrancisco,California? ____________________

4. What

isthelargest distancebetween two cities?_______________________________________________

5. What

is the shortestdistance between twocities? ______________________________________________

6.

Howmuch greateristhe distancebetweenNewYork, NewYork, andLosAngeles, California, thanthe distancebetweenSt.Louis, Missouri,andSaltLake City,Utah?___________________________________

7. a. Whichis

greater, the distancebetween Miami, Florida, and Chicago, Illinois,or the distance

betweenSeattle, Washington, andDetroit, Michigan? ________________________________________ b.

Howmuch greateris thedistance?_________________________________________________________



25

• pencil • ruler (if necessary)

A N S W E R S

920 miles

2. 1407 miles

3. 2840 miles

5. 237 miles

6. 1497 miles

7a. Seattle

1.

7b. 982

4.

2946 miles



and Detroit

miles

EXTENSION ACTIVITIES Point out to students that the cities listed are the same on both sides of the table. Ask them if it works “both ways” to check the distance between any two cities. Ask students to choose several locations close or far away from the town in which you’re located and make a local mileage table. As a cultural or map exercise, ask students to make a mileage table showing the distances between major cities in South America, Africa, Asia, Australia, or Europe.

Name ______________________________________ _____________ Date ______________________

Math Mileage Road trip! Where are you going and how far away is it? Mileage tables hold the answer. Our table shows the distance between some major U.S. cities. To find the distance between two cities, find the name of the first city down the left-hand side of the table and locate the second city across the top of the table. Find out where the column and row meet, and there’s your answer. So pack your bags—and your math—and let’s hit the road!

United States Mileage Table M N e u q r e u q u b l A Albuquerque NM

A G a t n a l t A

L I o g a c i h C

X T s a l a D

O C r e v n e D

I M t i o r t e D

A C s e l e g n A s o L

L F i m a i M

N M s i l o p a e n n i M

Y N k r o Y w e N

O M s i u o L . t S

T U y t i C e k a L t l a S

A C o c s i c n a r F n a S

A W e l t t a e S

C D , n o t g n i h s a W

0

1407

1335

646

439

1585

804

1963

1222

2020

1038

604

1101

1433

1885

Atlanta GA

1407

0

716

792

1416

732

2211

661

1132

870

555

1882

2508

2673

632

Chicago IL

1335

716

0

928

1011

286

2034

1377

409

821

297

1403

2148

2072

715

Dallas TX

646

792

928

0

780

1211

1447

1317

934

1565

631

1240

1747

2078

1326

Denver CO

439

1416

1011

780

0

1274

1023

2077

920

1809

861

512

1257

1303

1700

Detroit MI

1585

732

286

1211

1274

0

2297

1389

696

640

547

1666

2411

2359

534

804

2211

2034

1447

1023

2297

0

2752

1943

2824

1842

688

380

1151

2689

Miami FL

1963

661

1377

1317

2077

1389

2752

0

1793

1281

1216

2543

3131

1052

1043

Minneapolis MN

1222

1132

409

934

920

696

1943

1793

0

1231

619

1312

2057

1117

1125

New York NY

2020

870

821

1565

1809

640

2824

1281

1231

0

982

2201

2946

2894

237

St. Louis MO

1038

555

297

631

861

547

1842

1216

619

982

0

1327

2072

2118

845

Salt Lake City UT

604

1882

1403

1240

512

1666

688

2543

1312

2201

1327

0

745

828

2095

San Francisco CA

1101

2508

2148

1747

1257

2411

380

3131

2057

2946

2072

745

0

820

2840

Seattle WA

1433

2673

2072

2078

1303

2359

1151

1052

1117

2894

2118

828

820

0

2788

1885

632

715

1326

1700

534

2689

1043

1125

237

845

2095

2840

2788

0

Los Angeles CA

Washington, DC

QUESTIONS 1. What

is the distance between Denver, Colorado, and Minneapolis, Minnesota? ____________________

2. What

is the distance between Albuquerque, New Mexico, and Atlanta, Georgia? ___________________

3. What

is the distance between Washington, DC, and San Francisco, California? ____________________

4. What

is the largest distance between two cities? ___________ ____________________________________

5. What

is the shortest distance between two cities? ______________________________________________

6.

How much greater is the distance between New York, New York, and Los Angeles, California, than the distance between St. Louis, Missouri, and Salt Lake City, Utah?___________________________________

7. a. Which

is greater, the distance between Miami, Florida, and Chicago, Illinois, or the distance

between Seattle, Washington, and Detroit, Michigan? _______________________________________ _ b.

How much greater is the distance? _________________________________________________________

Teacher’s Page

Dinosaurs on the Map 

Learning Objective Students learn to read standard map grids

What You’ll Need • Dinosaurs on the Map reproducible, page 27


the Dinosaurs on the Map reproducible to students. Explain that they will be using map grids to locate dinosaur fossils discovered in the United States.

Name___________________________________________________ Date______________________

Dinosaurs on the Map Thismap isout ofDino-sight! Usethemapindexatthebottomofthepageandthe coordinates heretolocatetheremainsofsomebigbonesdiscovere dintheUnitedStates.Tofindafossildiscoverylocationusingtheseletterandnumbercoordinates,firstfindtherow thattheletterrepresents.Thenfindthecolumnthatthenumberrepresents. Whenyoufindthesquarewherethat rowandcolumnintersect,writ edownthenameofthefossilfoundthere.

Dig It? 1

2.

3.

4.

Review mapping with students and explain that the letter-number combination is used to provide directions. Be sure they remember the difference between a column and a row. Instruct students to look at the map while you give an example of how to find locations using the coordinates. Show how students they can use the “drag the finger” method to locate the square where the row and column indicated by the coordinate intersect. Give students a few minutes to familiarize themselves with the map. Then they can use the map index at the bottom of the page to answer the questions.

Completed map should look like this:

A

2

3

4

5

6

7

8

9

10

11

TYRANNOSAURUS NorthDakota

Washington

Montana

Minnesota New Hampshire Vermont

SouthDakota

B

Oregon

Wyoming

HADROSAURUS

Iowa

Colorado

Indiana

Kansas

West Virginia

Missouri

Arizona

Kentucky

BRACHIOSAURUS

Oklahoma

Virginia NorthCarolina

Tennessee

Arkansas

New Mexico Alabama

South Carolina Georgia

E F

Texas

Mississippi Louisiana

TENONTOSAURUS

RhodeIsland Connecticut

Ohio

STEGOSAURUS California

Massachusetts Pennsylvania

Illinois

Utah

D

New York

Michigan

Nebraska

Nevada

Maine

Wisconsin

TRICERATOPS

Idaho

APATOSAURUS

C

3

Washington

4

5

6

7

8

9

10

11

NorthDakota

Montana

Minnesota NewHampshire Vermont

SouthDakota

B

Oregon

Idaho

Wyoming

NewYork

Iowa

Massachusetts

Michigan

Nebraska

Pennsylvania Illinois

Colorado

C

Nevada

D

California

West Virginia

Missouri Kentucky Oklahoma

Arkansas

RhodeIsland Connecticut

Ohio Indiana

Kansas Utah

Arizona

Maine

Wisconsin

Virginia

Alabama

NewJersey Delaware Maryland

NorthCarolina

Tennessee

NewMexico


E

Texas


F

Florida

MAP INDE X A pa to sa ur u s . . . . . . . . . . . . . . . . C - 3 A st ro do n . . . . . . . . . . . . . . . . . . . C -9 B r ac hoi s au r us . . . . . . . . . . . . . . . C - 4 H ad ro sa ur us . . . . . . . . . . . . . . . . C - 10 L o ph o rh o h t on..... ... ... ... .E-8 S te go sa ur us . . . . . . . . . . . . . . . . . D - 6 T en o nt o sa u ru s . . . . . . . . . . . . . . . E - 5 T ri ce ra to ps . . . . . . . . . . . . . . . . . . B - 5 T yr a nn o as u r us . . . . . . . . . . . . . . . A - 4



27

• pencil



EXTENSION ACTIVITIES

A N S W E R S

1

A

2

LOPHORHOTHON

Florida

New Jersey Delaware Maryland

ASTRODON

Dinosaurs are a favorite with kids. This activity provides ample opportunity for crossover teaching in science. Have students write reports on the dinosaurs they’ve located on the map. Students can do a little archaeology research on the World Wide Web or in the library, and find the location of even more dinosaur fossil discoveries to map on their own or as a group. This also can be done with fossils or other archaeological discoveries in different parts of the world for a more challenging and culturally stimulating mapping exercise. If a nearby museum has any dinosaur fossils on display, there is likely a map there. A field trip could be mathematically and scientifically beneficial.

Name ______________________________________ _____________ Date ______________________

Dinosaurs on the Map This map is out of dino-sight! Use the map index at the bottom of the page and the coordinates here to locate the remains of some big bones discovered in the United States. To find a fossil discovery location using these letter and number coordinates, first find the row that the letter represents. Then find the column that the number represents. When you find the square where that row and column intersect, write down the name of the fossil found there.

Dig It? 1

A

2

3

4

5

6

7

8

9

10

11

North Dakota

Washington

Montana

Minnesota New Hampshire South Dakota

B

Oregon

Idaho

Wyoming

Vermont

Wisconsin

New York

Iowa

Massachusetts

Michigan

Nebraska

C

Pennsylvania Illinois

Colorado Nevada

West Virginia

Missouri Kentucky

California

D

Oklahoma Arizona

Arkansas

Virginia North Carolina

Tennessee

New Mexico Alabama


E

Texas


Florida

F

M A P I ND E X Apatosaurus . . . . . . . . . . . . . . . . C-3 Astrodon . . . . . . . . . . . . . . . . . . . C-9 Brachiosaurus . . . . . . . . . . . . . . . C-4 Hadrosaurus . . . . . . . . . . . . . . . . C-10 Lophorhothon . . . . . . . . . . . . . . . E-8 Stegosaurus . . . . . . . . . . . . . . . . . D-6 Tenontosaurus. . . . . . . . . . . . . . . E-5 Triceratops. . . . . . . . . . . . . . . . . . B-5 Tyrannosaurus . . . . . . . . . . . . . . . A-4

Rhode Island Connecticut

Ohio Indiana

Kansas Utah

Maine

New Jersey Delaware Maryland

Teacher’s Page

Coordinate Math Mapping 

Learning Objective Students work with coordinate mapping

What You’ll Need • Coordinate Math Mapping reproducible, page 29


the Coordinate Math Mapping reproducible to students. Explain that they will be using coordinate mapping to locate the wackiest museums in the United States.

Name___________________________________________________ Date______________________

Coordinate Math Mapping TheMuseum ofBad Art? AWater SkiMuseum? Fieldtrips werenever likethis, werethey? Usecoordin atemappingtolocatesomeofthecountry’swackiest museums.Readthecoordinatesandthenwritethenameofthemuseuminitslocationon themap.

United States 4

2.

Review map reading in general and coordinate mapping specifically with students. Discuss the difference between the x -axis and the y -axis.

Washington

Minnesota

NorthDakota

Montana

NewHampshire

3

Vermont

Wisconsin

Maine

SouthDakota Idaho

Oregon

2 Wyoming

Michigan

Iowa

NewYork

Mass chus tts

Nebraska Pennsylvania

1 Illinois

Utah

Nevada

Colorado

Missouri

Kansas

Indiana

Ohio

3 Kentucky

4

0 -9

-8

-7

–6

–5

–4

–3

California NewMexico

–2

–1

1

–1 Oklahoma

Arizona

2

Arkansas

–2

West Virginia ’

Texas

7 Maryland

8

9

NorthCarolina

Tennessee

Mississippi

5 6 Virginia

Rh Is l n Connecticut NewJersey Delaware

South Carolina Alabama

Georgia –3 Louisiana -4 Florida

3.

Explain to students how to read a coordinate pair. The first number of a coordinate pair tells you where to move on the x -axis. Positive numbers move to the right of 0, negative numbers move to the left. The second number of a coordinate pair tells you where to move along the y -axis. Positive numbers move up from 0, negative numbers move down.

4. Encourage

-5

MAP INDE X M us eu m of B a d Ar t . . . . . . . . . . . . . . . . . . . . . . . . . ( 8, 1 5 . ) I n te r na toi n alU . F. O . Mu s eu m . . . . . . . . . . . . . . . . . . ( – 3, – 2) WaterSki Museum . .. .. .. .. .. .. .. .. .. .. .. .. .(5, – 5) GeneralPetroleumGasStationMuseum .. .. .. .. .( – 8 ,4) D a ko t a Dni o sa u r M us e um . . . . . . . . . . . . . . . . . . . ( – 1, 3 . 5 ) B ow li ng H a ll o f F am e. . . . . . . . . . . . . . . . . . . . . . . . . . ( 1, 0 )



29

• pencil

students to look at the map before they answer

questions.



. A N S W E R S

Completed map should look like this:

EXTENSION ACTIVITY

United States

Have students create a list of interesting

4 Washington

Minnesota

NorthDakota

Montana

places they’ve visited nearby or far away,

New Hampshire

3

Vermont

Wisconsin

Maine

South Dakota Idaho

Oregon

2 Wyoming

Michigan

Iowa

New York Pennsylvania

1 Utah

Nevada

Colorado

Illinois

Indiana

Missouri

Kansas

-8

-7

–6

–5

–4

–3

–2

–1

1

2

3

Connect New Jersey Delaware

Ohio

0 -9

4

West Virginia’5

California

Oklahoma

Arkansas

Arizona

–2

North Carolina

Tennessee

New Mexico

Mississippi

Texas

6 Virginia

Kentucky

–1

such as parks, museums, cities, and

Ma

Nebraska


Georgia

–3

7 Maryland

8

restaurants. Ask students to locate these 9

places on a map or create their own map. They then can assign coordinates to the various locations, swap maps with a class-

Louisiana

-4 Florida

-5

mate, and send each other on a “trip” to locate the sites.

Name ______________________________________ _____________ Date ______________________

Coordinate Math Mapping The Museum of Bad Art? A Water Ski Museum? Field trips were never like this, were they? Use coordinate mapping to locate some of the country’s wackiest museums. Read the coordinates and then write the name of the museum in its location on the map.

United States 4 Washington

Minnesota

North Dakota

Montana

New Hampshire

3

Vermont

Wisconsin

Maine

South Dakota Idaho

Oregon

2 Wyoming

Michigan

Iowa

NewYork

Massachusetts

Nebraska Pennsylvania

1 Illinois

Utah

Nevada

Colorado

Indiana

Missouri

Kansas

Ohio

0 -9

-8

-7

–6

–5

–4

–3

–2

–1

1

2

3

4

West Virginia

5 Virginia

Kentucky

–1 California New Mexico

Oklahoma

Arizona

Arkansas

–2

North Carolina

Tennessee

Mississippi

Texas


Georgia

–3 Louisiana

-4 Florida

-5

M A P I ND E X Museum of Bad Art . . . . . . . . . . . . . . . . . . . . . . . . . (8, 1.5) International U.F.O. Museum . . . . . . . . . . . . . . . . . . ( – 3, – 2) Water Ski Museum . . . . . . . . . . . . . . . . . . . . . . . . . . (5, – 5) General Petroleum Gas Station Museum . . . . . . . . . ( – 8, 4) Dakota Dinosaur Museum . . . . . . . . . . . . . . . . . . . (–1, 3.5) Bowling Hall of Fame . . . . . . . . . . . . . . . . . . . . . . . . . . (1, 0)

6

Rhode Island Connecticut New Jersey Delaware

7 Maryland

8

9

Teacher’s Page

Picto-Players 

Learning Objective Students learn to use pictographs

What You’ll Need • Picto-Players reproducible, page 31

DIRECTIONS 1.

2.

Distribute the Picto-Players reproducible to students. Explain that they will be using pictographs to answer questions about some favorite sports kids their age like to play.

Name___________________________________________________ Date______________________

Picto-Players Canyoupicturewhatkindofsportsyoumightwanttoplayafterschooltodayoroverthis weekend? Canyoupicto-graphit?Nowyoucan,withourpictographthatshowsthefavorite sportsofkidsjustlikeyou.Howmanykidsliketo playwhat? Addit upusingourkeyandanswer thequestions.

Top Five Favorite Sports to Play = 10 kids

Review pictographs with students, explaining that pictographs use pictures or symbols to represent a certain number of things.

= 5 kids

Baseball Basketball Football Gymnastics

3. Explain

to students that when answering questions using a pictograph, they should count the number of symbols. Then they should add up—or multiply—that number according to the number given in the key.

Soccer

QUESTIONS 1. 2.

Encourage students to look at the chart before answering the questions.

Which sport isthefavoriteof themost kids?__________________________________________________ sport isthefavoriteofthe fewest kids?__________________________________________________

4.

Howmanykids saybasketballis theirfavoritesport toplay?_____________________________________

5.

Ifyouaddthenumberkidswhosayfootb allistheirfavorit esporttothenumberofkidswhosaybaseballistheirfavoritesport,whatnumberdoyou get?________________________________________

6.

4.

Gymnasticsisthefavorite sportofhow manykids?_____________________________________________

3. Which

Howmanypictures wouldrepresenttheanswer yougot inquestion5? ___________________________



31

• pencil • scratch paper or calculator

A N S W E R S 1.

40

2.

soccer

3. gymnastics

4.

155

5. 340

6.

34



EXTENSION ACTIVITIES Students can have lots of fun devising their own pictographs, which can be used to show numbers of a variety of things. For example, if your school has an end-ofthe-year picnic, students can find out how many hamburgers, hot dogs, bags of chips, and so forth, will be provided, then create pictographs to represent those numbers. Symbols also may be “stacked” as if they were on a graph. Have students rearrange the pictograph given so the categories (such as baseball) run across the bottom of the graph and the symbols are stacked vertically above each category. As an art extension, have students create their own symbols.

Name ______________________________________ _____________ Date ______________________

Picto-Players Can you picture what kind of sports you might want to play after school today or over this weekend? Can you picto-graph it? Now you can, with our pictograph that shows the favorite sports of kids just like you. How many kids like to play what? Add it up using our key and answer the questions.

Top Five Favorite Sports to Play = 10 kids

= 5 kids

Baseball Basketball Football Gymnastics Soccer

QUESTIONS 1.

Gymnastics is the favorite sport of how many kids? _____________________________________________

2.

Which sport is the favorite of the most kids? __________________________________________________

3. Which

sport is the favorite of the fewest kids? __________________________________________________

4.

How many kids say basketball is their favorite sport to play? _______________ ______________________

5.

If you add the number kids who say football is their favorite sport to the number of kids who say baseball is their favorite sport, what number do you get? ________________________________________

6.

How many pictures would represent the answer you got in question 5? ___________________________

Teacher’s Page

Shopping for Math 

Learning Objective Students learn to read for detail using food labels

What You’ll Need • Shopping for Math reproducible, page 33

DIRECTIONS 1.

Distribute the Shopping for Math reproducible to students. Explain that they will be reading for detail by looking at food labels.

Name___________________________________________________ Date______________________

Shopping for Math Mmmmmmm...What’scookin’? Math!Evertaketimeto lookatthelabelsonthepackagesof foodin yourhouse orat thegrocery store?Well, we’vemade iteasy foryou. Readthe labelhere andanswer thequestions.

Soup’s On! NutritionFacts Servingsize:1cup(242g) Servingspercontainer:about2 Amountperserving C al o ire s: 1 3 0 C aol rei s f o r m f at : 3 5

2. Talk

about food labels with students. Before they look at the reproducible, have the class brainstorm the kinds of information they think can be found on food labels. Ask them if they ever look at food labels at home or in the grocery store.

Total Fat 4g S at ur at ed F at 1 5. g C ho el st er ol 2 5m g Sodium 780mg Tota lCarbohydrate13g Di eta yr Fi ber 3g Sugars4g Protein10g Vitamin A Calcium Vitamin C Iron

(%)DailyValue 6% 8% 8% 33% 4% 1 2%

30% 4% 0% 10%

Key: g=grams mg= milligrams

QUESTIONS

3.

Instruct students to answer the questions.

1.

Howmany gramsare ineach serving?_______________________________________________________

2.

Howmany caloriesfromfat arein each serving?_______________________________________________

3.

Howmany milligramsofcholesterolare ineach serving?_______________________________________

4. Whatpercentage 5.

ofthe dailyvalue ofvitamin Ais ineach serving?_____________________________

Howmanygrams ofdietaryfiber areineach serving?___________________________________________

6. Whatpercentageof 7. Abouthowmany 8.

dietaryfiberis ineach serving?____________________________________________

caloriesare thereinthe wholecontainer?_____________________________________

Howmanygrams ofsugars andprotein,addedtogether, arein eachserving?______________________



33

A N S W E R S 1.

242

2. 35 3. 25 4.

30%

5.

3

6. 12% 7.

about 260

8. 14

• pencil



EXTENSION ACTIVITIES Students can bring food labels from home and compare the statistics they find there. To extend this activity to much larger amounts, labels from bulk food packaging could be obtained from the cafeteria. The percentage of daily value statistic can help teach percents, fractions, and decimals. The serving size is often a fraction; asking students to find the total amount of food in a package can be a way to teach multiplying fractions. Servings are often given in grams as well, and present an ideal way to talk about metrics and do some basic conversions. The nutritive values of various foods can be a good discussion for science or health class.

Name ______________________________________ _____________ Date ______________________

Shopping for Math Mmmmmmm...What’s cookin’? Math! Ever take time to look at the labels on the packages of food in your house or at the grocery store? Well, we’ve made it easy for you. Read the label here and answer the questions.

Soup’s On! Nutrition Facts Serving size: 1 cup (242g) Servings per container: about 2 Amount per serving Calories: 130 Calories from fat: 35

Total Fat 4g Saturated Fat 1.5g Cholesterol 25mg Sodium 780mg Total Carbohydrate 13g Dietary Fiber 3g Sugars 4g Protein 10g Vitamin A Calcium Vitamin C Iron

(%) Daily Value 6% 8% 8% 33% 4% 12%

30% 4% 0% 10%

Key: g = grams mg = milligrams

QUESTIONS 1.

How many grams are in each serving? _______________________________________________________

2.

How many calories from fat are in each serving? _______________________________________________

3.

How many milligrams of cholesterol are in each serving? _______________________________________

4. What 5.

percentage of the daily value of vitamin A is in each serving? _____________________________

How many grams of dietary fiber are in each serving? ___________________________________ ________

6. What

percentage of dietary fiber is in each serving? __________________________________________ __

7. About 8.

how many calories are there in the whole container? _____________________________________

How many grams of sugars and protein, added together, are in each serving? __________________ ____

Teacher’s Page

Math-in-a-Box 

Learning Objective Students learn to read box scores

What You’ll Need DIRECTIONS 1.

Distribute the Math-in-a-Box reproducible to students. Explain that they will be reading for detail by looking at a box score.

• Math-in-a-Box reproducible, page 35 Name___________________________________________________ Date______________________

Math-in-a-Box Sheshoots ,shescores! Howmanypointsisthat?Whogot thatlastrebound?What’s goingon here?Keeptrackofthe scoreandmoreusingchartsliketheonebelow.Readthechartand answerthequestions.Lookatthe keyifyouneedhelp.

2. Review

chart reading with students and remind them that when a lot of information is being presented, many of the important statistics may be abbreviated.

Chicago Bulls-in-the-Box BULLS STATISTICS P LAYE R

Mi nute s played

Pippen

43

over the box score on page 35 with students and draw their attention to the key that explains the abbreviations used.

6

17

3P 3P made attempte d

FT made

0

1

1

4

0

0

0

0

3

Harper

18

1

4

0

1

0

0

3

2

J or da n

44

15

35

1

8

10

11

39

Williams

23

2

5

0

0

0

7

4

1

1

2

4

4

9

2

2

2

1

9

25

3

6

Kerr

2 5

3

5

KEY FG= 3P= FT= RB =

F ei dl Goa l 3 -p oi nt F ei dl G oa l F er e Thr ow Reb ou nd

1

2

9

T ot al

4

0

0

12

RB points

4

0

14

4

10

FT attempted

1

33

L on gl ey

Kukoc

3. Go

FG FG made attempted

Rodman

11

23 1 0

QUESTIONS

4. It

is very important to remind students that they do not have to understand what a particular item is—free throw, for example— to be able to locate the information on the chart.

1.

Howmanyminutesdid Kukocplay?__________________________________________________________

2.

Howmanyfree throwsdidPippenattempt? ___________________________________________________

3.

Howmanymore fieldgoalsdid JordanattemptthanPippen?____________________________________

4. Whichisgreater: 5. a. Howmany b.

6. a. Ofall b. 7.

totalpointsscoredby KukocandPippentogether orJordan’stotalpoints?_________

freethrowsdid Rodmanattempt?________________________________________________

Howmany didhemake?__________________________________________________________________ theplayers,how many3-pointfieldg oalswerea ttempted?_______________________________

Howmany weremade? ___________________________________________________________________

Howmany pointswere scoredall together?___________________________________________________


students to familiarize themselves with the chart before answering the questions.

GreatGraphs,Charts&TablesThat BuildReal-LifeMathSkills

35

5. Ask

• pencil

A N S W E R S 1.

25

5a.

2

2. 12 5b. 1

 3.

18

6a.

13

4.

Jordan’s total points

6b. 4

7. 87

EXTENSION ACTIVITY Box scores can be found in almost any newspaper on almost any day. Box scores vary for different sports, so there is a wide variety of keys and formats to choose from. Students can bring in box scores from the paper or create ones on their own based on the performance of their own team or teams at school.

Name ______________________________________ _____________ Date ______________________

Math-in-a-Box She shoots, she scores! How many points is that? Who got that last rebound? What’s going on here? Keep track of the score and more using charts like the one below. Read the chart and answer the questions. Look at the key if you need help.

Chicago Bulls-in-the-Box BULLS STATISTICS PLAYER

Minutes played

FG made

FG attempted

3P made

3P attempted

FT made

FT attempted

RB points

Total

Pippen

43

6

17

1

4

10

12

9

23

Rodman

33

0

4

0

1

1

2

11

1

Longley

14

0

4

0

0

0

0

3

0

Harper

18

1

4

0

1

0

0

3

2

Jordan

44

15

35

1

4

8

10

11

39

Williams

23

2

5

0

0

0

0

7

4

Kukoc

25

3

6

1

1

2

4

4

9

Kerr

25

3

5

1

2

2

2

1

9

KEY FG = 3P = FT = RB =

Field Goal 3-point Field Goal Free Throw Rebound

QUESTIONS 1.

How many minutes did Kukoc play? ____________________________________________ ______________

2.

How many free throws did Pippen attempt? ______________________________________ _____________

3.

How many more field goals did Jordan attempt than Pippen? ____________________________ ________

4. Which

is greater: total points scored by Kukoc and Pippen together or Jordan’s total points? _________

5. a. How many free throws did Rodman attempt? ____________________ ____________________________ b.

How many did he make?__________________________________________________________________

6. a.

Of all the players, how many 3-point field goals were attempted?_______________________________

b. 7.

How many were made? ________________________________________ ___________________________

How many points were scored all together? ___________________________________________________

Teacher’s Page

Mutt Math 

Learning Objective Students read a point chart

What You’ll Need

• Mutt Math reproducible, page 37


the Mutt Math reproducible to students. Explain that they will be reading for detail by looking at the point chart used to score dogs in a dog show.

Name___________________________________________________ Date______________________

Mutt Math Thesedogs arehardly mutts,butthey canstilldo muttmath. Canyou?Dogsearnpoints at a show,buthowmanydependsonthenumberofdogsthatshowup!Readthechartandanswer thequestions.Thenamesofthebreedsarelistedontheleft.Thenumberofpointsa dogcan earnina showislistedacrossthetop.For adogto earnthenumberofpoints yousee listed,at leastthatmanymale(M)orfemale(F)dogsmusthavecompeted.

Dog Show Point Chart Breed

2. Review

chart reading with students, and remind them that reading the question carefully first can make locating the information they need to answer the question much simpler.

3. Go over the Dog Show Point Chart with students. Explain that M

and F stand for male and female, and that the number of points a dog earns in a show depends on the number of dogs competing. The minimum number of male or female dogs that must compete in each point category is listed next to the name of each breed. an example with students. For example: A Brittany that wins over eight other male Brittanys, earns three points.

1

M

pt.

2

pts.

3

pts.

4

pts.

5

pts.

F

M

F

M

F

M

F

M

F

Brittanys

2

2

4

6

7

10

10

16

16

26

Pointers

2

2

3

3

5

5

6

6

8

9

Collies

2

2

6

7

11

13

19

21

34

36

Huskies

3

3

8

11

14

20

20

28

31

43

St. Bernards

2

2

4

4

7

7

10

11

16

17

Chow Chows

2

2

4

4

6

6

7

7

9

9

QUESTIONS 1. Whichbreedhas 2.

thesamepoint requirementsformale andfemale dogs?________________________

Ifa female Brittanywinsashow andtherearefiveotherfemaleBrittanysintheshow,howmany pointsdoesthe dogearn? _____________________________

3.

Howmanypointsdoes afemaleChow Chowearnif shewinsagainst eightotherfemales?___________

4.

Howmanymore femaleHuskiesthanmale havetocompete fora dogtowinfivepoints?___________

5. a. AfemaleSt.

Bernardwins against16other females.Howmany pointsdoesshe win?_____________

b. Howmanymales 6. a. H ow

wouldhaveto competeforthe dogtoea rnthatnumber ofpoints?_____________

m a ny m o re m a el C o l l e i s t h a n P o in t er s a r e r e q u ri e d t o c o m p et e f o r a d o g t o e a r n t w o

points?______________ b. Threepoints?______________

37 ScholasticProfessionalBooks• 2001


• pencil

4. Do

5. Instruct students to familiarize themselves with the chart before



answering the questions. A N S W E R S 1. Chow Chows

2. 2

3. 5

4. 12

5a. 5

5b. 16

6a. 3

6b. 6


The American Kennel Club can provide a great deal of scoring. Have the class watch the Westminster Kennel Club show together and follow along with pad and paper as the show is scored. Find out if any students or their friends have ever shown their dog in competition. There are also cat shows, and researching those scoring techniques provides a completely different set of information and a whole new activity.

Name ______________________________________ _____________ Date ______________________

Mutt Math These dogs are hardly mutts, but they can still do mutt math. Can you? Dogs earn points at a show, but how many depends on the number of dogs that show up! Read the chart and answer the questions. The names of the breeds are listed on the left. The number of points a dog can earn in a show is listed across the top. For a dog to earn the number of points you see listed, at least that many male (M) or female (F) dogs must have competed.

Dog Show Point Chart Breed

1

pt.

2

pts.

3

pts.

4

pts.

5

pts.

M

F

M

F

M

F

M

F

M

F

Brittanys

2

2

4

6

7

10

10

16

16

26

Pointers

2

2

3

3

5

5

6

6

8

9

Collies

2

2

6

7

11

13

19

21

34

36

Huskies

3

3

8

11

14

20

20

28

31

43

St. Bernards

2

2

4

4

7

7

10

11

16

17

Chow Chows

2

2

4

4

6

6

7

7

9

9

QUESTIONS 1. Which breed has the same point requirements for male and female dogs? ________________________ 2.

If a female Brittany wins a show and there are five other female Brittanys in the show, how many points does the dog earn? _____________________________

3.

How many points does a female Chow Chow earn if she wins against eight other females? ___________

4.

How many more female Huskies than male have to compete for a dog to win five points? ___________

5. a. A female St. Bernard wins against 16 other females. How many points does she win? _____________ b. How many males would have to compete for 6. a. How

the dog to earn that number of points? _____________

many more male Collies than Pointers are required to compete for a dog to earn two

points? ______________ b. Three points? ______________

Teacher’s Page

Tune In to Schedules 

Learning Objective Students work with on-air time schedules

What You’ll Need

• Tune In to Schedules reproducible, page 39


the Tune In to Schedules reproducible to students. Explain that they will be reading for detail using a time schedule from a radio station.

Name___________________________________________________ Date______________________

Tune In to Schedules Mathis hittingtheairwaves withsomeserious scheduling!Readthefollowinghourclockused bya radiostationtokeeptrackof songs, weather,andallsortsof stuff! Thekey belowexplains theabbreviations we’veused. Rememberthat thisschedule repeatsevery hour.

Radio Time HourClockfor8:00 A . M . t o 2 : 0 0 P. M . (schedulerepeatsevery hour)

2. Review

time with students, and remind them that this schedule repeats every hour, which is why they do not see any numbers in the “hour” column. They will only see numbers that represent minutes past the hour.

3. Look

over the schedule with students and answer any questions. Discuss the definitions of station I.D., testimonial, Public Service Announcement, C-Note that are found in the key.

: 00

S ta ti on I . D.

: 01

T hr ee s on gs

: 12

S ta ti on I . D.

:13

Song

: 15

S ta ti on I . D.

:16

Song

: 18

W ea th er a n d PS A

:19

Song

: 23

S ta ti on I . D.

:24

Song

:27

T es tm i o nia l

:28

Song

: 30

S ta ti on I . D.

:31

Song

: 34

S ta ti on I . D.

:35

Song

: 38

S ta ti on I . D.

:39

Song

: 42

S ta ti on I . D.

:43

Song

: 46

C -N ot e

:47

Song

:50

T es tm i o nia l

:51

Song

: 54

S ta ti on I . D.

:55

Song

:58

2 - min ut e n e ws b r i e f

QUESTIONS 1.

Howmanysongs areplayedeach hour?_____________

2.

How many minutes past the hour is the first testimonial?_____________________________________

3.

Howmanypublicservice announcementsarethere each hour? ______________________________________

4. Afterthe

firststation I.D.,about howmany minutes

untiltheweatheris reported?______________________ 5.

Howmanyminute sare betweentheC-noteandthe newsbrief? ______________________________________

Key StationI.D.:Tellslisteners thestation they’relisteningto C-Note:Informationabout anupcoming event PSA:Public ServiceAnnouncement Testimonial:Recordingofa listenertalking aboutwhy theylike thestation 39 ScholasticProfessionalBooks• 2001

students to look over the schedule and the key, before they answer the questions.


4. Instruct

• pencil

 A N S W E R S 1. 15

2. 27

3. 1

4. 18

5. 12


A visit to a local radio station or an in-class visit from a local radio personality could be a fun way to enhance this math activity. If a trip or visit isn’t possible, a local radio or television station would very likely fax you their schedule to use in class. Schedules often vary depending on the time of day or day of week, so a wide variety of activities is possible.

Name ______________________________________ _____________ Date ______________________

Tune In to Schedules Math is hitting the airwaves with some serious scheduling! Read the following hour clock used by a radio station to keep track of songs, weather, and all sorts of stuff! The key below explains the abbreviations we’ve used. Remember that this schedule repeats every hour.

Radio Time Hour Clock for 8:00 A . M . to 2:00 P. M . (schedule repeats every hour) :00

Station I.D.

:01

Three songs

:12

Station I.D.

:13

Song

:15

Station I.D.

:16

Song

:18

Weather and PSA

:19

Song

:23

Station I.D.

:24

Song

:27

Testimonial

:28

Song

:30

Station I.D.

:31

Song

:34

Station I.D.

:35

Song

:38

Station I.D.

:39

Song

:42

Station I.D.

:43

Song

:46

C-Note

:47

Song

:50

Testimonial

:51

Song

:54

Station I.D.

:55

Song

:58

2-minute news brief

QUESTIONS 1.

How many songs are played each hour? _____________

2.

How many minutes past the hour is the first testimonial? _____________________________________

3.

How many public service announcements are there each hour? ______________________________________

4. After

the first station I.D., about how many minutes

until the weather is reported? ______________________ 5.

How many minutes are between the C-note and the news brief? ______________________________________

KEY Station I.D.: Tells listeners the station they’re listening to C-Note: Information about an upcoming event PSA: Public Service Announcement Testimonial: Recording of a listener talking about why he or she likes the station

Teacher’s Page

Circle Survey 

Learning Objective Students learn to use circle or “pie” graphs

What You’ll Need

• Circle Survey reproducible, page 41

DIRECTIONS 1. Distribute the Circle Survey

reproducible to students. Explain that they will be reading and interpreting a circle graph showing the results of a survey taken by kids just like them about issues facing the United States.

Name___________________________________________________ Date______________________

Circle Survey Kidshavealotontheirmindsthesedays. Butwhataretheythinkingabout?Hereisa circleor “pie”graphthatrepre sentsthethoughtsandconcernsofkidsjustlikeyou.Lookat thegraph andthenanswerthequestions.

Top Issues Facing the United States

29% Environment

36%

2. Review

circle graphs with students and explain that they are used to show parts of a whole. Like cutting a pie into pieces, students can look at the size of each piece to understand statistical information. The pie represents the views of all kids surveyed, each piece represents the percentage of kids surveyed who feel that particular issue is most important.

Crime Other

11% Education

QUESTIONS 1. Whatpercentageof

kidsthoughtcrimewas thetopissue?_______________________________________

2. Whatpercentageof

kidsthoughteithereducationor theenvironmentwas thetopissue? ___________

3. Whatpercentageof

kidsdidnot thinkthatthe environmentwasthe topissue?____________________

4. Whatpercentageof

kidsdidnot thinkthatcrime oreducationwas thetopissue? __________________

5. Whatpercentdo 6.

youthinkall thepiecesof thepieshouldadd upto?_____________________________

Basedonyouranswertoquesti on5,whatpercentageofkidssurveyedfellinto the“Other” category? Write thatnumber on that section of your graph. __________________________________________

7.

I f 1 0 0 k i d s w e r e s u r v ey e d, h o w m a n y k i d s t h ou g ht t h at c r m i e w a s t he t o p i s s ue f a ci n g t h e UnitedStates? ____________________________________________________________________________

8. Whatconcernsdo

youthinkfell intothe“Other”category? ______________________________________

__________________________________________________________________________________________

41

3. Instruct

students to look at the graph and talk about the results. You may wish to briefly discuss percents so that students are not confused about what they are seeing.

4. Instruct

students to answer the questions based on the information given.



• pencil



A N S W E R S 1. 36%

2. 40%

6. 24%

7.

3. 71%

36 kids

4. 53%

5. 100%

8. Answers will vary


Depending on the students’ level, percents can be discussed in more detail. For an even more challenging exercise, the percents can be written as fractions or decimals. The issues raised by this survey can lead into a larger discussion that works well in a current events class or as an essay-writing exercise or homework assignment. Ask students what they think fell into the “Other” category. (The topics included AIDS, abortion, prejudice/racism, violence, and drug and alcohol abuse.) Conduct a similar survey in your class, grade, or school and graph the results. Do students think their concerns are different than the concerns of adults?

Name ______________________________________ _____________ Date ______________________

Circle Survey Kids have a lot on their minds these days. But what are they thinking about? Here is a circle or “pie” graph that represents the thoughts and concerns of kids just like you. Look at the graph and then answer the questions.

Top Issues Facing the United States

29% Environment

36% Crime Other

11% Education

QUESTIONS 1. What percentage of kids thought crime was the top issue? _______________________________________ 2. What percentage of kids thought either education or the environment was the top issue? ___________ 3. What percentage of kids did not think that the environment was the top issue? ____________________ 4. What percentage of kids did not think that crime or education was the top issue? __________________ 5. What percent do you think all the pieces of the pie should add up to? _____________________________ 6.

Based on your answer to question 5, what percent age of kids surveyed fell into the “Other” category? Write that number on that section of your graph. _____________________________________ _______

7.

If 100 kids were surveyed, how many kids thought that crime was the top issue facing the United States? ____________________________________________________________________________

8. What concerns do you think fell into the “Other” category? ______________________________________ __________________________________________________________________________________________

Teacher ’s Page

Super Pix 

Learning Objective Students read pictographs

What You’ll Need

• Super Pix reproducible, page 43


the Super Pix reproducible to students. Explain that they will be using pictographs to answer questions about which NFL teams have won the most Super Bowls.

Name___________________________________________________ Date______________________

Super Pix! Youmightremember whowon theSuper Bowlthis year,lastyear, oreven theyear before.But doyouknowwhichteamhaswonthemostSuperBowls?Ourpictographhasthe answer!Look atthechartandanswerthequestions.

Super Bowl Wins

2. Review

with students that pictographs use pictures or symbols to represent a certain number of things. that when answering questions using a pictograph, students should first count the number of symbols. Then they should add—or multiply—that number according to the number given in the key.

San F rancisco

3. Explain

students to look at the chart before answering the ques-

Dallas =onewin

QUESTIONS 1. a.

Howmany SuperBowlshasDallas won?____________________________________________________

b.

Howmany SuperBowls hasPittsburgh won?________________________________________________

c.

Howmany SuperBowlshas SanFrancisco won?_____________________________________________

2.

HowmanySuper BowlshaveSan FranciscoandPittsburghwon together?________________________

3.

Howmany SuperBowlshavethe threeteamswon together?_____________________________________

4.

Saythat eachfootballequals twoSuper Bowlwins.

5.

4. Instruct

Pittsburgh

a.

Howmanyfootballswould representthenumberof Pittsburgh’sSuperBowl wins?______________

b.

Howmanyfootballs wouldrepresentthenumber ofSan Francisco’sSuperBowlwins?___________

Dosomeresearch:This chartisfromstati stic sgathere din1996.FindoutwhowontheSuperBowlin 1997,1998,andsoforth,until thecurrentyear.Shouldthis pictogra phbechanged?Doesthisinformationchangeany ofyouranswers? Ifso,how? ________________________________________________ 43



tions.

• pencil • scratch paper

A N S W E R S 1a. 5 4a. 2

1b. 4 4b. 2

1c. 5

1/2

2. 9



3. 14

5. Answers may vary


This activity can be changed by designating a different value for each symbol (as done in question 4). Students can have lots of fun devising their own pictographs, which can be used to show numbers of a variety of things. For example, if your school library has a book drive, a chart could be made to keep track of the number of books collected. For example, each book can represent every 10 books that are collected. Or students can come up with an entirely different symbol. Symbols do not necessarily need to be stacked in graph form as they are here. Have students rearrange the pictograph so that the team names are listed and the footballs are to the right of each team name. As an art extension, have students design their own symbols. Ask students if they can combine pictographs with another type of graph, for example, a circle graph.

Name ______________________________________ _____________ Date ______________________

Super Pix! You might remember who won the Super Bowl this year, last year, or even the year before. But do you know which team has won the most Super Bowls? Our pictograph has the answer! Look at the chart and answer the questions.

Super Bowl Wins

San Francisco

Pittsburgh

Dallas = one win

QUESTIONS 1. a.

How many Super Bowls has Dallas won? ____________________________________________________

b.

How many Super Bowls has Pittsburgh won? ________________________________________________

c.

How many Super Bowls has San Francisco won? _____________________________________________

2.

How many Super Bowls have San Francisco and Pittsburgh won together? ________________________

3.

How many Super Bowls have the three teams won together? _____________________________________

4.

Say that each football equals two Super Bowl wins.

5.

a.

How many footballs would represent the number of Pittsburgh’s Super Bowl wins? ______________

b.

How many footballs would represent the number of San Francisco’s Super Bowl wins? ___________

Do some research: This chart is from statistics gathered in 1996. Find out who won the Super Bowl in 1997, 1998, and so forth, until the current year. Should this pictograph be changed? Does this information change any of your answers? If so, how? ________________________________________________

Teacher ’s Page

Today ’s Forecast: Maps! 

Learning Objective Students read a weather map

What You’ll Need

• Today’s Forecast: Maps! reproducible, page 45

DIRECTIONS 1. Distribute the Today’s Forecast: Maps! reproducible to students.

Name___________________________________________________ Date______________________

Today ’s Forecast: Maps!

It may look familiar to many of them.

Beforeyougeton thatplane,you’dbett erchecktheweath ersoyouknowwhattopack! Don’tworry —youdon’thavetobe ameteorologist. Youjustneedourweathermap.Lookatthe chartandanswerthe questions.

2. Review

the map legend with the students. In particular, go over the meanings of the abbreviations listed in the legend.

Chart the Weather

Seattle 62/49c WA

Spokane 67/43sh

Portland 71/51sh

Helena 74/38s

OR

Bend 77/59s

Cheyenne 63/36pc

Reno 77/39s

SaltLakeCity 71/42s

to students that the two numbers listed near each city name refer to that day’s high and low temperature.

Omaha 62/38s

Denver 67/36s

Phoenix 94/67s

MO

IL

Roswell 68/38s

Tulsa 65/46pc

AR

IN

Dallas-Ft.Worth 74/47s SanAntonio 75/48s

PA

Honolulu 88/75s

Hilo 85/70pc

MD Washington DC

OH

Brownsville 77/56s

NJ DE

WV

Charleston 56/40pc

Portland 56/37pc

RI

Providence 62/43pc NewYorkCity 63/48pc Wilmington 61/47pc

Norfolk 61/56sh

VA

KY NC

Nashville 65/43pc

TN MS

AL

Jackson 72/45c

Wilmington 66/56r

Atlanta 58/61c

Charleston 66/56r

GA

Montgomery 71/48pc

LA

NewOrleans 75/57pc

FL

Tampa 87/69sh

Fairbanks 21/3s

Juneau 47/43r

CT

Pittsburgh 56/36sh

Columbus 58/37pc

SC

LittleRock 69/47pc

Amarillo 66/36pc

Buffalo 52/36pc

Detroit 59/39s

Indianapolis 59/36c

Springfield 59/43sh

Hawaii

is a lot of information being presented here, so remind students to read questions carefully. This will help them look for the right information and use their time wisely and efficiently.

NH

MA

MI

Milwaukee 64/41pc DesMoines 53/37s Chicago IA 55/43pc

Topeka 62/40s

OK

TX

Alaska

4. There

KS

SantaFe 66/36s NM

AZ

VT

NY WI

MN

NE

CO

Flagstaff 68/42s

3. Explain

Duluth 51/36t Minneapolis 57/43s

UT

LasVegas 85/62s

CA

LosAngeles 93/70s SanDiego 84/65s

ME

ND

SD

RapidCity 72/41s

WY

NV

SanFrancisco 79/57s

Bismarck 69/42s

ID

IdahoFalls 69/36sh Sacramento 79/57s

MT

Billings 76/48s

Numbers:today ’shigh/low temperatureinF ° c:cloudy

pc:partlycloudy

r : r ani

s h : sh o we r s

sn:snow

snf:snowflurries

t:thunder

s:sun

Miami 85/75pc KeyWest 84/76pc

QUESTIONS 1. What wasthehigh temperatureinSanta Fe, NewMexico?_______________________________________ 2. Whatwas

thelowtemperaturein Wilmington,NorthCarolina?__________________________________

3.

Namethreecities withpartlycloudy skies.____________________________________________________

4.

Howmuchgreater wasthe lowtemperaturein LosAngeles, California,thanthe hightemperaturein Fairbanks, Alaska? _________________________________________________________________________

5. Whatwas

thedifferencebetweenthe lowandhigh temperaturesinHonolulu,Hawaii?_____________

6. Which city hadthelowest high temperature?__________________________________________________ 7. Whichcity 8.

hadthe highestlow temperature?_________________________________________________

Namecitiesin fourdifferentstates withshowers.______________________________________________ 45


• pencil

A N S W E R S 1. 66 5. 13

2. 56

degrees


3. Answers will vary 6. Fairbanks,

4. 49

degrees

• paper

Alaska



7. Key West, Florida 8. Answers will vary


This is an activity that can change every day. Weather maps often are accompanied by charts listing everything from historical highs and lows to rainfall and tides. The weather maps shown on the television news may present different information, more specifically tailored to your town. Researching the local weather news can make an ideal take-home assignment. Have students design other pictographs, for example, to go along with the weather map. For example, one raindrop could equal an inch of precipitation. Also, temperatures presented here are in degrees Fahrenheit. Discuss Celsius and when and where it’s used. For more challenging math, have students convert temperatures.

Name ______________________________________ _____________ Date ______________________

Today ’s Forecast: Maps! Before you get on that plane, you’d better check the weather so you know what to pack! Don’t worry—you don’t have to be a meteorologist. You just need our weather map. Look at the chart and answer the questions.

Chart the Weather

Seattle 62/49c WA

Portland 71/51sh

Spokane 67/43sh

Helena 74/38s

OR

MT

Billings 76/48s

Bend 77/59s

San Francisco 79/57s CA

Cheyenne 63/36pc Salt Lake City 71/42s

Las Vegas 85/62s

Omaha 62/38s

Denver 67/36s KS

Phoenix 94/67s

WI

Topeka 62/40s

MO

IL

Santa Fe 66/36s

OK

Roswell 68/38s

Tulsa 65/46pc

Dallas-Ft.Worth 74/47s San Antonio 75/48s

IN

Indianapolis 59/36c

Alaska

Honolulu 88/75s

Hilo 85/70pc

Hawaii

Brownsville 77/56s

CT

PA

Pittsburgh 56/36sh

Columbus 58/37pc

Washington DC

OH

NJ

MD

DE

WV

Charleston 56/40pc

Portland 56/37pc

RI

Providence 62/43pc New York City 63/48pc Wilmington 61/47pc

Norfolk 61/56sh

VA

KY NC

Nashville 65/43pc

TN MS

AL

Jackson 72/45c

Wilmington 66/56r

LA

Atlanta 58/61c

Charleston 66/56r

GA

Montgomery 71/48pc

New Orleans 75/57pc

FL

Tampa 87/69sh

Fairbanks 21/3s

Juneau 47/43r

Buffalo 52/36pc

Detroit 59/39s

SC

Little Rock 69/47pc

Amarillo 66/36pc

TX

AR

MA

MI

Milwaukee 64/41pc Des Moines 53/37s Chicago IA 55/43pc

Springfield 59/43sh

NM AZ

NH NY

MN

NE

CO

VT

Minneapolis 57/43s

UT

Flagstaff 68/42s Los Angeles 93/70s San Diego 84/65s

Duluth 51/36t

Rapid City 72/41s

WY

NV

Reno 77/39s

ME

ND

SD

ID

Idaho Falls 69/36sh Sacramento 79/57s

Bismarck 69/42s

Numbers: today ’s high/low temperature in F ° c:cloudy

pc:partly cloudy

r: rain

sh: showers

sn: snow

snf:snow flurries

t: thunder

Miami 85/75pc Key West 84/76pc

s: sun

QUESTIONS 1. What was the high temperature in Santa Fe, New Mexico? _______________________________________ 2. What was the low temperature in Wilmington, North Carolina? __________________________________ 3.

Name three cities with partly cloudy skies. ____________________________________________________

4.

How much greater was the low temperature in Los Angeles, California, than the high temperature in Fairbanks, Alaska? _________________________________________________________________________

5. What was the difference between the low and high temperatures in Honolulu, Hawaii? _____________ 6. Which city had the lowest high temperature? ____________________________________________ ______ 7. Which city 8.

had the highest low temperature? ___________________________________________ ______

Name cities in four different states with showers. ______________________________________________

Teacher ’s Page

Taking Stock of Stocks 

Learning Objective Students learn to read basic stock charts

What You’ll Need

• Taking Stock of Stocks reproducible, page 47

DIRECTIONS 1. Distribute the Taking Stock of Stocks reproducible to students.

Explain that they will be reading some basic stock quotes from the newspaper showing the activity of stocks on a specific day.

Name___________________________________________________ Date______________________

Taking Stock of Stocks It’smarketmadnesswithourstockmarketquotes! Readthechartandgraphbelowandthen answerthequestionsaboutsomeoftheupsanddownsofadayin thelifeofsomestocks.

Going to the Market 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30

2. Review

chart reading with students. Tell them to familiarize themselves with the chart before attempting to answer the questions. You may wish to discuss stocks in general and the chart here in particular before asking the students to begin answering the questions.

10,558

4. Instruct

students to read the chart first and then answer the questions.

4:00

4:00 P.M.

10,435

10,480

➡

10,420

122.68

I NDE X

CLOSE

Nasdaq composite Standard & Poor’s 500 T re as ur y bo nd , 30 -y ea r yi el d Tr ea u s ry not e, 10- ye ar y ei dl

4013.36 1475.95 5 8. 9% 6 01 . %

C HANGE ➡ ➡

➡ x➡

➡

23.53 10.5 u nc h. 0. 01

QUESTIONS 1. a. Lookatthe

graph.Overall,didthe DowJonesIndustrialaveragego upordown? _________________

b. By howmuch?___________________ 2. a. Basedonthe

informationonthegraph, whattimedoes thestockmarket open?_________________

b. Whattimedoes 3. a. Lookat

itclose?__________________

theIndexchart. Howmanyindexeswent up?_________________

4. Whichindexhadno

is likely that most students are not familiar with the stock market and this may be a source of intimidation for them. When discussing the activity with students, it may be useful to point out that it is not necessary to completely understand the stock market to do this activity.

3:00 3:30

10,540

b. Howmanyindexeswent

3. It

2:00 2:30

DowJones IndustrialAverage

9:30 A.M.

10,600

down?___________________

change?____________________

5. a. DidtheNasdaqcompositego

upor down?____________________

b. By howmuch?___________________ 6. a. Whatdidthe

Treasurynotewitha 10-yearyieldclose at?___________________

b. Whatwasthe

change?___________________

c. Basedonyour

answerstoa andb,whatdidthe Treasurynotewitha10-yearyieldopen at?_________ 47

ScholasticProfessionalBooks • 2001

GreatGraphs,Charts &TablesTha tBuildRea l-LifeMathSkills

• pencil



A N S W E R S 1a. down 3a. 2 5a. up

1b. 122.68

3b. 1

2a. 9:30 A .M.

4. Treasury

5b. 23.53

2b. 4:00 P.M.

bond, 30-year yield

6a. 6.01%

6b. 0.01

6c. 6.00%


There are stock quotes in the paper every day that can be used for classroom activities, in addition to a number of Web sites (see page 59) that provide constant updates. The example given here is a very simplified version, but actual stock quotes provide fractions, decimals, sometimes percents— they are a gold mine of statistics. As an ongoing project, it can be fun and educational to have the class track some stocks over time. Allow the kids to choose the stocks themselves (there are many that would be popular with kids, including some clothing and shoe designers, fast-food chains, and entertainment groups) and chart the stocks on a giant line graph in your classroom or hallway.

Name ______________________________________ _____________ Date ______________________

Taking Stock of Stocks It’s market madness with our stock market quotes! Read the chart and graph below and then answer the questions about some of the ups and downs of a day in the life of some stocks.

Going to the Market 9:30

10:00 1 0:30

9:30

11:00 1 1: 30 1 2:00 1 2:30

1:30

2:00

2: 30

3:00

3:30

4:00

Dow Jones Industrial Average

A.M.

10, 558

10,600

1:00

10,540

4:00

P.M.

10,435 10,480

➡

10,420

INDEX

CL O S E

Nasdaq composite Standard & Poor’s 500 Treasury bond, 30-year yield Treasury note, 10-year yield

4013.36 1475.95 5.89% 6.01%

122.68

C H A NG E ➡ ➡

➡ x➡

➡

23.53 10.5 unch. 0.01

QUESTIONS 1. a. Look at the graph. Overall, did the Dow Jones Industrial average go up or down? _________________ b. By how much? ___________________ 2. a. Based on the information on the graph, what time does the stock market open? _________________ b. What time does it close? __________________ 3. a. Look at the Index chart. How many indexes went up? _________________ b. How many indexes

went down? ___________________

4. Which index had no change? ____________________ 5. a. Did the Nasdaq composite go up or down? ____________________ b. By how much? ___________________ 6. a. What did the Treasury note with a 10-year yield close at? ___________________ b. What was the change? ___________________ c. Based on your answers to a and b, what did the Treasury note with a 10-year yield open at? _________

Teacher ’s Page

Dinner Diagrams 

Learning Objective Students create Venn diagrams

What You’ll Need DIRECTIONS 1. Distribute

• Dinner Diagrams reproducible, page 49

the Dinner Diagrams reproducible to students.

2. Review Venn diagrams with students and make sure that they

Name___________________________________________________ Date______________________

Dinner Diagrams

understand what a Venn diagram is used to represent. Compare a Venn diagram to other graphs and discuss how the Venn diagram is different.

Hopeyou’re hungry! You’veheard ofthe fourmajor foodgroups, butthey usuallydon’t include “foodyouusuallyeatwithyourhands”!Foreachdescriptiongivenbelow,drawaVenndiagram thatshowsthegroupoffooditemsdescribed.

What’s for Dinner? HotFood pepperonipizza cheesepizza hamburger spaghettiwith tomatosauce spaghettiwith meatballs friedchicken frenchfries

3. Mention to students that Venn diagrams represent what two

ColdFood

or more different groups have in common. Mention that a Venn diagram represents an “overlap” of groups, just as they see the circles themselves overlap.

roastbeef sandwich cucumbersandwich applesauce

a brief discussion about possible situations—aside from what is presented in the activity—for which a Venn diagram might be used.

1.

Hot Food

pepperoni pizza hamburger

Meatless Food

cheese pizza

4.

Foo d You Us ual ly E at W it h Yo ur H an ds

spaghetti with tomato sauce

cucumber sandwich

spaghetti with meatballs

applesauce

hamburger

roast beef sandwich

pepperoni pizza

cucumber sandwich

fried chicken french fries

Food You Usually Eat With Your Hands

2.

Cold Food

Food You Usually Eat with Hands fried chicken

applesauce

roast beef sandwich cucumber sandwich

5.

fried chicken pepperoni pizza

pepperoni pizza

roast beef sandwich

cheese pizza

hamburger

hamburger

Meatle ss Food

cheese pizza


cucumber sandwich

mixed vegetables

french fries

applesauce

french fries

Food You Usuall y Eat With Your Hands

3.

Cold Food

Meatless Food cheese pizza

roast beef sandwich

cucumber sandwich


applesauce

mixed vegetables french fries

cheesepizza spaghettiwith tomatosauce mixedvegetables cucumbersandwich applesauce frenchfries

1.

Hotfooda ndmeatlessfood

2.

Coldfoodandfoodyouusually eatwithyourhands

3.

Coldfoodand meatlessfood

5.

Foodyouusuallyeatwithyourhandsandmeatle ssfood

Bonus: Hotfood,meatlessfood,andfoodyouusually eatwithyourhands!

49 ScholasticProfessionalBooks• 2001


• pencil • protractor for drawing circles (optional)



cheese pizza

mixed vegetables

spaghetti with spaghetti with tomato sauce meatballs french fried fries chicken

H ot F oo d

MeatlessFood

4. Hotfoodandfoodyouusuallyeatwithyourhands

students to draw Venn diagrams to represent the requested information.

A N S W E R S

friedchicken pepperonipizza cheesepizza roastbeef sandwich cucumbersandwich hamburger frenchfries

DrawVenndiagrams toshow theintersectionof thefollowinggroups:

4. Have

5. Instruct

FoodYouUsuallyEat WithYour Hands

Bonus

roast beef sandwich

Meatless Food

applesauce cucumber sandwich

mixedvegetables

cheese pizza fried french chicken fries pepperoni spaghetti with pizza tomato sauce hamburger spaghetti with meatballs


Have students create a similar set of Venn diagrams based on the food that they find in their school cafeteria. Encourage them to be as creative as possible with the groups that they decide to create. They may use colors, textures, ingredients—anything that can be classified as a group. And of course, challenge students to create Venn diagrams of items other than food. They may want to try sporting equipment—such as items used with hands, feet, or heads. Students can also create “Venn collages” in which pictures are used to illustrate grouped items as opposed to words or numbers.

Name ______________________________________ _____________ Date ______________________

Dinner Diagrams Hope you’re hungry! You’ ve heard of the four major food groups, but they usually don’t include “ food you usually eat with your hands”! For each description given below, draw a Venn diagram that shows the group of food items described.

What’s for Dinner? Hot Food pepperoni pizza cheese pizza hamburger spaghetti with tomato sauce spaghetti with meatballs fried chicken french fries

Cold Food roast beef sandwich cucumber sandwich applesauce

Food You Usually Eat With Your Hands fried chicken pepperoni pizza cheese pizza roast beef sandwich cucumber sandwich hamburger french fries

Meatless Food cheese pizza spaghetti with tomato sauce mixed vegetables cucumber sandwich applesauce french fries

Draw Venn diagrams to show the intersection of the following groups: 1. Hot food and meatless food 2. Cold food and food you usually eat with your hands 3. Cold food and meatless food 4. Hot food and food you usually eat with your hands 5. Food you usually eat with your hands and meatless food Bonus:

Hot food, meatless food, and food you usually eat with your hands!

Teacher ’s Page

Menu Math 

Learning Objective Students read a menu

What You’ll Need

• Menu Math reproducible, page 51


the Menu Math reproducible to students.

Name___________________________________________________ Date______________________

2. Review

the basics of money math with students, such as adding and subtracting with decimals. Make sure students are comfortable with regrouping when adding and subtracting decimals.

Menu Math WelcometoDescartes Cafe! What’son themenu,youask?Whymath,ofcourse!Butbeforeyou fillup onfood you’dbettertakea closelookat ourmenu.Thenreadtheinformatio nandanswer thequestions.

Descartes Cafe MENUOFTHEDAY 10.95

ALACARTESELECTION

Includesyourchoiceofa dinner,aside order,anda dessert.Comeswithbeverageanda greensalad.

*Alacarteselectionsareserved withoutsideorders

SALADS GreenSalad 2.85 TomatoSalad 3.95 Grilled Chicken Salad 4.95 DINNERS

3. Instruct

students to do the calculations by hand. Later, if you wish, they may check their work—or their neighbor’s work— with a calculator.

*Alldinnerscomewith frenchfriesorbakedpotato andasalador spinach

Grilled Salmon 7.00 Hamburger 4.00 T-BoneSteak 6.50 SIDEORDERS FrenchFries 2.00 Baked Potato 1.50 Spinach 1.75

Hamburger 5.85 T-BoneSteak 8.95 Roast Chicken 7.95 VegetableMedley 6.95 GrilledSalmon 9.95

BEVERAGES Soda 2.00 Milk 1.00 Juice 1.50

DESSERTS Ice Cream 1.00 BrownieSundae 3.95 Cherry Pie 2.95 withIceCream add.75

QUESTIONS 1.

Howmuchmore doesthegrilled salmondinnercost thanthehamburger dinner?_________________

2. a. Ifyou

ordera roastchickendinner anda soda,how muchdoesyour ordercost?_________________

b. Ifyoudecide

tohavea pieceofcherry pieafterdinner,what isyourtotal now?___________________

3. a. IsthecostoftheMenuoftheDaymoreorlessthanyouranswerto2b?__________________

4. For many students, decimals are not as “scary” when used in

a money context, something that they are familiar with. Illustrating the use of decimals as a means of counting money can help make students more comfortable with decimals in general. 5. Before

they attempt to answer the questions, explain to students the difference between ordering a dinner or ordering a la carte.

6. Students

b. Howmuchmore 4. What

orless? ______________________

is thedifference in price betweena hamburgerdinner and a hamburgerand french fries

orderedseparately?______________________ 5. Youdecideyou

wantgrilledsalmon, bakedpotato,green salad,soda, andcherry piewithice cream.

a. Howmuchwould

thismealcost ifyou orderedeverythingindividually?________________________

b. Howmuchwoulditcostifyouorderedthegrilledsalmondinnerandthenthesamebeverageand

dessert separately?_______________________ c. Whichisthe d. What

leastexpensiveoption: 5a,5b,o rthe Menuof theDay? ___________________________

is the difference in price between the least expensive optiona nd the most expensive

option? _________________________ 51 S hl i P f i

l B k 2001

G

G

hCh

& T bl

T h B i l dR l L i f M h S ki ll

• pencil and paper • calculator (optional)

can then answer the questions.



A N S W E R S


1. 4.10 2a. 9.95 2b. 12.90 3a. less 3b. 1.95

0.15 5a. 17.05 5b. 15.65 5c. Menu of the Day 5d. 6.10 4.

This is an activity that segues nicely into discussions about tax and percents. Students can re-compute all of their answers based on the food and beverage tax in your state, for example. This can also lead to a discussion about tipping. Students can then compute tax and tip, and discuss the difference between the price on the menu and what they actually end up paying for the meal. Try giving your students a limit on the money they can spend. They can list the items they want to order, along with the prices. Remind them that they will also need to pay for tax and a tip! A variety of take-out menus could come in handy and provide endless “menu math” activities.

25

25

25

Name ______________________________________ _____________ Date ______________________

Menu Math Welcome to Descartes Cafe! What’s on the menu, you ask? Why math, of course! But before you fill up on food you’d better take a close look at our menu. Then read the information and answer the questions.

Descartes Cafe MENU OF THE DAY 10.95

A LA CARTE SELECTION

Includes your choice of a dinner, a side order, and a dessert. Comes with beverage and a green salad.

*A la carte selections are served without side orders

SALADS Green Salad 2.85 Tomato Salad 3.95 Grilled Chicken Salad 4.95 DINNERS *All dinners come with french fries or baked potato and a salad or spinach

Grilled Salmon 7.00 Hamburger 4.00 T-Bone Steak 6.50 SIDE ORDERS French Fries 2.00 Baked Potato 1.50 Spinach 1.75

BEVERAGES Soda 2.00 Milk 1.00 Juice 1.50

DESSERTS Ice Cream 1.00 Brownie Sundae 3.95 Cherry Pie 2.95

Hamburger 5.85 T-Bone Steak 8.95 Roast Chicken 7.95 Vegetable Medley 6.95 Grilled Salmon 9.95

with Ice Cream add .75

QUESTIONS 1.

How much more does the grilled salmon dinner cost than the hamburger dinner? __ _______________

2. a. If you order a roast chicken dinner and

a soda, how much does your order cost? _________________

b. If you decide to have a piece of cherry pie after dinner, what is your total now? ___________________ 3. a. Is the cost of the Menu of the Day more or less than your answer to 2b? __________________ b. How much more or less? 4. What

______________________

is the difference in price between a hamburger dinner and a hamburger and french fries

ordered separately? ______________________ 5. You decide you want grilled salmon, baked potato, green salad, soda, and cherry pie with ice cream. a. How much would this meal cost if b. How much would it cost if

you ordered everything individually? ________________________

you ordered the grilled salmon dinner and then the same beverage and

dessert separately? _______________________ c. Which is the least expensive option: 5a, 5b, or the Menu of the Day? ___________________________ d. What

is the difference in price between the least expensive option and the most expensive

option? _________________________

Teacher ’s Page

Have Stats, Will Travel *NOTE: This activity has four parts. This teacher page accompanies the next four reproducibles.



Learning Objective Students read for detail a variety of charts

What You’ll Need

relating to travel

• Have Stats, Will Travel reproducibles, pages 53–56

DIRECTIONS 1. Distribute the four Have Stats, Will Travel reproducibles to stu-

dents. The charts and tables reflect some of the information travelers might use as they’re planning a trip abroad: plane fares, currency exchange rates, weather, and individual city statistics. However, you do not have to use all four together or in sequence. Each activity can easily stand on its own.

Name ___________________________________________________ Date ______________________

Have Stats, Will Travel (Part 1) Gotyourpassportready? Ticket?Finalboarding! Whereareyou headed?Well,the choiceis yours.One thingisfor sure— you’dbetterpackyourmath.Tofindouthowmuchitwillcostfor youto getwhereyo u’regoing,lookatourchartofairfaresforsomeverypopulardestinations. Readthe informationandanswer thequestions. Name ___________________________________________________ Date ______________________

Stats Take Flight!

Have Stats, Will Travel (Part 2)

AIR FARES

DOM E ST IC R OUT E S

Beforeyougeton thatplane,you’dbetter checktheweatherso youknowwhatto pack! INT E RNAT IO NAL R OUTE S

Don’tworry — youdon ’thavetobea meteorologi st.Youjustneedourweatherchart.Lookatthe

D si co un t F ra e; er st rci te d Fa re ; chartandU nanswerthequestions. Airline Airline N ew Yo r -k Denver

$ 27 8: F yl N ow

$ 1, 82 8: F yl N ow

D si co un t F ra e; Airline

U nr e ts ri ct e d aF re ; Airline

$ 73 0: S ky H gi h $ 1, 68 2: S yk H gi h How’s the Weather?

N ew Yo r -k A thens

Name ___________________________________________________ Date ______________________ N e w oY r k Los Angeles

$38 1 : B or n 2F l y

N e w oY r k St. Louis

$28 7 : S ky W o rld

$ 6 82 : B or n 2F l y

$ 11, 6 :4S k yW o lrd

City

S a n Far n cis co A us tin WashingtonLas Vegas

$ 5 82 : We s w t a dr H o

$630:AirUp Beijing There

Athens

Atlanta Boston B ue no s Ai e r s

1.

$ 12, 1 0:P a icfci T r ial s

$ 30, 9 6:P a icfci T r ial s

Have Stats, Will Travel (Part 3)

MayDays

A tal n at -

Average Rainy Cape Town

$ 8 9 : F ar - na d A - w ay

$ 29, 4 2:F a-ra nd - Aw a y

City

Average

Rainy

H i gh / o Lw D afun,butit’s ys Hih g/o Lw D a ys 02Turkishliras? Don ’tpanic, Travelmaybe notcheap. Doyouhaveanextra564,6

$18 9 : We s w t a dr H o

$198:AirUpThere

Q UEST IONS

N e wY o kr Hong Kong

Cairo

L o s A gn eel s $ 6.Tofindoutmoreabouthowfaradollarwillgetyouindiffere 10 : E sa t W ay that’sonlyonedollar n tpartsof 77/61 8 Lo sA ng el se $ 11, 5 0:7E a2/ts W 53 a y 2 Moscow checkourcurrency exchangechartand answerthequestions. theworld, 79/60 10 Madrid 70/50 10 SanFrancisco- 6 81/55 Mexico City

$379:BorderAir M ex ci

o Ci yt $480:BorderAir 7 8/ 54 17 Name ___________________________________________________ Date ______________________ Moscow 66/46 13

Money and Math in Many Lands

66/49

11

6 4/ 47

7

New York

91/63

0

Paris

WhatCan YouGet 65/50 12 Phoenix

Chicago

68/53

11

Have12Stats, Will Travel (Part 4)

68/49 91/60

1

Doyouknowyour wayaroundSingapore? Incaseyoudon’t,wehavealmostevery thing you Howmuchisa discountairfarefrom NewYorktoSt. Louis?_____________________________________

Delhi 105/79 2 Rome 74/56 5 forOne DollarIn? .. . needtoknowrigh there.Fromtaxistotempe r ature ,itcanallbefoundonourvitalstatis ticschart 60/43 Austin?_________________________________ 10 San uJ an 84/74 16 fromSanFranciscoto 2 a. Whatairlineis offeringaflight Dublin forSingapore. Justreadthe chartand answerthequestions. May 2000 May 1999 E di nb ur gh 5 6/ 43 1 4 Sydney 66/52 13 b.

Howmuch isthe unrestrictedfare?____________________________________________________ ___ H on gK on g AFRICA 8 2/ 74 1 3 Tokyo 71/54 10

Getting Around

K n e84/66 ay (s hi ll ni g) 7 5 .6 09 5 0.63/44 90 Houston Toronto YorktoAthensor anunrestrictedfarefromNew Yorkto 13 3. Whichcostsmore,a discountflightfromNew M o r oc o c (d ri ha m 9. 02 875/54 3. 4 Q UEST Jerusalem 81/57 1) Washington 12IONS Denver?_______________________________________________________________________ So ut hA rf ci a( ar nd ) 5. 21 4___________ 6. 7 London 62/47 12 Zurich 67/47 14

1. What countries besides the United States Howmuchisan unrestrictedfarefromAtlantato CapeTown?_________________________________ THEAMERICAS useaunitofcurrencycalledthedollar? ____ Brazil r(eal) 1.64 1.51 Q UEST IONS ___ _______________________________________ b. Which airlineprovidesthat service?_____________________________________________________ Canada (dolla )r 1.44 Singapore 1.42

4 a.

2. Explain to students that they will be seeing a variety of

information relating to travel, and they will have to read carefully to find the information they need.

c. Howmuch 5.

MayinBuenos 8.85 Aires?_________________ 1. Howmanyrainydays weretherein Mexico (peso) 8.75 ________________________________________ moreisthe unrestrictedfarethanthe discount fare?_______________________________ Stats

owtemperaturein Paris?_________________ 2. a. Whatwas theaveragel ASIA-PACIFIC 2. Which countries use a unit of currency Howmanydiscounttickets fromNewYorkto LosAngelescan moneyrequiredto Au ts ar i l a( do l l ar )bebought withthe 1. 67 1 4. 7 POPULATION ESTIMATEcalledthe franc?________________________ buyoneunrestrictedticket fromNewYorkto HongKong?______________________________________ Paris’saveragelowtemperature high?________________ Ho ng Ko ng (d olal )r 7. 56 thantheaverage 7 5. 2 b. Howmuchlowerwas 3.9 million _______________________________________ India (r upee) 40. 2 4 39.59 theaveragel owinDelhi orthea veragehighin Sydney?_________________ Japan(yen) 104.78 116.30 MAY W EATHER 3. a. HowmanyItalianlirascouldyougetfor theleast numberofrainyda ys?_________________ EUROPE High 89° onedollarin1999? ______ _____ ______ _ 53

3. Whichwaswarmer, 4. a. Whichcityhad ScholasticProfessionalBooks • 2001

b. Whichcityhad

A us rt ai ( sc hi ll ni g)

1 Low 4. 67TablesThatBuildReal-LifeMath 1 2. 62 GreatGraphs,Charts&

Skills

75°

thegreatest? _________________4 .3 01 Q UEST IONS B le gi um (f ar nc ) couldyouget RainyDays 3 6. 98 15b. HowmanymoreItalianliras p( ound) .63 thehigh andlow?_________________ .60 foronedollar in2000?_________________ theleast Britain temperaturechangebetween 1. Whatisthe averagehight emperatureinSingaporeinMay? Denmark (kro ne) 7. 5 9 6.81 OF AVERAGE COST ______________________________________________________ heunit ofcurrency inKenya? 4. a. What ist thelowest averagehigh?_________________ France f(ranc) 6.99 6.01 HOTEL PER NIGHT Germany (mark) 2.09 1.79 _____________________________________ Roomforonewithtax$230.50 Whatis theestimated populationof Singapore?__________ 2. averagelow?_________________ b. Whichcityhad thehighest H un ga yr ( of rn ni )t 2 62 5. 0 2 18 6. 0 ______________________________________________________ r encycouldyouget b. Howmuchofthatcur Ireland p( unt) .80 .69 OF AVERAGE COST I at yl (l ri a) 2 0, 63DINNER . 30 1 7, 75 ONE 1. 0 fora3.dollarin2 FOR Doesthe 000?___________________ $24price ScholasticProfessionalBooks • 2001 fordinnerincludetax andtip?_________

5. Whichcityhad

6. a. Whichcityhad

54

P or tu ga l e ( sc ud o) Sp ai n( pes eta )

2 0 Withtax 3 7. 0 1 75 3. 0 andtip 1 69. 20 1 45 5. 0

3. Review phrases such as “average,” “at least,” and “no more than”

Egypt p ( ound) Israel (shekel) T ur ke y (l ri a )

$24.00 5.

U pon entr y 3.15 3.18 E a ch a d dti i on a l 3.83 km 3.76 5 64 6, 02F 0.r o0 m ht e a3i p 2r, o 97r2t. 00

______________________________________________________ Ifyouhadonedollarin2000,whichcould

youget4. moreof, Japaneseyen orSpanish itcostupon enteringataxi?____________ a. Howmuchdoes

TAXI

MIDDLEEAST

$ .141 pesetas? _______________________________ b. Ifeachadditionalkilometer (km)is$0.25, andyougo8 km, $ 02. 5 owmanyIndianrupees couldyou howmuchmoney willyou oweall together?____________ $ 16.0.3In1999,h 0

getwithtwo____________________________________________________ dollars?_____________________

AVERAGE COST OF CAR RENTAL PER DAY ScholasticProfessionalBooks•

2001

withunlimited f re e mi el ag e

with students, and talk about what they mean.

5 a.

Howmuchisataxiridefromtheairp ort?____ ______ ____ 55

GreatGraphs,Charts &TablesThatBuildR eal-LifeMathSkills

____________________________________________________

$ 11 3. 56

b. Basedonthecostofenteringataxiandthecostforeach

additionalkilomete r,abouthow manykilomete rsis it fromtheairport totown?_____________________________

56

4. Instruct

students to look at the information being presented before they answer any questions. Once they feel comfortable with the chart or table, remind them to read each question carefully. The answers are much easier to find if the students are clear on what they are looking for.

ScholasticProfessionalBooks•

2001

• pencil • paper • calculator

 A N S W E R S

Page 53


1. $278 2a. Westward Ho 2b. $582 3. Unrestricted fare from New York to Denver 4a. $2,942 4b. Far-and-Away 4c. $2,043 5. 9

Page 54 1. 7

2a. 49

degrees 2b. 19 degrees 3. average low in Delhi 4a. Cairo 4b. Mexico City 5. Hong Kong 6a. Edinburgh 6b. Delhi Page 55 1. Canada; Australia; Hong Kong 3a. 1,775.10 5. Spanish

3b. 288.20

pesetas

Page 56 1. 89 degrees 5a. $10.30

2. Belgium;

4a. shilling

France 4b. 56.09

6. 79.18

2. 3.9 million

5b. 35.6 kilometers

3. yes

4a. $1.41

4b. $3.41

The international flavor of these activities naturally lends itself to a great deal of multicultural exchange and learning. They also present a wonderful way to work on money math. Students could be given a travel budget and plan a trip—buy tickets, pay for transportation from the airport, and figure out how far their dollars will go in a certain country. Exchange rates are a great way to teach conversions, decimals, and calculator skills.

Name ______________________________________ _____________ Date ______________________

Have Stats, Will Travel (Part 1) Got your passport ready? Ticket? Final boarding! Where are you headed? Well, the choice is yours. One thing is for sure— you’d better pack your math. To find out how much it will cost for you to get where you’re going, look at our chart of air fares for some very popular destinations. Read the information and answer the questions.

Stats Take Flight! A I R FA R E S D OM E S T I C R O UT E S

I N T E R N AT I O N AL R O U T E S

Discount Fare; Airline

Unrestricted Fare; Airline

New YorkDenver

$278: Fly Now

$1,828: Fly Now

New YorkLos Angeles

$318: Born2Fly

New YorkSt. Louis San FranciscoAustin WashingtonLas Vegas

Discount Fare; Airline

Unrestricted Fare; Airline

New YorkAthens

$730: Sky High

$1,682: Sky High

$682: Born2Fly

New YorkHong Kong

$1,210: Pacific Trails

$3,096: Pacific Trails

$278: SkyWorld

$1,164: SkyWorld

AtlantaCape Town

$899: Far-and-Away

$2,942: Far-and-Away

$198: Westward Ho

$582: Westward Ho

Los AngelesMoscow

$610: East Way

$1,150: East Way

$198: Air Up There

$630: Air Up There

San FranciscoMexico City

$379: Border Air

$480: Border Air

QUESTIONS 1.

How much is a discount air fare from New York to St. Louis? _____________________________________

2 a. What airline is offering b.

a flight from San Francisco to Austin? ______________________ ___________

How much is the unrestricted fare?_______________________________________________________

3. Which costs more, a discount flight from New York to Athens or an unrestricted fare from New York to

Denver? __________________________________________________________________________________ 4 a. How much is

an unrestricted fare from Atlanta to Cape Town? _________________________________

b. Which airline provides that service? ________________________________________________________ c. How much more is the unrestricted fare than 5.

the discount fare? _______________________________

How many discount tickets from New York to Los Angeles can be bought with the money required to buy one unrestricted ticket from New York to Hong Kong? ______________________________________

Name ______________________________________ _____________ Date ______________________

Have Stats, Will Travel (Part 2) Before you get on that plane, you’d better check the weather so you know what to pack! Don’t worry — you don’t have to be a meteorologist. You just need our weather chart. Look at the chart and answer the questions.

How’s the Weather? May Days Average High/Low

Rainy Days

Average High/Low

Rainy Days

Athens

77/61

8

Los Angeles

72/53

2

Atlanta

79/60

10

Madrid

70/50

10

Beijing

81/55

6

Mexico City

78/54

17

Boston

66/49

11

Moscow

66/46

13

Buenos Aires

64/47

7

New York

68/53

11

Cairo

91/63

0

Paris

68/49

12

Chicago

65/50

12

Phoenix

91/60

1

Delhi

105/79

2

Rome

74/56

5

Dublin

60/43

10

San Juan

84/74

16

Edinburgh

56/43

14

Sydney

66/52

13

Hong Kong

82/74

13

Tokyo

71/54

10

Houston

84/66

7

Toronto

63/44

13

Jerusalem

81/57

1

75/54

12

London

62/47

12

67/47

14

City

City

Washington Zurich

QUESTIONS 1.

How many rainy days were there in May in Buenos Aires? _________________

2. a. What was the average low temperature in Paris? _________________ b. How much lower was Paris’s average low temperature than the average high? ________________ 3. Which was warmer, the average low in Delhi or the average high in Sydney? _________________ 4. a. Which city had the least number of

rainy days? _________________

b. Which city had the greatest? _________________ 5. Which city had the least temperature change between the high and low? _________________ 6. a. Which city had the lowest average high? _________________ b. Which city had the highest average low? _________________

Name ______________________________________ _____________ Date ______________________

Have Stats, Will Travel (Part 3) Travel may be fun, but it’s not cheap. Do you have an extra 564,602 Turkish liras? Don ’t panic, that’s only one dollar. To find out more about how far a dollar will get you in different parts of the world, check our currency exchange chart and answer the questions.

Money and Math in Many Lands What Can You Get for One Dollar In? . . . May 2000

May 1999

AFRICA Kenya (shilling) Morocco (dirham) South Africa (rand)

56.09 9.02 5.21

50.90 8.34 4.67

1. What

THE AMERICAS Brazil (real) Canada (dollar) Mexico (peso)

1.64 1.44 8.85

1.51 1.42 8.75

1.67 7.56 40.42 104.78

1.47 7.52 39.59 116.30

14.67 43.01 .63 7.95 6.99 2.09 262.50 .80 2,063.30 203.70 169.20

12.62 36.98 .60 6.81 6.01 1.79 218.60 .69 1,775.10 175.30 145.50

ASIA-PACIFIC Australia (dollar) Hong Kong (dollar) India (rupee) Japan (yen)

QUESTIONS

use a unit of currency called the dollar?____ _______________________________________ ________________________________________ 2. Which

_______________________________________ 3. a. How

many Italian liras could you get for

one dollar in 1999? __________________ b. How many more Italian liras could you get

for one dollar in 2000? _________________ 4. a. What

is the unit of currency in Kenya?

_____________________________________ b. How much of that currency could you get

for a dollar in 2000? ___________________ 5.

If you had one dollar in 2000, which could you get more of, Japanese yen or Spanish

MIDDLE EAST Egypt (pound) Israel (shekel) Turkey (lira)

countries use a unit of currency

called the franc? ________________________

EUROPE Austria (schilling) Belgium (franc) Britain (pound) Denmark (krone) France (franc) Germany (mark) Hungary (fornint) Ireland (punt) Italy (lira) Portugal (escudo) Spain (peseta)

countries besides the United States

3.18 3.76 564,602.00

3.15 3.83 32,972.00

pesetas? _______________________________ 6.

In 1999, how many Indian rupees could you get with two dollars? _____________________

Name ______________________________________ _____________ Date ______________________

Have Stats, Will Travel (Part 4) Do you know your way around Singapore? In case you don’t, we have almost everything you need to know right here. From taxis to temperature, it can all be found on our vital statistics chart for Singapore. Just read the chart and answer the questions.

Getting Around

Singapore Stats POPULATION ESTIMATE 3.9 million

M AY WE AT H E R High Low Rainy Days

89° 75° 15

AV E R A G E C O S T O F HOTEL PER NIGHT Room for one with tax $230.50

AV E R A G E C O S T O F DINNER FOR ONE With tax and tip

$24.00

TA XI Upon entry Each additional km From the airport

QUESTIONS 1. What is the average high temperature in Singapore in May?

______________________________________________________ 2. What

is the estimated population of Singapore? __________

______________________________________________________ 3.

Does the $24 price for dinner include tax and tip? _________ ______________________________________________________

4. a. How much does it cost upon entering

$1.41 $0.25 $10.30

a taxi? ____________

b. If each additional kilometer (km) is $0.25, and you go 8 km,

how much money will you owe all together? ____________ ____________________________________________________

AV E R A G E C O S T O F CAR RENTAL PER DAY with unlimited free mileage

5 a. How

much is a taxi ride from the airport? ______________

____________________________________________________ $113.56

b. Based

on the cost of entering a taxi and the cost for each

additional kilometer, about how many kilometers is it from the airport to town? _____________________________

Teacher ’s Page

Statistics Scavenger Hunt Learning Objectives



Various

What You’ll Need DIRECTIONS 1. In

this activity, students will be venturing around their class, school, or community looking for any evidence of statistics they can find. The objective is for students to become increasingly aware of the incredible amount of math surrounding them every day, whether or not they are in school. with students all the various graphs, charts, and tables they can think of, and have them talk about where they’ve seen them. It’s okay for them to mention some of the things that have been brought to their attention in this activity book, but encourage them to look around them for many sources of statistics: hospital charts; feature checklists on the boxes of toys, games, and electronics; cookbooks; automobile tune-up checklists; and so forth.

• pencil • paper

 EXTENSION ACTIVITIES

2. Brainstorm

3. Tell students that they are going on a scavenger hunt to

find examples of at least five different graphs, charts, or tables. Explain to students that they will earn points for each example they bring in, and that each example must be accompanied by one math question relating to the chart, table, or graph they’ve presented. The student who earns the most points in the allotted amount of time wins. NOTE: No points for bringing in

two different versions of the same stat (for example: box scores from two different baseball games). It is very important that students understand what their graphs, charts, and tables represent. This is why the accompanying math question is a key part of this activity. 4. Keep

a list of places where students have found statistical examples and post them in the classroom. This activity can go on for as long as you like. Once completed, results can be taped on the walls of the classroom and students can go around and complete the math questions that go along with each graph.

This activity can be a team competition with groups of students competing to find the greatest number of charts, tables, or graphs possible within a strict time frame. Extra credit can be given if students create two different styles of graph using the same information, for example, taking part of the information given in a pie graph and turning it into a bar graph. To encourage creativity, prizes could be given for the most surprising stat or the best artistic representation of a chart, table, or graph. Students should feel free to really go allout, even creating a 3-D pictograph or doing an accompanying report on their topic for extra credit. Depending on the information presented in the various graphs, a great deal of learning beyond math can be shared. Have students present their favorite statistic—a mapping exercise of archaeological finds in Egypt, for example—and talk about what they learned about the topic behind the graph, chart, or table.

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Appendix

Appendix 1: Quick Reference LINE GRAPH A line graph shows changes over time. Example: How sports participation in school has changed from 1970 to 2000.

DOUBLE (OR MULTIPLE) LINE GRAPH A multiple line graph shows changes over time for two (or more) different groups. Example: How sports participation in school has changed from 1970 to 2000, with one line representing boys, the other, girls.

BAR GRAPH A bar graph uses bars to show and compare total numbers of things. Example: The total number of Olympic gold medals won, with one bar representing the medal total of each country.

DOUBLE BAR GRAPH A double bar graph uses bars to show total numbers of things, but divides each total number into two groups. Example: The total number of Olympic gold medals won by country, with each country represented by two bars, one bar for men’s events, the other bar for women’s.

STACKED BAR GRAPH A stacked bar graph divides one piece of information, represented by one bar, into two specific parts. Example: One bar representing the total amount of money earned by an athlete, divided into money received from salary and money received from endorsements.

CIRCLE GRAPH (OR PIE CHART) A circle graph shows parts of a whole. Example: The total circle represents the number of Super Bowl victories, divided into victories for AFC teams and victories for NFC teams.

PICTOGRAPH A pictograph uses pictures. Each picture represents a certain number of people or things. Example: The total rainfall in inches for several different cities, with one umbrella equivalent to 2 inches of rainfall.

Appendix

Appendix 2: Teacher Resources Here are places where you can find additional statistical information to use along with the blank graphing reproducibles (pages 61–64). Used together, you can create and interpret charts, tables, and graphs of your own. Some of these resources already present the information in graph form. The information either can be interpreted in the given form, or students can be challenged to present the information using another type of chart, table, or graph.

SCHOLASTIC KIDS USA SURVEY www.scholastic.com/ This site contains a poll of classrooms across the United States about issues concerning kids, including topics such as violence in the media, the environment, and school uniforms. For more research information and other helpful teaching hints, take a look at what else is on www.scholastic.com. To get to Kids USA Survey from the home page, you can start by clicking on “Teachers,” then “Online Activities,” and finally “Math” and go from there.

USA TODAY www.usatoday.com/snapshot/life/snapldex.htm In addition to the newspaper itself, USA Today ’s Web site has an archive of its “Snapshots,” the popular polls and graphs featured in the paper. Listed according to topic, the polls contain statistical information about everything from teen smoking to how many people prefer chunky to creamy peanut butter.

U.S. CENSUS BUREAU www.census.gov More data than you’ll know what to do with. Statistics on virtually every aspect of American life—poverty, education, population, ethnic breakdowns, and so forth.

A L SO C H E C K O U T T H E S I T E ’ S “ P O P C L O C K” www.census.gov/ftp/pub/main/www/popclock.html The “Pop Clock” has population updates from around the world every five minutes, and population estimates from 1950 to 2050.

INFOPLEASE.COM www.infoplease.com A great place to start for any statistics activity—you could end up anywhere! The site has links to an exceptionally wide variety of almanacs, with information about geography, the entertainment world, politics, history, atlases and maps, and a K–12 Learning Network.

C N N - S P O R T S I L L U S T R AT E D www.cnnsi.com Sports is an ongoing source of statistical information and an area that usually appeals to kids. This is just one Web site that has statistical information for many sports. It includes team standings, schedules, points, and individual player statistics.

Appendix

BILLBOARD MAGAZINE www.billboard-online.com/charts Billboard Magazine ’s Web site not only has the latest chart listing for hit music, but if you click on “This Week’s Poll,” you go to their “Voting Booth,” where there are results of polls on current music topics.

A M E R I C A N S T O C K E XC H A N GE www.amex.com Stocks are a great way to work with line graphs. The information also can be used to teach fractions and percents, as well as give kids some insight into economics.

T H E E ND A N GE R E D S P E C I E S P R O G R A M endangered.fws.gov Maps, charts, and statistical information about endangered animals and plants from the U.S. Fish and Wildlife Service’s Division of Endangered Species.

C E N T E R F O R D I S E A S E C O N T R O L’ S T O B A C C O I N F O R M A T I O N A N D P R E V E N T I O N SOURCEPAGE www.cdc.gov/nccdphp/osh/tobacco.htm A variety of statistics on a very important topic for kids. The site also contains information on smoking trends, current events, legislation, and how to stop smoking.

NATIONAL CLIMATIC DATA CENTER www.ncdc.noaa.gov Weather information, with maps, charts, graphs, and tracking of weather systems. The site also features an interactive option that presents certain statistical information in graph form, if desired.

OANDA.COM www.oanda.com Currency exchange and converter Web site. Charts featuring currency from all over the world. Many math tieins, including decimals. Also an excellent opportunity for cross-curricular tie-ins with geography, foreign languages, and social studies.

Reproducibles

Blank Graph Reproducibles P IE C HA RT in 100 equal divisions

Reproducibles

AXIS 1

Reproducibles

AXIS 2

VENN DIAGRAM

Math - Graphs, Charts & Tables.pdf

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