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5030-01
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The students will apply mathematical concepts and skills to solve problems they encounter
in daily living.
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5030-02
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The students will show understanding and application of mathematical concepts and justification
of solutions to problems by communicating in oral, pictorial, and/or written form.
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5030-03
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The students will explain and justify logical reasoning strategies when working through (learning)
a mathematical concept or solving a problem.
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5030-04
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The students will recognize the interrelated nature of mathematical concepts within the field of
mathematics as well as throughout other disciplines, especially as they apply to daily living.
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5030-05
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The students will employ estimation strategies in order to demonstrate flexibility in working
with numbers and measurement as they relate to the students' everyday lives.
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5030-07
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The students will relate combinations of numbers to other numbers by establishing relationships
among operations and by acquiring insights into the effects of performing an operation on a pair
or set of numbers.
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5030-08
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The students will demonstrate ability in computational techniques through the use of paper and
pencil, mental math, estimation, and technology to solve problems.
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5030-11
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The students will collect, organize, describe, display, and interpret data while making decisions
and predictions based on that data.
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Pass out the Catalog of items and prices for 2002 Olympic Winter Games.
Ask students to select 2 items from the catalog. One item will be for a best friend and 2
items will be purchased for themselves.
Instruct students to fill out the Order Form and estimate the total cost for the 4 items.
Students will calculate the actual total of the order (calculator optional). They will then
check the total with a calculator. How much did the items cost altogether? How close was the
student's estimate? Have students record all information on the order form (preferably in
ink to avoid students erasing their estimates!).
Tell students that they each have a $100 dollar bill (change this amount to $25 or $50,
depending on the skill level of students). Students will decide if they have enough
money to buy the chosen items. If not, they will calculate how much more money is
needed. If the items total is less than $100 how much change is returned? Each student
will record the solutions on the order form showing costs, change and calculations.
Repeat the activity using a new number of friends and/or new items.
Show students pictures or figures of the three Olympic mascots. Explain that their
names are Copper, Coal and Powder. Ask students why they think that these names were
selected for the mascots. Ask students to use a map of Utah to identify areas where
Copper, Coal and Powder resources are found.
Assign students to take a poll of their classmates. Poll questions will ask which
mascot plush animal would you choose? Options include Copper the coyote, Coal the
bear or Powder the rabbit. Ask students why they made this decision. Students tally
the results of the poll.
Instruct students to use the tallied data to draw and label a graph showing the
results of the poll.
Use the created graph to answer the questions on the "Copper, Powder and Coal"
worksheet.
Invite students to graph the results in more than one way (i.e. bar graph and circle graph).
Encourage students to make up other questions related to the Olympic Winter Games. For example,
Which Winter Olympics sport do you like best? Have students ask their classmates and take surveys
in pairs or small teams. Collect data. Make a graph. Share graph and results with the class.
Research the history of other Olympic mascots. Have there always been mascots?
Design your own mascot, perhaps for your school or classroom. Write its history and significance.
Share with the class.
