MATH ACTIVITIES
The following
math activities are created to be used during the development of the sunflower
plant. Teachers and students can choose from these activities according
to their curriculum guide and/or grade level. The importance of these
activities is to link math and science as one interdisciplinary subject.
We recommend all teachers to use as many activities as possible.
These activities are always focusing on the great link that exists between
these two subjects in real life.
ACTIVITY No.1
The students will interpret the
data collected each week from the different groups, using table
No. 1*. In order to do that, the students must be familiar with
decimals and with the signs > (bigger than), < (less than), and = (equal
to), and compare the plants based on the data received by each group.
ACTIVITY No. 2
Each week, based on the data of table
No.1*, the students will calculate the measures of central tendency
(analyzing measures of data), such as the mean (or average which is
determined by the sum of the measurements of each part of each plant of
each group of students divided by the number of measurements taken);
the median (which is the middle value of the set of measurements);
and
the mode (which is the data or measurement that occurs most often for
each part of the sunflower plant).
ACTIVITY No. 3
Each week, based on the data of
table No. 1*, each student will make a bar graph which will represent
the sizes of the parts of the plant. Our suggestion is to have
the vertical axis as the size of the parts in mm, cm, and/or dc (please
take an appropriate scale so that the differences between the sizes of
these parts can be distinguished ). In the horizontal axis the
student must name the parts separated by an appropriate scale.
ACTIVITY No. 4
Once every 4 weeks, based on the corresponding
tables No.1*, each student will draw a linear graph where he will show
the difference in the growth of each part of his plant. Our suggestion
is to label the vertical axis the size of the parts of the plant, and label
the horizontal axis the number of each week. It is very important that
the students select an appropriate scale for these graphs according to
the data or measurements they have.
ACTIVITY No. 5
Every week, starting with the fifth week,
based on the data of table No. 1*, the students must try to predict
the final size and/or final shape (measurement and quantity) of the sunflower
plant using the theory of probability.
ACTIVITY No. 6
Every week, starting with the fifth week,
based on the data of table No. 1*, the students will be looking for
pattern and/or function in the development of the sunflower plant.
Looking at the measurements obtained and at the quantity of the parts,
the students will be able to write algebraic or variable expressions.
The teacher can encourage students to write word problems related to the
process of development of the plant and to think about what would happen
with the function, or variable expression if any of the considered variables
change.
ACTIVITY No. 7
At the end of the experiment, based on the data from
table No. 1*, the students will complete table No. 2 where they will
be able to contrast the average of the growing process of the parts of
the sunflower plant in cm, and its development in percentage (%).
TABLE No. 2
|
WEEK No.
|
STEM
AVERAGE GROWING
**(CM)
|
STEM
PERCENTAGE
GROWING
***(%)
|
LEAF LENGTH
AVERAGE
GROWING
**(CM)
|
LEAF
LENGTH
PERCENTAGE
GROWING
***(%)
|
PETAL
LENGTH
AVERAGE
GROWING
**(CM)
|
PETAL
LENGTH
PERCENTAGE
GROWING
***(%)
|
DIAMETER
OF THE
SEED POD
AVERAGE
**(CM)
|
DIAMETER
OF THE
SEED POD
PERCENTAGE
***(%)
|
|
1
|
|
N/A
|
|
N/A
|
|
N/A
|
|
N/A
|
|
2
|
|
|
|
|
|
|
|
|
|
3
|
|
|
|
|
|
|
|
|
|
4
|
|
|
|
|
|
|
|
|
|
5
|
|
|
|
|
|
|
|
|
|
6
|
|
|
|
|
|
|
|
|
|
7
|
|
|
|
|
|
|
|
|
|
8
|
|
|
|
|
|
|
|
|
|
9
|
|
|
|
|
|
|
|
|
|
10
|
|
|
|
|
|
|
|
|
|
11
|
|
|
|
|
|
|
|
|
|
12
|
|
|
|
|
|
|
|
|
*(To view table No.1, see Observation and Data Collection
in Central Activities page).
**The average is the sum of all the measurements of any
part of the plant divided by the number of measurements taken for this
part. It has to be expressed in cm in this table.
***The difference of the weekly growing of each part of
the plant in percentage will be determined by the difference of the sizes
of two consecutive weeks multiplied by 100,
for example:
(Size of the part in the week #2 - Size of the same
part in the week #1) x 100 % = GROWTH PERCENTAGE
FROM WEEK #2 TO WEEK #1
If available, teachers and/or students
may use computerized spreadsheets to complete table No. 2.
ACTIVITY No. 8
After completing table No.2 the students
will be able to repeat the activities No. 2,3,4,5 and 7 in the same ways
as they are described above, but applied to the data of table No. 2,
which includes all weeks.
ACTIVITY No. 9
The students will
draw a circular graph for each part of the sunflower plant taking the percentage
from table No. 2, and showing the difference of the weekly growing in %
of each part of the plant. To draw the circular graph the students
must find the total sum of the growth of each part of the plant in
percentage and find the relationship to a full circle which is 360°,
then, using proportion, the students will find how many degrees will represent
the weekly percentage of each part. Using a protractor and/or a compass
and a ruler the students will be able to draw the circular graph.
ACTIVITY No.10
After January 30, 2000, when the collaborative
data is posted in the final result table (see Step VI of the Central Activity
page) use this data and organize it into graphs and displays that will
help the students orally present the results from the project and find
the answers to the compelling questions from Step VII of the Central Activity
page.
