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.
Table of Contents
Introduction
Math Naps
bar graphs
Graphs Good Enough to Eat
double bar graphs
32
Shopping for Math

food labels
34
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

line graphs
16
Super Pix
pictographs
44

charts, double bar graphs
18
Todays 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 14)

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
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!
theres
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
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2824
547
1842
1666
688
2411
1281
1052
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0
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2118
Seattle WA
San Fran
cisco CA
3131
2689
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1043
1117
1125
2894
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237
2118
745
745
534
1151
2057
2946
1327
2072
828
Washing
ton, DC
NY
619
2946
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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
1447
1377
1585
1416
928
780
2034
1132
439
792
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, theres 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 ______________________

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 theyve learned and find related lessons
even when theyre 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.
10
11
North Dakota
Washington
Montana
Minnesota
New Hampshire
Vermont
South Dakota
Oregon
Idaho
Wyoming
Nevada
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
Alabama
Georgia
Mississippi
Texas
Louisiana
Florida
MAP INDEX
Apatosaurus . .
Astrodon . . . . .
Brachiosaurus .
Hadrosaurus . .
Lophorhothon .
Stegosaurus . . .
Tenontosaurus.
Triceratops. . . .
Tyrannosaurus .
.
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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,
nt 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 its
mo
t
fun
and
ou
chart
may be
To find
hange
Travel
dollar.
rency exc
ly one
thats 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
Real-Life
Math Skills
31
41
s 2001
al Book
Scholastic
Profession
Teachers Page
Math Naps
Learning Objective
Students learn to use bar graphs
What Youll 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
Heywake up! Its 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
rememberno 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
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? __________________________________
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
Python
Cat
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.
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
Bat
Chimpanzee
Seal
10
Ask students if they sleep more or less
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.
Name ___________________________________________________ Date ______________________
Math Naps
Heywake up! Its 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
rememberno snoozing!
Number of Hours Slept in One Day

20
18
16
14
12
10
8
Cat
Bat
Python
Chimpanzee
Animal
Duck
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? __________________________________
Teachers Page
Learning Objective
Students learn to use double bar graphs
What Youll Need

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 ______________________

Get ready to chow down! Whats on the menu? A double helping of mathdouble 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
pencil
two different colored pens
or pencils
ANSWERS
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 showsyou 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.
Name ___________________________________________________ Date ______________________

Get ready to chow down! Whats on the menu? A double helping of mathdouble 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? ___________________________________________________
Teachers Page
Pie Time
Learning Objective
Students learn to use circle or pie graphs
What Youll 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 timebut 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 bakeer . . . makea 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
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
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
Name ___________________________________________________ Date ______________________
Pie Time
Whole-y circle graphs! Video games are big timebut 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 bakeer . . . makea 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
11
Teachers Page
Stacking Up Stats
Learning Objective
Students learn to use stacked bar graphs
What Youll 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 athletes total earnings were about the same as Michael Jordans salary? ____________________
13
pencil
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
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 athletes total earnings were about the same as Michael Jordans salary? ____________________
13
Teachers Page
Learning Objective
Students learn to use line graphs
What Youll 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 ______________________

Whats playing? Line graphs! Think movies are popular now? Take a look at how they lined up
in the 1940s. But the graph isnt 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. Ill 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? ____________________________________
15
ANSWERS
pencil
4.5
4.0
EXTENSION
ACTIVITY
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
Name ___________________________________________________ Date ______________________

Whats playing? Line graphs! Think movies are popular now? Take a look at how they lined up
in the 1940s. But the graph isnt 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. Ill get the popcorn!
Movie Attendance in the United States

4.5
4.0
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? ____________________________________
15
Teachers Page
Learning Objective
Students learn to use line graphs
What Youll 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

page 17
Name ___________________________________________________ Date ______________________

If you liked Math Movie Madness (Part 1) youll love our sequel! Once again, line graphs are
the star. This time weve got the ticketticket 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? ______________
17
pencil
ANSWERS
4.50
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. 19761986 3. $4.00

4. 1 ticket in 1996 5. 9
in their short lives. Ask them how they think
movie attendance would change if ticket prices

were lowered.
16
Name ___________________________________________________ Date ______________________

If you liked Math Movie Madness (Part 1) youll love our sequel! Once again, line graphs are
the star. This time weve got the ticketticket price, that is. And you should see how the prices
have changed. Complete the graph with the information in the Now Playing box below. Watch
the prices go up from 1946 to 1996 along with the curtain!
Movie Ticket Prices in the United States

(numbers have been averaged and approximated for graphing purposes)
$5.00
4.50
4.00
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? ______________
17
Teachers Page
Learning Objective
Students use the ideas presented in the last two activities
What Youll Need
and what they have learned about double bar graphs to

understand the relationship between changing ticket
prices and movie attendance
Math Movie Madness

page 19
DIRECTIONS
Name ___________________________________________________ Date ______________________

Make your reservations nowMath Movie Madness (Part 3) is here and guaranteed to keep you
on the edge of your desks! To answer the questions on this page, youll need to look at the double bar graph and chart below. If you think todays 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 todays 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.
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
ticket cost to see Dr. Zhivago? ____________________
19
pencil
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
Name ___________________________________________________ Date ______________________

Make your reservations nowMath Movie Madness (Part 3) is here and guaranteed to keep you
on the edge of your desks! To answer the questions on this page, youll need to look at the double bar graph and chart below. If you think todays 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
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?

19
Teachers Page
Sports Graphs Do Double Time
Learning Objective
Students learn to use double line graphs
What Youll 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 ______________________

Lets 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. Weve 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 199596, 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
GIRLS GETTING IN THE GAME

Boys
Girls
197172
3,500,000
400,000
197374
just under 4,000,000
1,400,000
197576
just over 4,000,000
1,700,000
197778
4,250,000
2,000,000
197980
3,500,000
1,800,000
198182
3,400,000
1,900,00
198384
3,300,000
1,800,000
198586
3,500,000
1,800,000
198788
3,400,000
1,900,000
198990
3,300,000
1,900,000
199192
3,450,000
2,000,000
199394
3,450,000
2,100,000
199596
3,600,000
2,400,000
21
pencil
ANSWERS

or pencils
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. 197172 and 197374
4a. 197172
4b. 3,100,000
3. 197778 and 197980
5. 1,200,000
current events activity, have students look

for newspaper clippings or other
information on Title IX.
20
Name ___________________________________________________ Date ______________________

Lets 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. Weve 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
197172
3,500,000
400,000
2. Between which two points on the graph did girls

participation increase the most? _______________
197374
just under 4,000,000
1,400,000
197576
just over 4,000,000
1,700,000
3. Between which two points on the graph did boys

participation decrease the most? _______________
197778
4,250,000
2,000,000
197980
3,500,000
1,800,000
198182
3,400,000
1,900,00
198384
3,300,000
1,800,000
198586
3,500,000
1,800,000
198788
3,400,000
1,900,000
198990
3,300,000
1,900,000
199192
3,450,000
2,000,000
199394
3,450,000
2,100,000
199596
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 199596, about how many more boys participated in sports than girls? ________________________
21
Teachers Page
Smoking Stats
Learning Objective
Students learn to use triple line graphs
What Youll 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

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
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%
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? ___________________________________
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

50
40
35
30
(out of 100)
PERCENT OF TEENS SMOKING
45
25
20
15
10
5
0
1991
1992
1993
YEARS
12th
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? ___________________________________
23
Teachers Page
Math Mileage
Learning Objective
Students learn to read mileage tables
What Youll 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 theres your
answer. So pack your bagsand your mathand lets 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
2297
1389
696
640
547
1666
2411
2359
534
804
2211
2034
1447
1023
2297
2752
1943
2824
1842
688
380
1151
2689
1377
1317
2077
1389
2752
1793
1281
1216
2543
3131
1052
1043
696
1943
1793
1231
619
1312
2057
1117
1125
661
1222
1132
2020
870
409
821
934
1565
920
1809
1231
2673
1885
409
1211
1963
2508
1433
1377
780
780
St. Louis MO
1882
1101
2034
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
732
St. Louis MO
646
1335
Denver CO
716
716
Detroit MI
Dallas TX
1335
Chicago IL
Dallas TX
Los Angeles CA
New York NY
1407
Minneapolis MN
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
1327
2072
2118
Salt Lake City UT
604
1882
1403
1240
512
1666
688
2543
1312
2201
1327
745
828
San Francisco CA
1101
2508
2148
1747
1257
2411
380
3131
2057
2946
2072
745
820
2840
Seattle WA
1433
2673
2072
2078
1303
2359
1151
1052
1117
2894
2118
828
820
2788
237
Washington, DC
1885
632
715
1326
1700
534
2689
1043
1125
237
845
2095
2840
2788
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? _________________________________________________________
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 youre 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
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 theres your
answer. So pack your bagsand your mathand lets 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
928
1011
286
2034
1377
409
821
297
1403
2148
2072
715
Dallas TX
646
792
928
780
1211
1447
1317
934
1565
631
1240
1747
2078
1326
Denver CO
439
1416
1011
780
1274
1023
2077
920
1809
861
512
1257
1303
1700
Detroit MI
1585
732
286
1211
1274
2297
1389
696
640
547
1666
2411
2359
534
Los Angeles CA
Washington, DC
Denver CO
1335
Seattle WA
Chicago IL
1407
1407
Salt Lake City UT
Atlanta GA
Atlanta GA
Albuquerque NM
Dallas TX
Albuquerque NM
San Francisco CA
United States Mileage Table
804
2211
2034
1447
1023
2297
2752
1943
2824
1842
688
380
1151
2689
Miami FL
1963
661
1377
1317
2077
1389
2752
1793
1281
1216
2543
3131
1052
1043
Minneapolis MN
1222
1132
409
934
920
696
1943
1793
1231
619
1312
2057
1117
1125
New York NY
2020
870
821
1565
1809
640
2824
1281
1231
982
2201
2946
2894
237
St. Louis MO
1038
555
297
631
861
547
1842
1216
619
982
1327
2072
2118
845
Salt Lake City UT
604
1882
1403
1240
512
1666
688
2543
1312
2201
1327
745
828
2095
San Francisco CA
1101
2508
2148
1747
1257
2411
380
3131
2057
2946
2072
745
820
2840
Seattle WA
1433
2673
2072
2078
1303
2359
1151
1052
1117
2894
2118
828
820
2788
Washington, DC
1885
632
715
1326
1700
534
2689
1043
1125
237
845
2095
2840
2788
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? _________________________________________________________
25
Teachers Page
Learning Objective
Students learn to read standard map grids
What Youll Need

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 ______________________

This map is out of Dino-sight! Use the map index at the bottom of the page and the coordinates
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.
10
11
North Dakota
Washington
Montana
Minnesota
New Hampshire
Vermont
South Dakota
Oregon
Idaho
Wyoming
New York
Massachusetts
Michigan
Pennsylvania
Illinois
Colorado
Nevada
West
Virginia
Missouri
Kentucky
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
South
Carolina
Georgia
Texas
Florida
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 .
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.
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C-3
C-9
C-4
C-10
E-8
D-6
E-5
B-5
A-4
27
pencil
ANSWERS
Completed map should look like this:
Dinosaurs are a favorite with kids. This activity

provides ample opportunity for crossover teaching
1
A
TYRANNOSAURUS
Washington
10
11
Montana
Minnesota
New Hampshire
Vermont
South Dakota
Oregon
Idaho
TRICERATOPS
Wyoming
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
Massachusetts
Pennsylvania
Colorado
Utah
New York
Michigan
Nebraska
Nevada
Maine
Wisconsin
LOPHORHOTHON
Florida
in science. Have students write reports on the

dinosaurs theyve 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
Name ___________________________________________________ Date ______________________

This map is out of dino-sight! Use the map index at the bottom of the page and the coordinates
Dig It?
1
A
10
11
North Dakota
Washington
Montana
Minnesota
New Hampshire
Oregon
Idaho
Wyoming
Vermont
Wisconsin
South Dakota
New York
Iowa
Massachusetts
Michigan
Nebraska
Pennsylvania
Illinois
Colorado
Nevada
West
Virginia
Missouri
Kentucky
California
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
Texas
Mississippi
Louisiana
Florida
MAP INDEX
Apatosaurus . .
Astrodon . . . . .
Brachiosaurus .
Hadrosaurus . .
Lophorhothon .
Stegosaurus . . .
Tenontosaurus.
Triceratops. . . .
Tyrannosaurus .
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C-3
C-9
C-4
C-10
E-8
D-6
E-5
B-5
A-4
27
Teachers Page
Learning Objective
Students work with coordinate mapping
What Youll Need

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 ______________________

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 countrys 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
Vermont
Wisconsin
Maine
South Dakota
Idaho
Oregon
Wyoming
Michigan
Iowa
New York
Massachusetts
Nebraska
Pennsylvania
1
Utah
Nevada
Colorado
Illinois
Missouri
Kansas
Indiana
Ohio
0
-9
-8
-7
West
Virginia
Kentucky
California
Oklahoma
Arkansas
Tennessee
Mississippi
Texas
Maryland
North Carolina
New Mexico
Arizona
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)
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 theyve visited nearby or far away,
New Hampshire
Vermont
Wisconsin
Maine
South Dakota
Idaho
Oregon
Wyoming
Michigan
Iowa
New York
Massachusetts
Nebraska
Pennsylvania
1
Utah
Nevada
Colorado
Illinois
Missouri
Kansas
Indiana
Ohio
0
-9
-8
-7
West
Virginia
Kentucky
California
Oklahoma
Arkansas
Arizona
Mississippi
Texas
Virginia
North Carolina
Tennessee
New Mexico
South
Carolina
Alabama
Georgia
Rhode Island
Connecticut
New Jersey
Delaware
7
Maryland
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
Name ___________________________________________________ Date ______________________

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 countrys 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
Vermont
Wisconsin
Maine
South Dakota
Idaho
Oregon
Wyoming
Michigan
Iowa
New York
Massachusetts
Nebraska
Pennsylvania
1
Utah
Nevada
Colorado
Illinois
Indiana
Missouri
Kansas
0
-9
-8
-7
Ohio
West
4 Virginia 5
Virginia
Kentucky
California
Oklahoma
Arkansas
Mississippi
Texas
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)
29
Teachers Page
Picto-Players
Learning Objective
Students learn to use pictographs
What Youll 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 upor multiplythat 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.
31
pencil
scratch paper or calculator
ANSWERS
1. 40
2. soccer
3. gymnastics 4. 155 5. 340 6. 34
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
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? ___________________________
31
Teachers Page
Shopping for Math
Learning Objective
Students learn to read for detail using food labels
What Youll 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...Whats cookin? Math! Ever take time to look at the labels on the packages of
food in your house or at the grocery store? Well, weve made it easy for you. Read the label here
and answer the questions.
Soups 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? ______________________
33
ANSWERS
1. 242 2. 35 3. 25 4. 30% 5. 3 6. 12% 7. about 260 8. 14
pencil
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
Name ___________________________________________________ Date ______________________
Shopping for Math

Mmmmmmm...Whats cookin? Math! Ever take time to look at the labels on the packages of
food in your house or at the grocery store? Well, weve made it easy for you. Read the label here
and answer the questions.
Soups 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? ______________________
33
Teachers Page
Math-in-a-Box
Learning Objective
Students learn to read box scores
What Youll 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? Whats 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
17
3P
made
1
3P
attempted
FT
made
FT
attempted
10
12
11
RB
points
Total
23
Rodman
33
Longley
14
Harper
18
2
39
1
0
Jordan
44
15
35
10
11
Williams
23
Kukoc
25
Kerr
25
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 isfree 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 Jordans 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? ___________________________________________________
5. Ask students to familiarize themselves with the chart before

answering the questions.
2. 12
5a. 2 5b. 1
3. 18
6a. 13
4. Jordans 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
Name ___________________________________________________ Date ______________________
Math-in-a-Box
She shoots, she scores! How many points is that? Who got that last rebound? Whats 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
17
10
12
23
Rodman
33
11
Longley
14
Harper
18
Jordan
44
15
35
10
11
39
Williams
23
Kukoc
25
Kerr
25
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 Jordans 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? ___________________________________________________
35
Teachers Page
Mutt Math
Learning Objective
Students read a point chart
What Youll 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
Pointers
Collies
11
13
19
21
34
36
Huskies
11
14
20
20
28
31
43
10
10
2. 2
3. 5
4. 12
5a. 5
5b. 16
6a. 3
16
26
9
10
11
16
17
Chow Chows
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? ______________
37
pencil
6b. 6
The American Kennel Club can provide a great deal of scoring. Have
the class watch the Westminster Kennel Club show together and follow
along with pad and paper as the show is scored. Find out if any students or their friends have ever shown their dog in competition. There
are also cat shows, and researching those scoring techniques provides
a completely different set of information and a whole new activity.
36
16
St. Bernards
ANSWERS
1. Chow Chows
5 pts.
4 pts.
Brittanys
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.
Brittanys
10
10
16
16
26
Pointers
Collies
11
13
19
21
34
36
Huskies
11
14
20
20
28
31
43
St. Bernards
10
11
16
17
Chow Chows
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? ______________
37
Teachers Page
Learning Objective
Students work with on-air time schedules
What Youll 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 ______________________
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 weve 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 theyre 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
3. 1
4. 18
5. 12
A visit to a local radio station or an in-class visit from a
local radio personality could be a fun way to enhance this
math activity. If a trip or visit isnt 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
4. Instruct students to look over the schedule and the key, before
they answer the questions.
QUESTIONS
Name ___________________________________________________ Date ______________________
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 weve 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 theyre 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
39
Teachers Page
Circle Survey
Learning Objective
Students learn to use circle or pie graphs
What Youll 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
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
Write that number on that section of your graph. __________________________________________
United States? ____________________________________________________________________________
__________________________________________________________________________________________
pencil
ANSWERS
1. 36%
2. 40%
3. 71%
6. 24%
7. 36 kids
4. 53%
5. 100%
8. Answers will vary
Depending on the students level, percents can be discussed in more detail. For an
even more challenging exercise, the percents can be written as fractions or decimals. The issues raised by this survey can lead into a larger discussion that works
well in a current events class or as an essay-writing exercise or homework assignment. Ask students what they think fell into the Other category. (The topics
included AIDS, abortion, prejudice/racism, violence, and drug and alcohol
abuse.) Conduct a similar survey in your class, grade, or school and graph the
results. Do students think their concerns are different than the concerns of adults?
40
41
Name ___________________________________________________ Date ______________________
Circle Survey
29%
Environment
36%
Crime
Other
11%
Education
QUESTIONS
Write that number on that section of your graph. ____________________________________________
United States? ____________________________________________________________________________
__________________________________________________________________________________________
41
Teachers Page
Super Pix
Learning Objective
Students read pictographs
What Youll 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 addor multiplythat 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 Pittsburghs Super Bowl wins? ______________
b. How many footballs would represent the number of San Franciscos 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? ________________________________________________

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
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
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 Pittsburghs Super Bowl wins? ______________
b. How many footballs would represent the number of San Franciscos 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? ________________________________________________
43
Teachers Page
Learning Objective
Students read a weather map
What Youll Need

DIRECTIONS
1. Distribute the Todays 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 ______________________

Before you get on that plane, youd better check the weather so you know what to pack!
Dont worryyou dont 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 days 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: todays 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. ______________________________________________
2. 56
5. 13 degrees
4. 49 degrees
6. Fairbanks, Alaska
7. Key West, Florida
paper
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 its used.
For more challenging math, have students convert temperatures.
44
45
pencil
ANSWERS
1. 66
Name ___________________________________________________ Date ______________________

Dont worryyou dont have to be a meteorologist. You just need our weather map. Look at the
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: todays 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. ______________________________________________
45
Teachers Page
Learning Objective
Students learn to read basic stock charts
What Youll Need

Name ___________________________________________________ Date ______________________

Its 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 & Poors 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
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? _________
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%
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
Name ___________________________________________________ Date ______________________

Its 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
CLOSE
4013.36
1475.95
5.89%
6.01%
INDEX
Nasdaq composite
Standard & Poors 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? _________
47
Teachers Page
Dinner Diagrams
Learning Objective
Students create Venn diagrams
What Youll 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 youre hungry! Youve heard of the four major food groups, but they usually dont 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.
Whats 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
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 situationsaside from

what is presented in the activityfor 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!
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
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
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
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
Hot Food
48
49
pencil
protractor for drawing
circles (optional)
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, ingredientsanything 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 equipmentsuch as items used with
hands, feet, or heads. Students can also create Venn collages in which pictures are used
to illustrate grouped items as opposed to
words or numbers.
Name ___________________________________________________ Date ______________________
Dinner Diagrams
Hope youre hungry! Youve heard of the four major food groups, but they usually dont 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.
Whats for Dinner?

Hot Food
pepperoni pizza
cheese pizza
hamburger
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
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!
49
Teachers Page
Menu Math
Learning Objective
Students read a menu
What Youll 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! Whats on the menu, you ask? Why math, of course! But before you
fill up on food youd 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 workor their neighbors 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
lB
2001
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
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
Name ___________________________________________________ Date ______________________
Menu Math
Welcome to Descartes Cafe! Whats on the menu, you ask? Why math, of course! But before you
fill up on food youd 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? _________________________
51
Teachers 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 Youll Need
relating to travel
Have Stats, Will Travel

reproducibles, pages 5356
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 theyre 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 sureyoud better pack your math. To find out how much it will cost for
you to get where youre 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
N T E R N AT I O N A L R O U T E S
Dont worryyou dont 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
Hows
the
Weather?
Athens
Name ___________________________________________________ Date ______________________

New YorkHong Kong
$1,210: Pacific Trails
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 its not cheap. Do High/Low
you have anDays
extra 564,602 Turkish liras? Dont panic,
San Francisco$198: Westward Ho
$582: Westward Ho thats
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 dont, 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

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
Pariss
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
& 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
5 a. How much is a taxi ride from the airport? ______________

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
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
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
tripbuy tickets, pay for transportation
from the airport, and figure out how
far their dollars will go in a certain
country. Exchange rates are a great
way to teach conversions, decimals,
and calculator skills.
Name ___________________________________________________ Date ______________________

Got your passport ready? Ticket? Final boarding! Where are you headed? Well, the choice is
yours. One thing is for sureyoud better pack your math. To find out how much it will cost for
you to get where youre 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
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? ______________________________________
53
Name ___________________________________________________ Date ______________________

Dont worryyou dont have to be a meteorologist. You just need our weather chart. Look at the
Hows 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 Pariss 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
Name ___________________________________________________ Date ______________________

Travel may be fun, but its not cheap. Do you have an extra 564,602 Turkish liras? Dont panic,
thats 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? _____________________
55
Name ___________________________________________________ Date ______________________

Do you know your way around Singapore? In case you dont, 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
HOTEL PER NIGHT
Room for one with tax $230.50
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? ____________
____________________________________________________
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? _____________________________
56
Teachers Page
Statistics Scavenger Hunt

Learning Objectives
Various
What Youll 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
theyve seen them. Its 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 theyve 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
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 statistica mapping
exercise of archaeological finds in
Egypt, for exampleand talk about
what they learned about the topic
behind the graph, chart, or table.
57
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 mens events, the other bar for womens.
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.
58
Appendix
Appendix 2: Teacher Resources

Here are places where you can find additional statistical information to use along with the blank graphing
reproducibles (pages 6164). 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 Todays 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 youll know what to do with. Statistics on virtually every aspect of American lifepoverty, education, population, ethnic breakdowns, and so forth.
ALSO CHECK OUT THE SITES 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 activityyou 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 K12 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.
59
Appendix
BILLBOARD MAGAZINE
www.billboard-online.com/charts
Billboard Magazines Web site not only has the latest chart listing for hit music, but if you click on This Weeks
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
Services 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.
60
Reproducibles
Blank Graph Reproducibles

PIE CHART
in 100 equal divisions
61
Reproducibles
AXIS 1
62
Reproducibles
AXIS 2
VENN DIAGRAM
63
Reproducibles
GRID
64

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Graphs, Charts & Tables

That Build Real-Life Math Skills

New York Toronto London Auckland Sydney

Cover design by Jim Sarfati

Shopping for Math

Math Movie Madness (Part 1)

Math Movie Madness (Part 2)

Math Movie Madness (Part 3)

Todays Forecast: Maps!

Sport Graphs Do Double Time

Taking Stock of Stocks

Dinosaurs on the Map

Have Stats, Will Travel (Parts 14)

Coordinate Math Mapping

Statistics Scavenger Hunt

Appendix 1: Quick Reference

Appendix 2: Teacher Resources

Blank Graph Reproducibles

newspaper, to food labels in the supermarket, and locations on maps.

Name ___________________________________________________ Date ______________________

Dinosaurs on the Map

Scholastic Professional Books 2001

Top Issues Facing the United States

Name ___________________________________________________ Date ______________________

Scholastic Professional Books 2001

What Youll Need

Name ___________________________________________________ Date ______________________

Number of Hours Slept in One Day

3. Instruct students to look at the information already graphed for

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

Scholastic Professional Books 2001

4. Explain to students that after reading the information in the

Completed graph should look like this:

An adult human sleeps an average of 8

hours a day, while a human baby sleeps

10- to 12-year-old human

Ask students if they sleep more or less

1a. 18 1b. 12 1c. 14 2. 10 3. Bat, Python, Chimpanzee

number of hours per day that they sleep.

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

Name ___________________________________________________ Date ______________________

Number of Hours Slept in One Day

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

Graphs Good Enough to Eat

What Youll Need

Name ___________________________________________________ Date ______________________

Graphs Good Enough to Eat

Fave Lunch Foods

2. Review double bar graphs with students. Explain that these

3. Encourage students to read the results of each category in the

Completed graph should look like this:

Fave Lunch Foods

Name ___________________________________________________ Date ______________________

Graphs Good Enough to Eat

Fave Lunch Foods

What Youll Need

Name ___________________________________________________ Date ______________________

1. How many kids spend at least one

hour playing video games?

who spend two or more hours per day

5. Now create and label your own circle graph

Scholastic Professional Books 2001

4. Students will then create a pie graph using the information in

graph where the whole represents one

Math - Graphs, Charts & Tables

Math - Graphs, Charts & Tables

Name _____________________________ Date

Name _____________________________ Date

Name _____________________________ Date

Name _____________________________ Date

Name _____________________________ Date

Name _____________________________ Date

Name _____________________________ Date

Name _____________________________ Date

Name _____________________________ Date

Name _____________________________ Date

Name _____________________________ Date

Name _____________________________ Date

Name _____________________________ Date