Math Concept Reader MCR g5 fundraising fair

Math Concept Reader

Fundraising

Fair

Math Concept Reader

DIGITAL FINAL PROOF

Expedition: Antarctica

by Aenea Mickelsen

Fundraising

Fair

by Ilse Ortabasi

Math Concept Reader

Copyright © Gareth Stevens, Inc All rights reserved.

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Printed in the United States of America

ISBN 13: 978-0-15-360196-5

ISBN 10: 0-15-360196-5

1 2 3 4 5 6 7 8 9 10 179 16 15 14 13 12 11 10 09 08 07

DIGITAL FINAL PROOF

Chapter 1:

Donations Wanted



Like most afternoons, students stream from the schoolyard

to the after-school recreation program They enter the building and drop their bags in the assigned spot Friends get together

to decide what activities they want to do this afternoon

Some students are already playing ball out on the sports field

Other students sit in the study hall quietly reading or doing homework

It is not long before students gradually leave their activities and gather near the bleachers in the field Some of the older students are already sitting on the bleachers Students begin

to talk excitedly about what the program coordinator might announce today They are waiting for TJ to join them He runs the after-school program TJ’s name is really Thomas Johansen, but all the kids just call him TJ

After-school recreation program students listen to TJ’s

fundraising announcement.

When TJ arrives, he greets the students and asks them to

sit down Everyone quiets down right away No one wants to

miss TJʼs announcement He begins by saying that the

after-school program needs new sports equipment The equipment

they use now is wearing out because the students use it so

much They also need new games and computers Students

stay indoors during rainy days and most of the winter They

like to play games or use the computers inside TJ would like

to buy more books, too, since many students enjoy reading

after school

TJ ends his announcement by asking the students if they

will help raise funds for the after-school program All hands

go up! Kelly and Dalia volunteer to organize a bake sale

with the help of their mothers Jason has an idea for a raffle

Charlene suggests a toy fair After some discussion though,

everyone agrees They think the best way to get the items the

after-school program needs is to have one fundraising event

DIGITAL FINAL PROOF

1 African Safari

2 Space

3 Hollywood

4 Around the World

5 Tropical Paradise

Ideas for Fundraising Fair Themes

Maya makes a list of student ideas for fundraising fair themes.

The students decide to have a street fair They will hold the fair on a Saturday The students plan to have many booths, food stands, music, games, and more TJ reminds them that they should first choose a theme for the event! Charlene and Kristen love animals They want the theme to be an African safari

Kendra and her friends like the idea of a space theme Ben and his friends think it would be fun to have a Hollywood theme Jason suggests an event with an Around the World theme Jason shares his ideas about costumes, food, games, and flags from different countries Maya adds one more thought She would like the theme to be a tropical paradise!

Devin says, “If we want to know what most people like,

we could take a survey from a representative sample.” The students think this is a great idea Maya makes a list of all the themes people mentioned

Chapter 2:

Taking Samples

Kelly has several questions about the survey Her first question is, what is a representative sample? TJ explains that it is a group of people that is actually asked the survey questions This smaller group represents the whole population

Then he adds, “The whole population in our case is everyone who would come to the street fair.” He explains, “It would be very difficult to ask everyone to select a theme

We can choose some people who would most likely come

to the street fair They are a smaller group who represent the entire population We ask them which theme they like best and that is a representative sample.”

Kelly understands the idea of a representative sample better now Surveying a representative sample will help the students get accurate survey results She says, “You want the sample to give the same types of answers you would get if you surveyed the entire population If the sample gives you the same type of answers, then the sample is a representative sample.”

DIGITAL FINAL PROOF

Ms Zee and Kelly talk about surveys and samples.

+

Other students ask more questions How do you select

a sample randomly? Who would you ask? Do you ask 20 students in the after-school program or do you ask 100

students at the school? How do you include parents and other family members who would like to come?

TJ listens to all the questions, but he doesnʼt answer them Instead he encourages the students to find someone who can help them conduct a survey The next morning in math class, Kelly explains things to her teacher, Ms Zee Kelly tells her about the questions that people asked TJ yesterday

Ms Zee explains, “A random sample gives everyone in the population an equal chance of being surveyed.” She tells her class, “Each member of the sample is chosen by chance

A sample that is not chosen at random is more likely to be biased.”

“So,” says Devin, “a biased sample does not represent the population accurately.”

Students gather random, representative, and reliable data.

Meanwhile, Maya has made copies of the list of themes

She wants to give the list to students who will collect survey

data Maya says, “We need to collect enough data to be sure

our conclusions are as reliable as possible.”

Ari says, “What do you mean?”

“We have to know how many people are surveyed,” Ben

answers “If two-thirds of the people we survey prefer the

tropical paradise theme, I want to know the sample size A

sample size of 30 or 300 makes me trust the survey results

much more than a sample size of only 3 people Two of the

three students surveyed could be Mayaʼs friends who like her

idea!”

Ms Zee helps the survey team decide how to go about

getting a sample that is as representative, random, and reliable

as possible The students decide to survey a sample of 80

people from the community Each of the data collectors will

ask two adults and eight youths which one of the fair themes

they like best Students need to conduct their sample survey in

the next two days Thereʼs a lot to do to plan for the fair

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Votes for Fundraising Fair Themes

Fundraising Fair Themes Number of People Who Prefer This Theme

Around the World 40

Tropical Paradise 10

Students organize survey data in a frequency table.

After conducting the surveys, the data collectors bring their completed surveys to Ms Zee’s math class They tally their counts and give the data to Maya She adds a column for the survey information to the data table She updates the table

to show all the information collected from the surveys

Ms Zee looks at the table She says, “A frequency table is one way to show the data This frequency table tells us how many people voted for each of the five themes Sometimes it

is easier to understand what the survey data mean if you make

a circle graph Determine what fraction of the circle graph represents each theme Then color the wedges of the graph a different color for each group that likes a different theme.”

Chapter 3:

The Results Are In

When the survey data is analyzed, Jason’s Around the World theme receives the most votes Out of 80 people surveyed, 40 people chose

this theme

Jason starts computing what fraction of the circle graph should be colored yellow to represent his favorite theme He writes this fraction:

It shows what part of all the people in the sample chose Around the World as their favorite theme

Maya writes a fraction that represents the number of people out

of the 80 surveyed who chose the tropical paradise theme Ten out of

80 people surveyed liked this theme She decides that of the circle

graph should be orange Orange is her favorite tropical color and it

is the color she used for the tropical paradise theme in the frequency

table

Since 10 out of 80 people surveyed liked the African safari theme, she concludes that another of the circle graph should be colored

green Maya used green to represent the safari theme in the frequency

table, so she will use it in the circle graph, too

Charlene and Maya conclude that the same number of people liked the tropical paradise theme as did the African safari theme

1 2

40

80 =

1 8

1 8

DIGITAL FINAL PROOF

African safari and tropical paradise are just two of the fundraising fair themes that people selected during the student survey.

The students continue to review the tally marks on the data table It looks like the least number of people surveyed chose the space theme Kendra writes a fraction for the people

in the sample who like this theme

This fraction is the part of the circle graph that should be blue to match the colors in Mayaʼs table

The rest of the circle graph will be gray Gray represents the number of people that like the Hollywood theme best Ben and Ari figure out what fraction of the circle represents this number of people

They tell their classmates that of the circle will be gray That is three times the fraction of the circle that will be blue

1 16

5

80 =

15

80 = 3 16 3 16

Fundraising Fair Themes Circle Graph Table

Fundraising Fair Themes Part of Circle Graph for Each Theme African Safari

Hollywood

Around the World

Tropical Paradise

2 16 1 16 3 16 8 16 2 16

Maya writes fractions with a common denominator on the

frequency table.

Ms Zee helps the students construct their circle graph

during the next math class She says, “First, find a common

denominator for all the fractions Finding the common

denominator will help you divide the circle.”

Dalia suggests the number sixteen for the common

denominator The class finds the missing numerators for the

fractions For each fraction, they find the missing factor Then

they multiply the numerator and denominator by the factor

Ms Zee writes the computations on the board

and Maya updates the table again

2 16

1 x 2

8 x 2 = 1 x 8

2 x 8 = 8 16

DIGITAL FINAL PROOF

People Who Voted for This Theme

Tropical Paradise, 10

African Safari, 10 Space, 5

Hollywood, 15 Around

the World, 40 Students complete a circle graph showing data from their survey.

Class ends before the students are done working on the survey results, so the students meet after school to create the circle graph First they use the common denominator of all the fractions to divide the circle into sixteen equal parts Then they color the wedges according to Maya’s frequency table

They color two wedges green for the African safari theme and two wedges orange for the tropical paradise theme Only one wedge is blue for the space theme The Hollywood theme gets three gray wedges Finally, eight bright, yellow wedges represent the Around the World theme

The students label and title the graph It looks great!

They bring the graph to TJ and together they analyze the data displayed in the circle graph It is clear to everyone what the theme of the fundraising fair will be—Around the World!

Around the World is the fundraising fair theme,

but the fair will include each of the other themes, too.

TJ studies the graph again and smiles He has an idea TJ

says, “The Around the World theme can include ideas from

all the other themes.” Charlene says, “Great, one part of the

fair can still have an African safari theme.” One of Kendraʼs

friends adds, “We can decorate another part of the fair in the

space theme with satellites.”

Ben is really glad that part of the fair will have a

Hollywood movie set theme Maya is happy that all the ideas

will be used for the fair She thinks that her favorite theme,

the tropical paradise, will make the fair very festive

The students begin to plan the fair They break into teams

to share the planning TJ and his staff provide arts and crafts

supplies Everyone is eager to work on the decorations for

each theme Later, many of the parents volunteer to cook and

bake food to sell at the fair Some adults even plan to bring

favorite food made from recipes from other countries A few

days before the fair, parents and students set up booths and

put the finishing touches on the theme decorations

DIGITAL FINAL PROOF

Devin estimates that at least 400 people attended the fundraising street fair.

The Saturday of the street fair is a clear, sunny day Many people from the community attend the fair They enjoy the music and the games They also enjoy the food and many activities

At the end of the day, the students help clean up Maya says, “I wonder how many people came today.” Devin tells her, “I estimate that at least 400 people came to the fair.”

“If that is true, it means that the population we surveyed with the sample of 80 people was 400 people,” says Kelly

“Eighty out of 400 people are of the population.” Maya smiles and says, “It must have been a representative sample because everyone enjoyed themselves a lot.”

TJ joins the students and thanks them for their enthusiasm and hard work “Many people told me how much they liked the fair and the themes for the decorations,” he tells them

“Thanks to the whole community, the fundraising fair was a huge success.”

1 5

After-school recreation program students use a new parachute,

purchased with money raised at their fundraising fair.

The students return to the after-school recreation program

on Monday TJ reports that they raised enough money at the

street fair to purchase many of the items the program needs

He plans to buy some new sports equipment, games, books,

and even a computer

The students agree that the survey they conducted helped

make the fair a huge success The survey helped them plan

so that there was something interesting for everyone who

attended This helped to obtain interest and support from the

whole community

TJ and the students think they might make the fundraising

fair an annual event The after-school program will always

need more equipment, computers, games, and books Working

to raise the money this year was hard work, but it was also

enjoyable The fundraising fair turned out to be a fun-raising

fair!

DIGITAL FINAL PROOF