Hot Car Temps Modeling & Awareness

As of June 8, 2018, 753 children have died due to vehicular heatstroke since 1998.     All of these deaths could have been prevented.

In this math activity, we model the data with appropriate mathematics and create social awareness of these tragedies. This is written for the TI-84 CE but can be done on other platforms. Below are links to the student sheets, teacher notes, and TI-84 CE program with the data. Following that is the student PDF, and then the teacher PDF.  There is also a website that brings attention to this data and much more:  http://noheatstroke.org/             A big thank you to Jan Null at San Jose University for collecting, organizing and providing this important data at this website.

This activity uses data from the TI parking lot in Dallas. There is a similar activity that uses data from a school parking lot in Scottsdale, Arizona.

All the data can be found here (for both cities):      http://bit.ly/hotcartemps

Student PDF with Dallas data:

Teacher PDF with Dallas data:

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Green Bay Lambeau Field Renovation Math Activity TI-84 and TI-Nspire

The Math Behind Keeping the Field Warm So That Snow and Ice Does Not Accumulate

Link to ALL the files – for TI-84 and TI-Nspire

Below are the student and teacher versions for the       TI-84. The TI-Nspire versions are similar.

 

Model the Green Bay Icon

Zip folder With ALL Files for the TI-84 CE

Website of Activity for TI-84 CE and TI-Nspire with all files

Zip folder With ALL Files for TI-Nspire

The TI-84 CE version is shown below.

The TI-Nspire version follows. Enjoy…

 

 

 

 

 

 

 

 

 

 

 

 

Earth Day – Plastic Straws Math Activity

How many straws are used in the United States each day? If they were connected, would they wrap around the earth at the Equator? In one year, would the length of straws reach the moon? How many times? What is the volume of this plastic for one year? How deep would it be on a football field?

This activity was written for middle and high school math teachers and their students.
In this blog below you will see the Student Activity followed by the Teachers Notes and Solutions. Both of these are available to be downloaded in pdf from this link:                 Plastic Straw Activity

The solutions were done with a TI-84 CE but could also be done with a TI-84 or TI-Nspire. We hope this provides a good mathematics lesson along with  social awareness for the environment.

Video about this activity

Starbuck’s to halt plastic straw use by 2020

Washington Post article that plastic straws are bad for our bodies, too.

US Opioid Overdose Activity

Mathematical Modeling and Social Awareness Activity for Grades 8 and above.

This activity was created for two purposes: as a genuine real-world mathematical analysis of data activity and to create social awareness of issues that are confronting many people in the United States.

Click here to go to the website that contains all the materials.  Obtain all the files for the TI-84, TI-84 CE, and TI-Nspire: student pdf’s, teacher pdf’s, 84 program, TI-Nspire document.
Click here to view a two-minute video from the New York Times explaining the opioid crisis.

The following is the Teacher’s Notes of the activity for the TI-84 and TI-84 CE. It is very similar to the activity for TI-Nspire.

 

 

 

New data from 2016:

Unintentional Drug Overdoses Ohio Mathematical Modeling and Awareness (for Grades 8 and above)

This activity was created for two purposes: as a genuine real-world mathematical analysis of data activity and to create social awareness of issues that are confronting many people in the United States and especially in Ohio.

Click here to obtain all the files for the TI-84, TI-84 CE, and TI-Nspire.  

Click here to view a two-minute video from the New York Times explaining the opioid crisis.

Below are excerpts from the Teacher Notes and Solutions

 

 

Super Bowl LI (51) Scores

This activity can be used at grade 7 or beyond. It can be done with either a TI-83/84 or the TI-Nspire. There are two links below – one for doing the activity with a TI-83/84, and one for doing the activity with TI-Nspire.

Each link contains the student version, the teacher notes, the answer key and other files.

Link to my dropbox with all files to use with a TI-83/84.

Link to my dropbox with all files to use with TI-Nspire.

Link to a short video (3 mins) that explains the activity

Idea: the scores of the first 50 Super Bowl football games will be placed into lists on the calculator. On the TI-83/84, the data is easily placed into the proper lists with the ease of running a supplied program. On the TI-Nspire, the data is already in the tns file. The students are then asked questions about the data and will need to perform either 1 Variable Statistics to answer them, or to create a box plot to answer them. We encourage the use of groups of 4 to do the activity in class. See the Teacher Notes for either calculator.

The Teacher Notes also contains 10 fun trivia facts about the Super Bowl, including how it got its name. Enjoy…

Super Bowl Scores Activity 2016   Student Activity

TI-83/84: Have the program “SUPRBL51” put onto your calculator.  This program will clear all your lists and place the following data into your lists:  L1  Game Number     L2 Winning Score    L3 Losing Score

TI-Nspire: The data is already in the activity.

Use the data to answer the following questions:

1. a. What is the largest winning score?     b. What is the smallest losing score?     c. What is the winning score that occurred the most often?     d. What is the mean of the winning scores?     e. What is the median of the winning scores?

2. a. What is the smallest losing score?     b. What is the largest losing score?     c. What is the losing score that occurred most often?     d. What is the mean of the losing scores?     e. What is the median of the losing scores?

3. a. What is the largest number of total points scored by both teams?     b. What is the smallest number of total points scored by both teams?     c. What is the number of total points that occurred most often?     d. What is the mean of the total points scored?     e. What is the median of the total points scored?

4. a. What is the largest point difference of the scores?     b. What is the smallest point difference of the scores?     c. What is the point difference that occurred most often?     d. What is the mean of the point differences?     e. What is the median of the point differences?

5. Based on your analysis of the data, if you had to pick a final score to the Super Bowl, what score would you pick? And why? Explain.

All answers and step-by-step screen shots of the solutions are supplied in the files in my dropbox (see links above).

10 Questions to ask as class openers (answers supplied in the dropbox links above:

1. What was the average price of a Super Bowl 50 ticket? (compared to the most expensive ticket in 1967)

2. How much does a 30-second commercial cost for the Super Bowl? (compared to 1970)

3. How much money does each player of the winning team win? (losing team?)

4. How many pounds of guacamole will probably be consumed on Super Sunday?

5. How many chicken wings will be consumed on Super Sunday?

6. What Super Bowl had the most TV views?

7. Of the top ten individual television broadcasts ever, all but one are Super Bowls. What was that one TV event?

8. With what numbers have Super Bowls been referred to?

9. There are 4 NFL teams that have never played in a Super Bowl. Who are they?

10. How did the name Super Bowl come about?

See the dropbox links above for the answers. Enjoy…

tom@tomreardon.com