A High School Mathematics Activity
Make
the connection between mathematics and the working world in this
scenario tied to your community. Students in working groups gather
information from printed and local sources and get a glimpse of
the cooperation required when businesses grapple with important
choices.
Resources
Needed
The
census is a fruitful source of mathematics activities for older
students. It is a sophisticated estimation based on limited data
and students should understand its strengths and limitations. Coordinate
this activity with the school librarian or community library resources.
One of the most useful resources is the Statistical Abstract of
the United States, a one-volume condensation of census data that
is in most school or community libraries. Other useful references
include:
- Annual
reports. Generally available for free from publicly owned companies.
Allow about 2-3 weeks for delivery.
- Other
publications of the Bureau of the Census. Detailed information
on most aspects of the census can be obtained in separate publications
from the Government Printing Office. Ask your librarian.
- Magazines.
Money, Forbes and other magazines rank locations by various factors.
Encyclopedias and almanacs also have information on specific areas.
Materials Needed for the Presentations
- Graph
paper
- blank
transparencies
- easels
with butcher paper pads
- markers
- tape
- other
items as needed.
The Scenario. A local company wants to build a new facility.
It has narrowed its possibilities to five cities but it will require
some additional data to make its final decision. The company needs
a prediction of the conditions at the chosen site in the year 2010,
based on trends from the 1970, 1980, and 1990 censuses. The board
of directors will receive recommendations and determine the final
selection.
Introduction.
An introductory class discussion can focus on several questions:
How is the census information gathered? Do the numbers represent
samples or exact counts? Who categorizes the responses? How are
the data interpreted and presented?
Brainstorming.
The class will determine what factors a company must consider when
choosing a new location. Topics might include per capita income,
educational levels in the proposed area, water use, tax base, and
available recreational facilities. Move the discussion to local
industries and finally examine one that can be the focus of the
class activity. The list of topics will depend on the industry chosen.
A lumber company, for example, would look for a different type community
than would a high tech firm. Help the class determine what characteristics
are important and have them list 5-10 topics they will examine.
They will also need to choose 5 possible sites for the relocation.
Advisory
and Data Groups. Each student will work in 2 different groups.
First, the Site Advisory Group, a team of 5 or 6 students, is responsible
for making a site recommendation. The Site Advisory Group members
will join different Data Groups, which will focus on a particular
topic (e. g., a Water Group, a Tax Base Group) and gather information
for the five locations. At the conclusion of the data gathering
phase, the Site Advisory Group members reconvene and examine the
data. It is up to each Site Advisory Group to interpret the data,
compare characteristics, choose a site and present its findings.
Try to enlist community members, perhaps from the industry in question,
to serve as the reviewing board of directors.
The
Teacher as Facilitator
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