Making Mathematics Memorable and Relatable-- One Lesson at a Time
Candy Hearts Math
Who could have imagined that one box of chalk-flavored heart-shaped candies could provide us with opportunities to calculate range, mean, mode, and median? Or numerous chances to convert fractions to decimals and percents? Who would have thought that the box those bland candies came in could be used to determine perimeter, area, volume, and surface area? Of course, we knew we could graph them (which we did), but never imagined that all this math would culminate in a heart stacking contest! The record for the most candy heart stacked on an unsupported index finger was 9.
Who could have imagined that one box of chalk-flavored heart-shaped candies could provide us with opportunities to calculate range, mean, mode, and median? Or numerous chances to convert fractions to decimals and percents? Who would have thought that the box those bland candies came in could be used to determine perimeter, area, volume, and surface area? Of course, we knew we could graph them (which we did), but never imagined that all this math would culminate in a heart stacking contest! The record for the most candy heart stacked on an unsupported index finger was 9.
Inequality Match-Up There were some interesting debates as each table sorted situation cards into 5 categories: <, >, =, <, and >. The most highly contested one was "The speed limit is 65 mph." Most of my students saw the speed limit as a "guideline", and placed it on the > pile. ("No one is going to pull you over for going 10 miles over the limit.") Others saw it as <. ("As long as you're not going over the limit, you're fine.") Only one child saw it as +. (Just use cruise control!") |