I love "math fails" but I think these are really just "editing" fails! We all make typos, some are just MUCH BIGGER than others! I found two temperature fails in a short period of time and decided to go with them! I encourage my kids to "wonder mathematically" a lot, and my own mathematical wondering led to this exploration.
Grade Level: 4-9
Course: Math, Pre-Algebra, Algebra
Standards: 5.NF.3, 5.NF.4, 5.NF.6, 6.EE.2, 6.EE.3, 6.EE.9
SMP: MP2, MP3, MP4, MP5, MP7
Skills: Research, Conversion, Science, Temperature scales
How to use this as a mad minute:
You have 60 seconds. Name 3 different temperature scales. Would these temperatures be appropriate in any of those scales?
How to use this as a warm up:
You could ask the students to consider one of the following:
1. Do you think the temperatures listed are in Farenheit or Celsius? Why?
3. Why do you think there are multiple systems of temperature measurement?
4. Can you think of a place that might actually be 519 degrees? Where? Why?
5. The weatherman is pointing at a temperature of 519 degrees, but immediately below, it says the high temperature is 52 degrees. Based on this, can you guess what error might have occurred? Explain. Do you think the 789 degree temperature was the same mistake? Why or why not?
How to use this as a mini-lesson:
I would start with a conversation, asking students what they know about temperature, different temperature scales, etc. You might want to ask what body temperature, room temperature, and freezing and boiling points are on different scales. They really need a way to frame this number!
Feel free to use the Dan Meyer technique of saying, "Choose a number you are SURE is TOO BIG" for room temperature in Celsius," or a number that is TOO SMALL for body temperature in Farenheit. This helps the students work on both estimation, number sense, and confidence in math.
Introduce the Kelvin scale and why it is used. Offer major numbers such as freezing and boiling, room temperature or body temperature on the scale. Talk about why we have a scale like this.
If kids have access to technology, set them free to answer these questions themselves and be prepared to come back and share their findings! You could challenge them: "Is there a place in the US that could reach these temperatures?" "Is there a place on Earth that could reach these temperatures?" "Is there a place in our Solar System?" Ask them to use their knowledge to make informed decisions, not random searches.
Gentle guidance could help:
- What planets might be more likely to be warmer? Why?
- What kinds of environments are warmer?
Depending on the level of your students, ask them to explore the temperatures of different planets. What traits do they possess when they are hotter? How do scientists record temperatures on other planets? If it's a mini-lesson, it's probably not a major lesson or life goal, but a chance to spark interest, address a cool concept and move on. Don't let the details stop you from letting the kids explore!
How to use this as a full lesson?
Use the EQUATE thinking routine. Give them the photos with NO guidance. Let them Explore, Wonder, and Question.
Record their questions and clarify! Develop depth to the questions by extending them, drawing out detail and asking how they might go further.
For example, a student might ask, "Is that even possible?" This is a great "wonder" but not enough to explore mathematically. What are they going to investigate? How can they extend this question? As you draw out these ideas, make sure to ask them to list what information they need to answer their questions. Feel free to share answers or to encourage them to FIND THEIR OWN answers. This is a great time to use technology to your advantage. Students can research on phones and iPods, or you can nominate a class researcher who will research the answers to these questions while you continue to work with the rest of the class. Narrow down your questions to your top two or three questions. Tell them they can choose from "These" deep understanding questions.
Establish expectations for products, time frames, behaviors, and jobs.
Set them free! Help them question and explore and apply their mathematical knowledge to solve their problems and answer their questions.
How to use this as an assessment?
You know your students best! I would not use this as a formal assessment. You could, however, find a similar graphic and ask it as a constructed response item on an assessment of your own! You could take any of the lesson options above and extend it with provided rubrics, more structured questions, etc.
Please feel free to use any of these ideas and modify them to meet your needs. However, please acknowledge the original source of the items and my own lesson outlines. ©NatalieRSprigg 2013
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