3-5
In the following lesson, students act as reporters at the Super Bowl.
Students study four pictures of things that they would typically find
at a football game: players, a scoreboard, a crowd, and a concession
stand. Students are asked to create problem situations that correspond
to their interpretation of each of the pictures.
3-5
This activity focuses on analyzing the scores for football games.
Students study combinations of numbers to produce possible scores for
football games.
6-8
In this activity, students analyze pictures of football stands to make estimates related to the attendance at the Super Bowl. The students will realize that estimates must, at times, be made with little background information and that a range of answers might be correct. Students also make estimates about the television audience.
3-5
In many homes, the Super Bowl is an event of some significance. This
activity is designed to have students examine some enjoyable (and,
sometimes, obscure) questions using mathematics during the game. The
questions on the activity sheet require that the students make
observations about the game.
Pre-K-2
A toy-shop theme is used to help stimulate and generate discussion about numbers. Students use examples from a toy-shop to identify real-world uses of numbers and to write stories about those numbers.
3-5
A post office is a good example of a real-world environment in which numbers of different types can be found. Whole numbers and fractions are introduced. Numbers that occur in a greater variety of measurement situations can also be introduced. At this level, students should be encouraged to elaborate on the way numbers are used.
3-5
Students are familiar with sports and sporting events. Whole numbers
and fractions are used to represent the size of groups or collections
and measurements involving lengths, weights, and times in many sporting
and game situations. This knowledge can be used to give the students
another picture of numbers.
6-8
The activities at this level use an airport theme to investigate numbers. Students are encouraged to relate the numbers to familiar situations, for example, to use the dimensions of the classroom to describe an airplane.
3-5
Students survey members of their community to determine preferences about pizza. Students compare their results with their classmates and create graphs of their data.
3-5
Using a survey, students collect data about favorite pizza toppings. They create a double-bar graph and discuss their graphs with other members of the class.
