Math - Graphs, Charts & Tables

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

by Denise Kiernan

New York • Toronto • London • Auckland • Sydney Mexico City • New Delhi • Hong Kong • Bueno Aires

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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., 555 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 Copyright © 2001 by Denise Kiernan. All rights reserved. Printed in the U.S.A.

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

Table of Contents Introduction

5

Math Naps bar graphs Graphs Good Enough to Eat double bar graphs

32

6

Shopping for Math food labels

34

8

Math-in-a-Box box scores

36

Pie Time circle graphs

10

Mutt Math chart reading

38

Stacking Up Stats stacked bar graphs

12

Tune In to Schedules schedules and time

40

Math Movie Madness (Part 1) line graphs

14

Circle Survey circle graphs

42

Math Movie Madness (Part 2) line graphs

16

Super Pix pictographs

44

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

18

Today’s Forecast: Maps! map reading and interpretation

46

Sport Graphs Do Double Time double line graphs

20

Taking Stock of Stocks table reading

48

Smoking Stats triple line graphs

22

Dinner Diagrams Venn diagrams

50

Math Mileage mileage tables

24

Menu Math menu reading and interpretation

Dinosaurs on the Map grid mapping

26

Have Stats, Will Travel (Parts 1–4) 52 charts, schedules, and money conversions

Coordinate Math Mapping coordinate mapping Picto-Players pictographs

57

28

Statistics Scavenger Hunt open-ended statistics brainstorming and identification

30

Appendix 1: Quick Reference

58

Appendix 2: Teacher Resources

59

Blank Graph Reproducibles

61

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

Introduction Name ___

______ ______ ______ ______ ______ ______ ______ ______ Date ___ ______ Road trip ______ ! Where ______ table sho are you _ ws cities, find the distance going and ho w far aw between the nam ay is it? city acr som e of e major oss the the firs Mileage t U.S. citi top of answer. the tab city down the es. To find tables hold the So pac le. Find left-hand ans k your the dis ou bags— side of tance be wer. Our and you t where the the tab tween column r math— two and row le and locate and let’ the sec meet, and s hit the ond road! there’s your

Statistics are everywhere, from box scores and stock reports in the

Math Mile age

The activities in this book, written with the NCTM (National Council of Teachers of Mathematics) Principles and Standards 2000 in mind, cover a wide variety of visual representations of statistical information in easy-touse reproducible format. Extension activities give each lesson even more use. Many extension activities can be done over and over, and often take the lessons beyond the classroom.

1222

lis MN

NY

661

1038 604

1882

1101

631

1403

2508

1433

1747

2072

632

2078

715

512 1257 1303

1326

1700

2824

547

1842

1666

688

2411

1281

1052

2689

1043

1312

982

2201

0 1327 2118

Seattle WA

San Fran cisco CA

3131

2689

1052

1043

1117

1125

2894

2072

0

237

2118

745

745

534

1151

2057 2946

1327

2072

828

0

Washing ton, DC

NY 619

0

2946 2894

632

1700

2359

380

2543

715 1326

1303

2411

688

1216

1231

982 2201

2057 1117

MO

New York

1281

Salt Lake City UT

Minneapo lis MN

619 1312

3131

1151

534

1216 2543

380

2359

0 1231

1885

2673 2072 2078

1257

1666

1842

1433

2508 2148 1747

512

547

2824

1101

1882 1403 1240

861

640

1943 1793

St. Louis

Detroit MI

Los Ang eles CA

1943

640

861

1240

2148

2673

696

1809

0 1793

604

555 297 631

1809

696

2752

1038

870 1565

920

1389

0 2752

1389

920

1565

297

IONS

2077

934

821

555

1885

Chicago IL

409

870

1023

1317

821

934

2077

2297

2020

409

1317

1023

0 2297

1132

1377

1447

1274

1222

661

2034

1211

0 1274

1963

2211

286

780

1211

804

732

1011

0

1447

1377

1585

1416

928 780

2034

1132

439

792

0

286

2211

2020

MO

646

716 928 1011

732

804

New York

1335

0 792 1416

1585 1963

Salt Lake City UT San Fran cisco CA Seattle WA Washing ton, DC

1407

716

646

Minneapo St. Louis

QUEST

0 1407 1335

439

Dallas TX

que NM Atlanta GA Chicago IL Dallas TX Denver CO Detroit MI Los Ang eles CA Miami FL

States Mileag e Table Denver CO

Albuquer

Atlanta GA

Albuquer que NM

United

Miami FL

newspaper, to food labels in the supermarket, and locations on maps. And everywhere you find them, there’s a practical way to teach your students with examples from the real world.

820

845 2095

1. What 237 820 is the dis 845 0 2095 2788 tance bet 2840 2788 ween De 2. What 0 nver, Co is the dis lorado tance bet , and Mi ween Alb 3. What nneap olis, Mi uquerqu is the dis nnesota? e, New tance bet Mexico, ______ ween Wa 4. What ___ and ______ Atlanta, shington is the lar _____ Georgia? , DC, and gest dis ___ tance bet San Fra ______ 5. What ncisco, ween two ______ is the sho Californi ____ cities? rtest dis a? ______ ______ tance bet ______ 6. How ______ ween two ______ ______ much gre ______ __ cities? ater is ______ ______ distance the dis ______ ______ tance bet between ______ ______ ween Ne _____ St. Lou ___ ___ is, w York, 7. a. Wh ______ Missouri New Yor ______ ich is , and Sal ______ k, and greater, t Lake Cit ____ Los An the dis between y, Utah?_ geles, Ca tance Seattle ___ lifo bet ______ rnia, tha ween Mi , Washi ______ n the ngton, ami, Flo b. How ______ and De rida, and much gre ______ troit, Mi ______ Chicago, ater is Scholastic chigan _ Profession the dis ? ______ Illinois, al Book tance? s • 2001 ______ or the ______ ______ distance ______ ______ ______ ______ ______ ______ ______ ___ ______ _ ______ ______ Great Grap ______ hs, Chart ___ s & Table 1125

s That Build

Each activity features a page for the teacher that explains the activity in detail and gives teaching suggestions. The accompanying reproducible page for the student can be used for test review, given as homework, or assigned as extra credit.

828

Real-Life

Math Skills

2840

25

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

The extension activities also provide learning beyond the classroom. Many of the exercises in this book are taken from everyday life, giving the students many opportunities to apply what they’ve learned and find related lessons even when they’re not at school. The extension activities can be used as longer-term individual or group projects. However you choose to use the activities, students are provided with example after example of the important part that math plays in the world around them. We hope these activities motivate and inspire your students to become more aware of the world of math in which they live, and give you additional options as you guide them throughout the school year.

A

2

3

4

5

6

7

8

9

10

11

North Dakota

Washington

Montana

Minnesota New Hampshire Vermont

South Dakota

B

Oregon

Idaho

Wyoming

Nevada

D

California

New York Massachusetts

Michigan Pennsylvania Illinois

Kentucky Oklahoma

New Jersey Delaware

West Virginia

Missouri

Utah

Rhode Island Connecticut

Ohio Indiana

Kansas

Virginia

Maryland

North Carolina

Tennessee

Arkansas

South Carolina

New Mexico

Arizona

Maine

Wisconsin

Iowa Nebraska

Colorado

C

Alabama

Georgia

E

Mississippi

Texas

Louisiana

Florida

F

MAP INDEX Apatosaurus . . Astrodon . . . . . Brachiosaurus . Hadrosaurus . . Lophorhothon . Stegosaurus . . . Tenontosaurus. Triceratops. . . . Tyrannosaurus .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

C-3 C-9 C-4 C-10 E-8 D-6 E-5 B-5 A-4

Scholastic Professional Books • 2001

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

27

Name ___

_

______

______

______

e ___ ___ Dat

______

______

______

avel s, Will Tr Have Stat

______

Circle Survey

(Part 3)

ic, n’t pan liras? Do of 2 Turkish nt parts ra 564,60 you in differe get e an ext llar will you hav s. ap. Do far a do question not che ut how wer the re abo ans , but it’s mo t fun and ou chart may be To find hange Travel dollar. rency exc ly one that’s on check our cur rld, the wo ______

Name ___

y h in Man and Mat Money

t n You Ge . . . What Ca r In? e Dolla for On 2000

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.

ll

Football Gymnast

36%

9 May 199

QUEST

to Play

= 5 kids

Basketba

29% 50.90 8.34 4.67

Sports

= 10 kids

Baseball

Environment

States United es the __ ies besid dollar?__ countr led the 1. What ______ rency cal ______ it of cur ______ use a un ____ ______ ______ ______ ___ ___ ___ 1 ___ 1.5 ___ ______ ______ rency 1.64 ______ 1.42 cur ___ of ___ a unit 1.44 ___ 8.75 ies use ______ countr ______ 8.85 ______ ___ 2. Which nc? ___ ______ the fra ______ called ______ 1.47 ______ for ______ 1.67 you get 7.52 ______ could s lira ___ 7.56 Italian ______ 39.59 many ______ w ___ Ho 42 9? 40. 3. a. 116.30 in 199 you get dollar ld e .78 on cou s 104 lira _____ re Italian ______ many mo 12.62 ______ b. How in 2000? 67 llar 98 14. do 36. Kenya? EUROPE for one cy in curren _ 43.01 .60 (schilling) unit of ______ Austria ______ .63 at is the (franc) 6.81 ______ 4. a. Wh Belgium ______ get 7.95 und) ______ 6.01 ld you ______ cou Britain (po cy 6.99 curren (krone) ____ 1.79 of that ______ Denmark ch ___ mu 9 ___ 2.0 (franc) b. How 218.60 2000? ___ France llar in could (mark) .69 262.50 which for a do Germany in 2000, .80 nish (fornint) e dollar 1,775.10 or Spa Hungary had on se yen (punt) ____ 2,063.30 Japane 175.30 5. If you Ireland ______ more of, ______ ) 203.70 145.50 you get ______ Italy (lira ___ ___ ld you (escudo) 169.20 etas? ___ ees cou pes Por tugal rup Indian seta) ______ 3.15 Spain (pe w many ______ ho ___ 9, ___ 3.18 6. In 199 EAST 3.83 llars? ___ MIDDLE h two do 3.76 und) get wit 32,972.00 Egypt (po l) Math Skills 0 Real-Life eke 564,602.0 s That Build Israel (sh s & Table hs, Chart (lira) Great Grap Tur key 56.09 9.02 5.21

Top Five Favorite

Top Issues Facing the United States

Lands

May

AFRICA illing) Kenya (sh ) (dirham Morocco d) ica (ran South Afr ERICAS AM THE l) (rea zil Bra (dollar) Canada (peso) Mexico CIFIC ASIA-PA (dollar) Australia g (dollar) Hong Kon pee) India (ru n) (ye Japan

Picto-Pla yers

Name ___________________________________________________ Date ______________________

______

___ ______

______ ______ ______ ______ ______ ______ ______ ______ Date ___ ______ Can you ______ picture ______ weeke _ nd? Can what kind of sports you pic sports you mig to-graph of kids ht want just like it? the qu No to w you. Ho estions. w many you can, with play after sch ool tod our pic kids like tograp ay or ove to play h that what? r this shows Add it the fav up using orite our key and ans wer

ics

Crime

IONS

Soccer

Other

11% Education

QUEST

IONS

1. Gymn astics is the fav orite spo 2. Which rt of ho sport is w many the fav kids? ___ orite of ______ 3. Which the mo ______ sport is st kids? ______ the fav ______ ______ orite of ______ ______ 4. How the few ______ ______ many kid ______ ______ est kid s? ______ ______ s say bas ______ ______ ketball 5. If you ______ ______ is their ______ add the ______ favorite __ ______ number spo rt ______ ball is to play? kids wh ______ their fav o say foo ______ ______ orite spo ______ tball is __ ______ rt, what their fav 6. How ______ orite spo many pic number ______ rt to the do you ______ tures wo _ number get? ___ uld rep resent of ___ kid ______ s who say the ans ______ wer you base______ got in qu ______ ______ estion ____ 5? ______ ______ Scholastic ______ Profession ______ al Book ___ s • 2001

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? ______________________________________

Great Grap

__________________________________________________________________________________________

hs, Chart s & Table

s That Build

55

Scholastic Professional Books • 2001

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

Real-Life

Math Skills

31

41

s • 2001

al Book

Scholastic

Profession

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

5

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—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

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.

16 14 12 10 8

0

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

Hours Slept 11 10 6 2

QUESTIONS

1. About how many hours a day do the following animals sleep? a. 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? __________________________________

Scholastic Professional Books • 2001

4. 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.

Chimpanzee

2

Python

4

Cat

6

Bat

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.

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

7

• pencil • different colored pens or pencils

ANSWERS

▼▼▼▼▼▼▼

Completed graph should look like this: 20 18

EXTENSION ACTIVITY

16 14

An adult human sleeps an average of 8

12

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

Duck

Cat

Python

2

Bat

4

Chimpanzee

6

Seal

8

10- to 12-year-old human

10

Ask students if they sleep more or less

0

1a. 18 1b. 12 1c. 14 2. 10 3. Bat, Python, Chimpanzee 4. Cat 5. Chimpanzee 6

number of hours per day that they sleep.

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

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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

Cat

Bat

2

Python

4

Chimpanzee

6

0

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

Hours Slept 11 10 6 2

QUESTIONS

1. About how many hours a day do the following animals sleep? a. 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? __________________________________

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

7

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. 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 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

2. 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

Spaghetti

Tacos

S U RV E Y R E S U LT S Fave Food Number of Boys Pizza 285 Spaghetti 32 Tacos 73 Hamburgers 117 Chicken 49

Hamburgers

Chicken

Number of Girls 280 74 87 105 27

QUESTIONS

3. Encourage students to read the results of each category in the information box and to look at the example that is already graphed. 4. For each remaining category, students should use a different color for boys and girls to complete the graph.

1. All together, 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 food is liked by about half as many girls as boys? ______________________________________ 5. How many more girls than boys like tacos? _________________________________________________ 9 Scholastic Professional Books • 2001

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

• pencil • two different colored pens or pencils

ANSWERS

▼▼▼▼▼▼▼

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 8

Spaghetti

2. Pizza

Tacos

3. 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 or two different grades.

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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

S U RV E Y R E S U LT S Fave Food Number of Boys Pizza 285 Spaghetti 32 Tacos 73 Hamburgers 117 Chicken 49

Hamburgers

Chicken

Number of Girls 280 74 87 105 27

QUESTIONS

1. All together, 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 food is liked by about half as many girls as boys? ________________________________________ 5. How many more girls than boys like tacos? ___________________________________________________ Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

9

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-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

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. How many kids spend at least one

1 hour 29 kids

hour playing video games? __________________________________ 2. How many kids spend no more than two hours playing video games?

Less than 1 hour 44 kids

2 hours 15 kids

__________________________________ 3. How many kids spend three or more hours playing video games? __________________________________ 4. Which is greater: the number of kids

3 hours 6 kids 6 or more hours 4 to 5 hours 2 kids 4 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 K I D S S P E N D P L AY I N G S P O R T S E A C H D AY

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

Number of Hours Less than 2 2 3 More than 3

Scholastic Professional Books • 2001

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.

ANSWERS 1. 56

2. 88

Percentage of Kids 24 31 20 25

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

11

• pencil • different colored pens or pencils

▼▼▼▼▼▼▼

3. 12

4. The number of kids who play for less than one hour 5. Completed graph should look like this:

EXTENSION ACTIVITY Students can create a circle

More than 3 hours 25%

Less than 2 hours 24%

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.

3 hours 20%

2 hours 31%

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.

10

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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. How many kids spend at least one

1 hour 29 kids

hour playing video games? __________________________________ 2. How many kids spend no more than two hours playing video games?

Less than 1 hour 44 kids

2 hours 15 kids

__________________________________ 3. How many kids spend three or more hours playing video games? __________________________________ 4. Which is greater: the number of kids

3 hours 6 kids 6 or more hours 4 to 5 hours 2 kids 4 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 K I D S S P E N D P L AY I N G S P O R T S E A C H D AY Number of Hours Less than 2 2 3 More than 3

Percentage of Kids 24 31 20 25

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

11

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 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

MILLIONS OF DOLLARS

55

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.

50

Salary

45

Endorsement

40 35 30 25 20 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 salary alone? __________________________________________ 4. a. Who made more in endorsements, Grant Hill or Andre Agassi? _________________________________

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

b. Who made more in salary? ________________________________________________________________ 5. Which athlete’s total earnings were about the same as Michael Jordan’s salary? ____________________

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

13

• pencil • two different colored pens or pencils

ANSWERS 1. $7 million

4a. Andre Agassi

2. Tiger Woods

4b. Grant Hill

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.

12

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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

MILLIONS OF DOLLARS

55 50

Salary

45

Endorsement

40 35 30 25 20 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 salary alone? __________________________________________ 4. a. Who made more in endorsements, Grant Hill or Andre Agassi? _________________________________ b. Who made more in salary? ________________________________________________________________ 5. Which athlete’s total earnings were about the same as Michael Jordan’s salary? ____________________

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

13

Teacher’s Page

Math Movie Madness (Part 1) ▲▲▲▲▲▲▲

Learning Objective Students learn to use line graphs

What You’ll Need

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. 2. Review 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’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 MOVIEGOERS (in billions)

DIRECTIONS

3.0 2.5 2.0 1.5

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

1.0

Year

0.5 0 1941

3. Instruct 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.

1946 1951 1956

1961

1966 1971

1976

1981

1986

1991

1996

YEAR

1971 1976 1981 1986 1991 1996

Number of People 0. 8 billion 1. 0 billion 1. 2 billion 1. 1 billion 1. 3 billion 1. 5 billion

QUESTIONS

1. About how many people went to the movies in 1956? __________________________________________ 2. 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 the graph? _______________ b. About how much did attendance drop during that time? ____________________________________

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

15

ANSWERS

• pencil

Completed graph should look like this:

▼▼▼▼▼▼▼

4.5 4.0

EXTENSION ACTIVITY

MOVIEGOERS (in billions)

3.5 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 2. 1971 3. about 1 billion 4a. 1946 and 1951 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.

14

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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

MOVIEGOERS (in billions)

3.5 3.0 2.5 2.0 1.5

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

1.0

Year

0.5 0 1941

1946 1951 1956

1961

1966 1971 YEAR

1976

1981

1986

1991

1996

1971 1976 1981 1986 1991 1996

Number of People 0. 8 billion 1. 0 billion 1. 2 billion 1. 1 billion 1. 3 billion 1. 5 billion

QUESTIONS

1. About how many people went to the movies in 1956? __________________________________________ 2. 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 the graph? _______________ b. About how much did attendance drop during that time? ____________________________________

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

15

Teacher’s Page

Math Movie Madness (Part 2) ▲▲▲▲▲▲▲

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) 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)

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

AVERAGE TI CKET PRICE

4.00 3.50 3.00 2.50 2.00 1.50

Now Playing

1.00 .50

TICKET PRICES 0 1936

1946 1956 1966 YEAR

1976

1986 1996

Year 1976 1986 1996

Price $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 cost more, buying five tickets in 1946 or one ticket in 1996? _______________________________ 5. For the price of one ticket in 1996, how many tickets could you buy at the 1946 price? ______________

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

17

• pencil

ANSWERS Completed graph should look like this:

▼▼▼▼▼▼▼

4.50

AVERAGE TI CKET PRICE

4.00

EXTENSION ACTIVITY

3.50 3.00

Ask students to talk to older relatives or friends

2.50

about how much they paid to attend the movies

2.00

when they were young. You also may provide a

1.50

comparison for students by telling them what

1.00

NE

movies cost when you were their age. You may

.50

1936

O T I ture deals! They can make a similar D line M graph A A D Mbased N E has changed I T Oon M I T ofOmovies N Ehow AtheDprice even want to talk about double- and triple-fea-

0 1946 1956 1966

1976

1986 1996

YEAR

1. $3.25 2. 1976–1986 3. $4.00 4. 1 ticket in 1996 5. 9

I

I

in their short lives. Ask them how they think

movie attendance would change if ticket prices were lowered.

16

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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

AVERAGE TI CKET PRICE

4.00 3.50 3.00 2.50 2.00 1.50

Now Playing

1.00 .50

TICKET PRICES 0 1936

1946 1956 1966 YEAR

1976

1986 1996

Year 1976 1986 1996

Price $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 cost more, buying five tickets in 1946 or one ticket in 1996? _______________________________ 5. For the price of one ticket in 1996, how many tickets could you buy at the 1946 price? ______________

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

17

Teacher’s Page

Math Movie Madness (Part 3) ▲▲▲▲▲▲▲

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) 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 Return of the Double Bar Graph may have a surprise ending!

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 Doctor Zhivago Jaws The Sound of Music

Earnings Adjusted for Today's Ticket Prices

The Ten Commandments

Actual Movie Earnings

E. T. Star Wars Gone With the Wind

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

Money Earned (in millions of dollars) QUESTIONS 1. a. About how much money did The Ten Commandments make when it was released? ___________________________________________ b. How many people saw The Ten Commandments when it was released? _______________________ c. According to adjusted movie prices, how much money did The Ten Commandments make? ___________________________________________

M O V I E AT T E N D A N C E Movie

Number of People

Gone With the Wind (1939)

197,548,731

Star Wars (1977)

144,726,521

E.T. (1982)

135,987,938

The Ten Commandments (1956) The Sound of Music (1965)

131,000,000 130,571,429

Jaws (1975)

128,078,818

Doctor Zhivago (1965)

124,135,456

2. Which movie made the most actual money? _____________________________________________ 3. Which movie made the most money in adjusted earnings? ____________________________________

6. How many people saw Dr. Zhivago in 1965? _______________________________________________

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

Scholastic Professional Books • 2001

ticket cost to see Dr. Zhivago? ____________________

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

19

• pencil • two different colored pens or pencils • calculator

ANSWERS

▼▼▼▼▼▼▼

1a. 75 million 1b. 131 million 1c. 570 million 2. E.T. 3. Gone With the Wind 4. 205 million

5. 250 million

7. 100 million

8. $0.80

6. 124,135,456

EXTENSION ACTIVITY

25

Have students talk about what they think inflation means. Have students go on a grocery store

25

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.

18

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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 Prices

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 Commandments make when it was released?______________ ____________________________________________

M O V I E AT T E N D A N C E Movie

Number of People

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

Gone With the Wind (1939)

197,548,731

Star Wars (1977)

144,726,521

c. According 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

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? __________________________ 5. How much more in adjusted earnings did Gone With the Wind make than E.T.? _______________________

_______________________________________________ 7. About how much money did Dr. Zhivago make when it was released? ________________________________ 8. Using the answers to 6 and 7, about how much did a ticket cost to see Dr. Zhivago? ____________________

6. How many people saw Dr. Zhivago in 1965? Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

19

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

2. 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. 3. Instruct students to look at the graph and talk about the changes over time for both groups.

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

3.5 (in millions)

1. Distribute the Sports Graphs Do Double Time reproducible to students.

NUMBER OF ATHLETES

DIRECTIONS

3.0 2.5 2.0 1.5 .5 0 1971-72 1973-74

1975-76 1977-78

1979-80 1981-82

1983-84

1. Which group experienced the greatest increase from 1971 to 1996? ____________________________ 2. Between which two points on the graph did girls’ participation increase the most? _______________ 3. Between which two points on the graph did boys’ participation decrease the most? _______________ 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. In 1995–96, about how many more boys participated in sports than girls? ________________________

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

1985-86 1987-88

1989-90 1991-92

1993-94 1995-96

SCHOOL YEAR

QUESTIONS

Scholastic Professional Books • 2001

GIRLS GETTING IN THE GAME Boys Girls 1971–72

3,500,000

400,000

1973–74

just under 4,000,000

1,400,000

1975–76

just over 4,000,000

1,700,000

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

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

21

• pencil ANSWERS

• two different colored pens or pencils

Completed graph should look like this:

▼▼▼▼▼▼▼

4.5

3.5 (in millions)

NUMBER OF ATHLETES

4.0

EXTENSION ACTIVITY

3.0 2.5

This activity presents an ideal opportunity

2.0

for essay writing or speaking activities.

1.5

Ask students why they think the numbers

.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

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.

20

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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 Girls

3.5 (in millions)

NUMBER OF ATHLETES

4.0

3.0 2.5 2.0 1.5 .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? ____________________________

GIRLS GETTING IN THE GAME Boys Girls 1971–72

3,500,000

400,000

2. 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

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

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

21

Teacher’s Page

Smoking Stats ▲▲▲▲▲▲▲

Learning Objective Students learn to use triple line graphs

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

2. 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 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 40 35 30 (out of 100)

1. 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.

PERCENT OF TEENS SMOKING

DIRECTIONS

25 20 15 10 5 0 1991

1992

1993

1994

1995

YEARS

12th

d

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? ___________________________________________________________________________________

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.

4. about 6%

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

• pencil

2. about 5%

3a. 12th graders 3b. about 2%

5. 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. 22

23

▼▼▼▼▼▼▼

ANSWERS 1. about 5%

5. Which group showed the greatest increase from 1991 to 1995? ___________________________________

Scholastic Professional Books • 2001

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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

40 35 30 (out of 100)

PERCENT OF TEENS SMOKING

45

25 20 15 10 5 0 1991

1992

1993 YEARS

12th

d

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? ___________________________________

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

23

Teacher’s Page

Math Mileage ▲▲▲▲▲▲▲

Learning Objective Students learn to read mileage tables

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

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.

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!

1407

439

1585

2020

1038

821

297

1403

2148

2072

715

1447

1317

934

1565

631

1240

1747

2078

1326

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

1377

1317

2077

1389

2752

0

1793

1281

1216

2543

3131

1052

1043

696

1943

1793

0

1231

619

1312

2057

1117

1125

661

1222

1132

2020

870

409 821

934 1565

920 1809

1231

0

2673

1885

409

1211

0

1963

2508

1433

1377

780

780

St. Louis MO

1882

1101

2034

0

1011

Minneapolis MN

555

604

286

928

1416

New York NY

870

Washington, DC

1132

Seattle WA

1222

661

San Francisco CA

1963

1416 1011

792

439

Miami FL

2211

Salt Lake City UT

Los Angeles CA 804

792 928

646

0

732

St. Louis MO

646

1335

Denver CO

716

716

Detroit MI

Dallas TX

1335

Chicago IL Dallas TX

Los Angeles CA

0

New York NY

1407

Minneapolis MN

0

Atlanta GA

Miami FL

Albuquerque NM

Denver CO

United States Mileage Table Chicago IL

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.

Name ___________________________________________________ Date ______________________

Atlanta GA

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.

Albuquerque NM

DIRECTIONS

632

640

2824

1281

982

2201

2946

2894

1038

555

297

631

861

547

1842

1216

619

982

0

1327

2072

2118

Salt Lake City UT

604

1882

1403

1240

512

1666

688

2543

1312

2201

1327

0

745

828

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

237

Washington, DC

1885

632

715

1326

1700

534

2689

1043

1125

237

845

2095

2840

2788

0

845 2095

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? _________________________________________________________ Scholastic Professional Books • 2001

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

25

• pencil • ruler (if necessary)

ANSWERS 1. 920 miles

2. 1407 miles

3. 2840 miles

4. 2946 miles

5. 237 miles

6. 1497 miles

7a. Seattle and Detroit

▼▼▼▼▼▼▼

7b. 982 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. 24

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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!

Detroit MI

Los Angeles CA

Miami FL

Minneapolis MN

New York NY

St. Louis MO

646

439

1585

804

1963

1222

2020

1038

604

1101

1433

1885

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

Los Angeles CA

Washington, DC

Denver CO

1335

0

Seattle WA

Chicago IL

1407

1407

Salt Lake City UT

Atlanta GA

0

Atlanta GA

Albuquerque NM

Dallas TX

Albuquerque NM

San Francisco CA

United States Mileage Table

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

Washington, DC

1885

632

715

1326

1700

534

2689

1043

1125

237

845

2095

2840

2788

0

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? _________________________________________________________ Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

25

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

DIRECTIONS 1. Distribute 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 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

2. 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.

A

2

3

4

5

6

7

8

9

10

11

North Dakota

Washington

Montana

Minnesota New Hampshire Vermont

South Dakota

B

Oregon

Idaho

Wyoming

New York Massachusetts

Michigan Pennsylvania Illinois

Colorado Nevada

West Virginia

Missouri Kentucky

D

California

Oklahoma

Arkansas

Alabama

Virginia

New Jersey Delaware Maryland

North Carolina

Tennessee

New Mexico

Arizona

Rhode Island Connecticut

Ohio Indiana

Kansas Utah

Maine

Wisconsin

Iowa Nebraska

C

South Carolina Georgia

E

Texas

Florida

F

3. 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.

Mississippi Louisiana

MAP INDEX Apatosaurus . . Astrodon . . . . . Brachiosaurus . Hadrosaurus . . Lophorhothon . Stegosaurus . . . Tenontosaurus. Triceratops. . . . Tyrannosaurus .

Scholastic Professional Books • 2001

4. 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.

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

C-3 C-9 C-4 C-10 E-8 D-6 E-5 B-5 A-4

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

27

• pencil

▼▼▼▼▼▼▼

EXTENSION ACTIVITIES

ANSWERS Completed map should look like this:

Dinosaurs are a favorite with kids. This activity provides ample opportunity for crossover teaching

1 A

2

3

4

5

TYRANNOSAURUS Washington

6

7

8

9

10

11

Montana

Minnesota New Hampshire Vermont

South Dakota

B

Oregon

Idaho

TRICERATOPS

Wyoming

C

HADROSAURUS

Iowa

APATOSAURUS

Illinois

California

West Virginia

Missouri

BRACHIOSAURUS Arizona

Oklahoma

Kentucky

Virginia North Carolina

Tennessee

Arkansas

New Mexico Alabama

South Carolina Georgia

E F

Texas

Mississippi Louisiana

TENONTOSAURUS

Rhode Island Connecticut

Ohio Indiana

Kansas

STEGOSAURUS

D

Massachusetts Pennsylvania

Colorado

Utah

New York

Michigan

Nebraska

Nevada

Maine

Wisconsin

LOPHORHOTHON

Florida

in science. Have students write reports on the dinosaurs they’ve located on the map. Students can

North Dakota

New Jersey Delaware Maryland

ASTRODON

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.

26

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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

B

Oregon

Idaho

Wyoming

Vermont

Wisconsin

South Dakota

New York

Iowa

Massachusetts

Michigan

Nebraska

C

Pennsylvania Illinois

Colorado Nevada

West Virginia

Missouri Kentucky

California

D

Oklahoma

Arkansas

Virginia

Alabama

New Jersey Delaware Maryland

North Carolina

Tennessee

New Mexico

Arizona

Rhode Island Connecticut

Ohio Indiana

Kansas Utah

Maine

South Carolina Georgia

E

Texas

Mississippi Louisiana

Florida

F

MAP INDEX Apatosaurus . . Astrodon . . . . . Brachiosaurus . Hadrosaurus . . Lophorhothon . Stegosaurus . . . Tenontosaurus. Triceratops. . . . Tyrannosaurus .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

C-3 C-9 C-4 C-10 E-8 D-6 E-5 B-5 A-4

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

27

Teacher’s Page

Coordinate Math Mapping ▲▲▲▲▲▲▲

Learning Objective Students work with coordinate mapping

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

DIRECTIONS 1. Distribute 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 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

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

North Dakota

Montana

New Hampshire

3

Vermont

Wisconsin

Maine

South Dakota Idaho

Oregon

2

Wyoming

Michigan

Iowa

New York

Massachusetts

Nebraska Pennsylvania

1 Utah

Nevada

Colorado

Illinois Missouri

Kansas

Indiana

Ohio

3

4

0 -9

-8

-7

–6

–5

–4

–3

–2

–1

1

2

West Virginia

’5

Kentucky

–1

California

Oklahoma

Arkansas

–2

Tennessee

Mississippi

Texas

7

8

9

Maryland

North Carolina

New Mexico Arizona

6

Virginia

Rhode Island Connecticut New Jersey 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 students to look at the map before they answer questions.

-5

MAP INDEX 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)

Scholastic Professional Books • 2001

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

29

• pencil

▼▼▼▼▼▼▼

. ANSWERS Completed map should look like this:

EXTENSION ACTIVITY

United States Have students create a list of interesting

4 Washington

Minnesota

North Dakota

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

Massachusetts

Nebraska Pennsylvania

1 Utah

Nevada

Colorado

Illinois Missouri

Kansas

Indiana

Ohio

3

4

0 -9

-8

-7

–6

–5

–4

–3

–2

–1

1

2

West Virginia

’5

Kentucky

–1

California

Oklahoma

Arkansas

Arizona

–2

Mississippi

Texas

Virginia

North Carolina

Tennessee

New Mexico

South Carolina Alabama Georgia

–3

6

Rhode Island Connecticut New Jersey Delaware

7 Maryland

8

9

such as parks, museums, cities, and restaurants. Ask students to locate these 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.

28

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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

New York

Massachusetts

Nebraska Pennsylvania

1 Utah

Nevada

Colorado

Illinois

Indiana

Missouri

Kansas

0 -9

-8

-7

–6

–5

–4

–3

–2

Ohio

West

–1

1

2

3

4 Virginia 5

Virginia

Kentucky

–1

California

Oklahoma

Arkansas

–2

Mississippi

Texas

6

7

8

9

Maryland

North Carolina

Tennessee

New Mexico Arizona

Rhode Island Connecticut New Jersey Delaware

South Carolina Alabama Georgia

–3 Louisiana

-4 Florida

-5

MAP INDEX 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)

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

29

Teacher’s Page

Picto-Players ▲▲▲▲▲▲▲

Learning Objective Students learn to use pictographs

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

DIRECTIONS 1. 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. 2. Review pictographs with students, explaining that pictographs use pictures or symbols to represent a certain number of things.

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

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. 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? ___________________________

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

Scholastic Professional Books • 2001

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

31

• pencil • scratch paper or calculator

ANSWERS 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.

30

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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? ___________________________

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

31

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’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

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 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

3. Instruct students to answer the 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 percentage of the daily value of vitamin A is in each serving? _____________________________ 5. How many grams of dietary fiber are in each serving? ___________________________________________ 6. What percentage of dietary fiber is in each serving? ____________________________________________ 7. About how many calories are there in the whole container? _____________________________________ 8. How many grams of sugars and protein, added together, are in each serving? ______________________

Scholastic Professional Books • 2001

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

33

ANSWERS 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.

32

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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 percentage of the daily value of vitamin A is in each serving? _____________________________ 5. How many grams of dietary fiber are in each serving? ___________________________________________ 6. What percentage of dietary fiber is in each serving? ____________________________________________ 7. About how many calories are there in the whole container? _____________________________________ 8. How many grams of sugars and protein, added together, are in each serving? ______________________

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

33

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 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.

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 B U L L S S TAT I S T I C S PLAYER

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

Minutes played

Pippen

43

FG made

FG attempted

6

17

3P made 1

3P attempted

FT made

FT attempted

4

10

12

9

2

11

0

RB points

3

Total 23

Rodman

33

0

4

0

1

1

Longley

14

0

4

0

0

0

Harper

18

1

4

0

1

0

0

3

2 39

1 0

Jordan

44

15

35

1

4

8

10

11

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? __________________________________________________________

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.

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. How many were made? ___________________________________________________________________ 7. How many points were scored all together? ___________________________________________________ Scholastic Professional Books • 2001

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

2. 12

5a. 2 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.

34

35

• pencil

ANSWERS 1. 25

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

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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 B U L L S S TAT I S T I C S 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. How many were made? ___________________________________________________________________ 7. How many points were scored all together? ___________________________________________________ Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

35

Teacher’s Page

Mutt Math ▲▲▲▲▲▲▲

Learning Objective Students read a point chart

What You’ll Need • Mutt Math reproducible, page 37

DIRECTIONS 1. Distribute 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. 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. 4. Do an example with students. For example: A Brittany that wins over eight other male Brittanys, earns three points. 5. Instruct students to familiarize themselves with the chart before answering the questions.

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. M

M

F

2

4

6

Pointers

2

2

3

3

5

5

6

6

8

Collies

2

2

6

7

11

13

19

21

34

36

Huskies

3

3

8

11

14

20

20

28

31

43

10

M

10

2. 2

3. 5

4. 12

5a. 5

5b. 16

6a. 3

M

16

F

26 9

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 the dog to earn that number of points? _____________ 6. a. How many more male Collies than Pointers are required to compete for a dog to earn two points? ______________ b. Three points? ______________

Scholastic Professional Books • 2001

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

37

• pencil

▼▼▼▼▼▼▼

6b. 6

EXTENSION ACTIVITIES 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.

36

F

16

St. Bernards

ANSWERS 1. Chow Chows

5 pts.

F

2

7

F

4 pts.

M

Brittanys

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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 the dog to earn that number of points? _____________ 6. a. How many more male Collies than Pointers are required to compete for a dog to earn two points? ______________ b. Three points? ______________

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

37

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

DIRECTIONS 1. Distribute 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 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)

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.

:00

Station I.D.

:01

Three songs

:12

Station I.D.

:13 :15

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.

Song 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

2. 27

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? ______________________

:58 2-minute news brief 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 they like the station Great Graphs, Charts & Tables That Build Real-Life Math Skills

▼▼▼▼▼▼▼ 3. 1

4. 18

5. 12

EXTENSION ACTIVITIES 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.

38

39

• pencil

ANSWERS 1. 15

1. How many songs are played each hour? _____________

5. How many minutes are between the C-note and the

Scholastic Professional Books • 2001

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

QUESTIONS

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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 Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

39

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 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%

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. 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.

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? ______________________________________ __________________________________________________________________________________________

Scholastic Professional Books • 2001

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

• pencil

▼▼▼▼▼▼▼

ANSWERS 1. 36%

2. 40%

3. 71%

6. 24%

7. 36 kids

4. 53%

5. 100%

8. Answers will vary

EXTENSION ACTIVITIES 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? 40

41

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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? ______________________________________ __________________________________________________________________________________________

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

41

Teacher’s Page

Super Pix ▲▲▲▲▲▲▲

Learning Objective Students read pictographs

What You’ll Need • Super Pix reproducible, page 43

DIRECTIONS 1. Distribute 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! 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

2. Review with students that pictographs use pictures or symbols to represent a certain number of things. San Francisco

3. Explain 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.

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. 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? ___________ 5. 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 infor-

4. Instruct students to look at the chart before answering the questions.

mation change any of your answers? If so, how? ________________________________________________ Scholastic Professional Books • 2001

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

43

• pencil • scratch paper

ANSWERS 1a. 5 4a. 2

1b. 4

1c. 5

4b. 2 1/2

2. 9

3. 14

5. Answers may vary

▼▼▼▼▼▼▼

EXTENSION ACTIVITIES 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. 42

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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. 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? ___________ 5. 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? ________________________________________________ Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

43

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. It may look familiar to many of them. 2. Review the map legend with the students. In particular, go over the meanings of the abbreviations listed in the legend.

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

Spokane 67/43sh

Portland 71/51sh

Helena 74/38s

MT

OR

Cheyenne 63/36pc

Reno 77/39s

Salt Lake City 71/42s

NE

Omaha 62/38s

UT KS

CO

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

Phoenix 94/67s

IA

Chicago 55/43pc

MO

Topeka 62/40s

OK

Roswell 68/38s

Tulsa 65/46pc

IL

TX

AR

IN

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

Juneau 47/43r

Honolulu 88/75s

Hilo 85/70pc

Brownsville 77/56s

Hawaii

PA

Pittsburgh 56/36sh

Columbus 58/37pc

Indianapolis 59/36c

OH

NJ

MD Washington DC WV

Charleston 56/40pc

DE

Portland 56/37pc

RI

CT Providence 62/43pc New York City 63/48pc

Wilmington 61/47pc

Norfolk 61/56sh

VA

KY NC

Nashville 65/43pc

TN

Wilmington 66/56r

SC

Little Rock 69/47pc

Amarillo 66/36pc

Buffalo 52/36pc

Detroit 59/39s

MS

AL

Jackson 72/45c

Atlanta 58/61c

Charleston 66/56r

GA

Montgomery 71/48pc

LA

New Orleans 75/57pc

FL

Tampa 87/69sh

Fairbanks 21/3s

Alaska

4. There 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

Springfield 59/43sh Santa Fe 66/36s NM

AZ

VT

NY WI

MN

Des Moines 53/37s

Denver 67/36s

Las Vegas 85/62s

CA

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

Duluth 51/36t Minneapolis 57/43s

Rapid City 72/41s

WY

NV

San Francisco 79/57s

ME

ND

SD

ID

Idaho Falls 69/36sh Sacramento 79/57s

Bismarck 69/42s

Billings 76/48s

Bend 77/59s

Numbers: today’s high/low temperature in F° c: cloudy r: rain sn: snow

pc: partly cloudy sh: showers snf: snow flurries

t: thunder

s: sun

Miami 85/75pc Key West 84/76pc

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 had the highest low temperature? _________________________________________________ 8. Name cities in four different states with showers. ______________________________________________

Scholastic Professional Books • 2001

2. 56

5. 13 degrees

3. Answers will vary

4. 49 degrees

6. Fairbanks, Alaska

7. Key West, Florida

• paper

▼▼▼▼▼▼▼

8. Answers will vary

EXTENSION ACTIVITIES 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. 44

45

• pencil

ANSWERS 1. 66

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

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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

MT

OR

Billings 76/48s

Bend 77/59s

ID

San Francisco 79/57s

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

Los Angeles 93/70s San Diego 84/65s

NE

Omaha 62/38s

KS

CO

Phoenix 94/67s

WI

MO

Topeka 62/40s

Santa Fe 66/36s

OK

Roswell 68/38s

Tulsa 65/46pc

IL

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

Alaska

Honolulu 88/75s

Hilo 85/70pc

Hawaii

IN

Pittsburgh 56/36sh

Columbus 58/37pc

Indianapolis 59/36c

Brownsville 77/56s

CT

PA

Washington DC WV

OH

NJ

MD

Charleston 56/40pc

DE

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

LA

Wilmington 66/56r

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

UT

Flagstaff 68/42s

VT

Minneapolis 57/43s

Denver 67/36s

Las Vegas 85/62s

CA

Duluth 51/36t

Rapid City 72/41s

WY

NV

Reno 77/39s

ME

ND

SD

Idaho Falls 69/36sh Sacramento 79/57s

Bismarck 69/42s

Numbers: today’s high/low temperature in F° c: cloudy r: rain sn: snow t: thunder

pc: partly cloudy sh: showers snf: snow flurries s: sun

Miami 85/75pc Key West 84/76pc

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 had the highest low temperature? _________________________________________________ 8. Name cities in four different states with showers. ______________________________________________ Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

45

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 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 10:30 11:00 11:30 12:00 12:30 9:30 A.M.

10, 558

10,600

1:30

2:00

2:30

3:00

3:30

4:00

4:00 P.M.

10,435

10,480 10,420

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

CLOSE 4013.36 1475.95 5.89% 6.01%

➡

122.68

➡

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.

1:00

Dow Jones Industrial Average

10,540

➡

x

➡

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.

➡

DIRECTIONS

CHANGE 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? ____________________

3. It 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. 4. Instruct students to read the chart first and then answer the questions.

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? _________ Scholastic Professional Books • 2001

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

47

• pencil

▼▼▼▼▼▼▼

ANSWERS 1a. down 3a. 2 5a. up

1b. 122.68

3b. 1

2a. 9:30 A.M.

2b. 4:00 P.M.

4. Treasury bond, 30-year yield

5b. 23.53

6a. 6.01%

6b. 0.01

6c. 6.00%

EXTENSION ACTIVITIES 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. 46

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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 10:30 11:00 11:30 12:00 12:30 9:30 A.M.

10, 558

10,600

1:00

1:30

2:00

2:30

3:00

3:30

4:00

Dow Jones Industrial Average

10,540

4:00 P.M.

10,435

10,480

➡

10,420

➡

➡

x

➡

CLOSE 4013.36 1475.95 5.89% 6.01%

➡

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

➡

122.68 CHANGE 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? _________ Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

47

Teacher’s Page

Dinner Diagrams ▲▲▲▲▲▲▲

Learning Objective Students create Venn diagrams

What You’ll Need DIRECTIONS

• Dinner Diagrams reproducible, page 49

1. Distribute the Dinner Diagrams reproducible to students. 2. Review Venn diagrams with students and make sure that they understand what a Venn diagram is used to represent. Compare a Venn diagram to other graphs and discuss how the Venn diagram is different. 3. Mention to students that Venn diagrams represent what two 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.

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

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

5. Food you usually eat with your hands and meatless food Bonus: Hot food, meatless food, and food you usually eat with your hands!

Scholastic Professional Books • 2001

5. Instruct students to draw Venn diagrams to represent the requested information. ANSWERS

1.

Hot Food

pepperoni pizza hamburger

Meatless Food

cheese pizza

4.

mixed vegetables

spaghetti with spaghetti with tomato sauce meatballs french fried fries chicken

Hot Food

Food You Usually Eat With Your Hands

spaghetti with tomato sauce

cucumber sandwich

spaghetti with meatballs

applesauce

cheese pizza hamburger pepperoni pizza fried chicken french fries

roast beef sandwich cucumber sandwich

Meatless Food

Food You Usually Eat With Your Hands

2.

Cold Food

applesauce

Food You Usually Eat with Hands

roast beef sandwich cucumber sandwich

5.

fried chicken

fried chicken

pepperoni pizza

pepperoni pizza

cheese pizza

roast beef sandwich

hamburger

hamburger

cheese pizza

spaghetti with tomato sauce

cucumber sandwich

mixed vegetables

french fries

applesauce

french fries

Food You Usually Eat With Your Hands

3.

Cold Food

Meatless Food cheese pizza

roast beef sandwich

cucumber sandwich

spaghetti with tomato sauce

applesauce

mixed vegetables french fries

Bonus

roast beef sandwich

Meatless Food

applesauce

cucumber mixed vegetables sandwich cheese pizza fried french chicken fries pepperoni spaghetti with pizza tomato sauce hamburger spaghetti with meatballs Hot Food

48

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

49

• pencil • protractor for drawing circles (optional)

▼▼▼▼▼▼▼ EXTENSION ACTIVITIES 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.

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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!

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

49

Teacher’s Page

Menu Math ▲▲▲▲▲▲▲

Learning Objective Students read a menu

What You’ll Need • Menu Math reproducible, page 51

DIRECTIONS 1. Distribute 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 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

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.

*All dinners come with french fries or baked potato and a salad or spinach

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

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 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? __________________

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.

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 you ordered everything individually? ________________________ b. How much would it cost if 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? _________________________ S h l

i P f

i

lB

k

G

2001

G

h Ch

& T bl

Th B ild R l Lif M h Skill

51

• pencil and paper • calculator (optional)

6. Students can then answer the questions.

▼▼▼▼▼▼▼

ANSWERS 1. 4.10 2a. 9.95 2b. 12.90 3a. less 3b. 1.95 4. 0.15 5a. 17.05 5b. 15.65 5c. Menu of the Day 5d. 6.10

EXTENSION ACTIVITIES This is an activity that segues nicely into discussions about tax and

25

percents. Students can re-compute all of their answers based on the food

25

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

25

tax and a tip! A variety of take-out menus could come in handy and provide endless “menu math” activities.

50

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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

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

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 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 you ordered everything individually? ________________________ b. How much would it cost if 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? _________________________ Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

51

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 students. 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. 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. 3. Review phrases such as “average,” “at least,” and “no more than” with students, and talk about what they mean.

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. Name ___________________________________________________ Date ______________________

Stats Take Flight!

Have Stats, Will Travel (Part 2) A I R FA R E S DOMESTIC ROUTES

Before you get on that plane, you’d better check the weather so you know what to pack! N T E R N AT I O N A L R O U T E S Don’t worry—you don’t haveI to be a meteorologist. You just need our weather chart. Look at the Unrestricted Fare;questions. Discount Fare; Unrestricted Fare; and answer the

Discount Fare; chart Airline

Airline

New YorkDenver

$278: Fly Now

$1,828: Fly Now

New YorkLos Angeles

$318: Born2Fly

$682: Born2Fly

New YorkSt. Louis

$278: SkyWorld

$1,164: SkyWorld City

Airline

Airline

New York$730: Sky High $1,682: Sky High How’s the Weather? Athens

Name ___________________________________________________ Date ______________________ New YorkHong Kong

$1,210: Pacific Trails

$3,096: Pacific Trails

Have Stats, Will Travel (Part 3)

May Days

Atlanta$899: Far-and-Away Average City Cape Town Rainy

$2,942: Far-and-Away Average Rainy

High/Low Travel may beDays fun, but it’s not cheap. Do High/Low you have anDays extra 564,602 Turkish liras? Don’t panic, San Francisco$198: Westward Ho $582: Westward Ho that’s Losonly Angeles$610: Wayout more Easthow Way far a dollar will get you in different parts of one 8dollar. ToEast find about Athens 77/61 Los Angeles $1,150: 72/53 2 Austin Moscow check our currency exchange chart and answer the questions. the world, Atlanta 79/60 10 Madrid 70/50 10 Washington$198: Air Up There $630: Air Up There San Francisco- 6 $379: Border Air City $480: Border Beijing 81/55 Mexico 78/54Air 17 Las Vegas Mexico City Name ___________________________________________________ Date ______________________ Boston 66/49 11 Moscow 66/46 13 Buenos Aires 64/47 7 New York 68/53 11 QUESTIONS Cairo 91/63 0 Paris 68/49 12 What Can You Get Chicago 65/50 12 Phoenix 91/60 1 Do you know your way around Singapore? In case you don’t, we have almost everything you 1. How much is a discount air fare from New York to St. Louis? _____________________________________ Delhi 105/79 2 74/56 for One Dollar In?Rome . . to . know right need here. From5 taxis to temperature, it can all be found on our vital statistics chart 60/43 10_________________________________ San Juan 16 and answer the questions. 2 a. What airline is offering a flight Dublin from San Francisco to Austin? for Singapore. Just84/74 read the chart May 2000 May 1999 Edinburgh 56/43 14 Sydney 66/52 13 b. How much is the unrestricted fare?_______________________________________________________ AFRICA Hong Kong 82/74 13 Tokyo 71/54 10 Kenya (shilling) 7 56.09 50.90 Houston Toronto 63/44 3. Which costs more, a discount flight from New York 84/66 to Athens or an unrestricted fare from New York to 13 Morocco 9.02 8.34 TIONS Jerusalem 81/57 (dirham) 1 Washington 75/54 Q U E S12 Denver? __________________________________________________________________________________ South Africa (rand) 5.21 4.67 London 62/47 12 Zurich 67/47 14 1. What countries besides the United States AMERICAS 4 a. How much is an unrestricted fare from AtlantaTHE to Cape Town? _________________________________

Money and Math in Many Lands

Have Stats, Will Travel (Part 4) Getting Around

use a unit of currency called the dollar?____ Brazil (real) 1.64 1.51 QUESTIONS b. Which airline provides that service? ________________________________________________________ _______________________________________ Canada (dollar) 1.44 1.42 1. How many rainy days were there(peso) in May in Buenos 8.85 Aires? _________________ Mexico 8.75 c. How much more is the unrestricted fare than the discount fare? _______________________________ ________________________________________ ASIA-PACIFIC 2. a. What was the average low temperature in Paris? _________________ 2. Which countries use a unit of currency 5. How many discount tickets from New York to Los Angeles can be bought with required to Australia (dollar) 1.67 the money 1.47 P O P U L AT I O N E S T I M AT Ecalled the franc? ________________________ b. How much Paris’s average low temperature high? ________________ buy one unrestricted ticket from Newlower York was to Hong ______________________________________ HongKong? Kong (dollar) 7.56 than the average 7.52 3.9 million _______________________________________ India (rupee) 40.42 39.59 3. Which was warmer, the average low in Delhi or the average high in Sydney? _________________ Japan (yen) 104.78 116.30 M AY W E AT H E R 3. a. How many Italian liras could you get for 4. a. Which city had the least number of rainy days? _________________ EUROPE High 89° one dollar in 1999? __________________ 53 Austria (schilling) Great Graphs, Charts 14.67 12.62Math Skills 75° Scholastic Professional Books • 2001 & Tables That Build Real-Life Low b. Which city had the greatest? U E S T Imore O N S Italian liras could you get Belgium_________________ (franc) 43.01 36.98 Rainy Days 15b. HowQmany (pound)change between .63the high and.60 for one dollar 2000? _________________ 5. Which city had the least Britain temperature low? _________________ 1. What is in the average high temperature in Singapore in May? Denmark (krone) 7.95 AV E R A G E C O6.81 ST OF ______________________________________________________ France (franc)high? _________________ 6.99 6.01 6. a. Which city had the lowest average HOTEL PER N I G H T 4. a. What is the unit of currency in Kenya? Germany (mark) 2.09 1.79tax $230.50 _____________________________________ Room for one with 2. What is the estimated population of Singapore? __________ b. Which city had the highest average low? _________________ Hungary (fornint) 262.50 218.60

Singapore Stats

______________________________________________________ b. How much of that currency could you get .80E R A G E C O S.69 AV T OF 2,063.30 for a3.dollar in ___________________ D I N N E R F1,775.10 OR ONE Does the2000? $24 Scholastic Professional Books price • 2001 for dinner include tax and tip? _________ 203.70 With tax and 175.30 tip $24.00 ______________________________________________________ 5. If you had one dollar in 2000, which could 169.20 145.50

Ireland (punt) Italy (lira) Portugal (escudo) Spain (peseta)

54

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

TA X I Upon entry 3.18 3.15 Each additional km 3.76 3.83 From the airport 564,602.00 32,972.00

you get Japanese Spanish 4. more a. Howof, much does ityen costorupon entering a taxi? ____________ pesetas? _______________________________ $1.41 b. If each additional kilometer (km) is $0.25, and you go 8 km, $0.25 6. In 1999, how many Indian rupees youall together? ____________ how much money will could you owe $10.30 get with two____________________________________________________ dollars? _____________________

AV E R A G E C O S T O F C A R R E N TA L P E R D AY with unlimited free mileage $113.56

Scholastic Professional Books • 2001

5 a. How much is a taxi ride from the airport? ______________ Great Graphs, Charts & Tables That Build Real-Life Math Skills

55

____________________________________________________

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? _____________________________

56 Scholastic Professional Books • 2001

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.

• paper • calculator

▼▼▼▼▼▼▼

ANSWERS 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

EXTENSION ACTIVITIES

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 2. Belgium; France 3a. 1,775.10 3b. 288.20 4a. shilling 4b. 56.09 5. Spanish pesetas 6. 79.18 Page 56 1. 89 degrees 2. 3.9 million 3. yes 5a. $10.30 5b. 35.6 kilometers 52

• pencil

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.

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources

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 DOMESTIC ROUTES

I N T E R N AT I O N A L R O U T E S

Discount Fare; Airline

Unrestricted Fare; Airline

Discount Fare; Airline

Unrestricted Fare; Airline

New YorkDenver

$278: Fly Now

$1,828: Fly Now

New YorkAthens

$730: Sky High

$1,682: Sky High

New YorkLos Angeles

$318: Born2Fly

$682: Born2Fly

New YorkHong Kong

$1,210: Pacific Trails

$3,096: Pacific Trails

New YorkSt. Louis

$278: SkyWorld

$1,164: SkyWorld

AtlantaCape Town

$899: Far-and-Away

$2,942: Far-and-Away

San FranciscoAustin

$198: Westward Ho

$582: Westward Ho

Los AngelesMoscow

$610: East Way

$1,150: East Way

WashingtonLas Vegas

$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 a flight from San Francisco to Austin? _________________________________ b. 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 the discount fare? _______________________________ 5. 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? ______________________________________

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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 City

Athens Atlanta Beijing Boston Buenos Aires Cairo Chicago Delhi Dublin Edinburgh Hong Kong Houston Jerusalem London

Average High/Low

Rainy Days

77/61 79/60 81/55 66/49 64/47 91/63 65/50 105/79 60/43 56/43 82/74 84/66 81/57 62/47

8 10 6 11 7 0 12 2 10 14 13 7 1 12

City

Los Angeles Madrid Mexico City Moscow New York Paris Phoenix Rome San Juan Sydney Tokyo Toronto Washington Zurich

Average High/Low

Rainy Days

72/53 70/50 78/54 66/46 68/53 68/49 91/60 74/56 84/74 66/52 71/54 63/44 75/54 67/47

2 10 17 13 11 12 1 5 16 13 10 13 12 14

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? _________________ 54

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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

AFRICA Kenya (shilling) Morocco (dirham) South Africa (rand) THE AMERICAS Brazil (real) Canada (dollar) Mexico (peso) ASIA-PACIFIC Australia (dollar) Hong Kong (dollar) India (rupee) Japan (yen) EUROPE Austria (schilling) Belgium (franc) Britain (pound) Denmark (krone) France (franc) Germany (mark) Hungary (fornint) Ireland (punt) Italy (lira) Portugal (escudo) Spain (peseta) MIDDLE EAST Egypt (pound) Israel (shekel) Turkey (lira)

56.09 9.02 5.21

May 1999

50.90 8.34 4.67

QUESTIONS

1. What countries besides the United States 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

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

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? _____________________

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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 P O P U L AT I O N E S T I M AT E 3.9 million M AY W E 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 X I 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 a taxi? ____________

$1.41 $0.25 $10.30

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 C A R R E N TA L P E R D AY with unlimited free mileage $113.56

5 a. How much is a taxi ride from the airport? ______________ ____________________________________________________ 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? _____________________________

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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. 2. Brainstorm 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. 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.

• pencil • paper

▼▼▼▼▼▼▼ EXTENSION ACTIVITIES 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.

D O U B L E ( O R M U LT I P L E ) L I N E G R A P H 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.

S TA C K E D B A R G R A P H 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.

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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.

S C H O L A S T I C K I D S U S A S U RV E Y 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.

U S A T O D AY 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.

ALSO CHECK OUT THE SITE’S “POP CLOCK” 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.

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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.

AMERICAN STOCK EXCHANGE 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.

THE ENDANGERED SPECIES PROGRAM 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 AT I O N A N D P R E V E N T I O N S O U R C E PA G E 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.

N AT I O N A L C L I M AT I C D ATA C E N T E R 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.

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Reproducibles

Blank Graph Reproducibles PIE CHART in 100 equal divisions

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Reproducibles

AXIS 1

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Reproducibles

AXIS 2

VENN DIAGRAM

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Reproducibles

GRID

64

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