Introductory Activity : Description: This lesson is an adaptation of an activity by Cynthia Lanius (http://math.rice.edu/~lanius/pro/rich.html). Students determine if a 30-day payment method is better than receiving a single payment of one million dollars. For this lesson, students need to have an understanding of multiplication tables and addition. Students also need to know how to use a calculator.
Goals: To help meet the NCTM Standards for Algebra (multiplication and addition), Problem-Solving, Communication, Reasoning and Proof, Connections, and Representation.
Introduction:
Before beginning the lesson, have students review their multiplication facts with a game of "Around the World" (using flash cards).
|
Body : Next, ask students, "What does one million dollars look like? What would you do with one million dollars? Today we will have a famous visitor who needs your help."
[ Authors' Note: When we did this lesson, Steffanie entered the room as "Britney Spears" and explained to the class that she needed dancers for her upcoming event (as a way to capture children's interests since they were extremely interested in Britney Spears.) The rest of this lesson will use this "famous visitor." The teacher can change this visitor to any famous person that fits the interests of the students, such as a famous athlete or movie star.]
Explain why the "famous visitor" needs the students' assistance. "Britney" needs the students for 30 days to assist with her concerts -- and the students will be paid for their help! Students are given two payment options: (1) receive .01 cent on the first day, .02 cents on the second day, and double the salary everyday thereafter for 30 days, or (2) students can have 1 million dollars up front. Each student must choose his/her form of payment. In their math journals, students list the choice that they made and why they chose that option.
Divide students into groups of two, and give each student a "Million Dollar" worksheet. (Students will determine which payment option provides more money.) After the worksheet is completed (students may use calculators), students respond to the following questions in their math journals:
1. Did you make the right decision -- why or why not?
2. At what point did the doubling method exceed the flat million dollars?
3. When did the doubling method become an obvious difference from the million-dollar method?
|
