# Olympic Display

3.MD.7     3.OA.5     4.NBT.5

# Act 1

Show the Picture

Olympic Cola Display

Ask students what they notice about the picture.  Write down their observations.

Ask students what they wonder or what they are curious about.  Record their curiosities and questions.

Possible questions:

How many 12-packs of soda are there in the display?

How many cans of soda are in the display?

Write an estimate.

Write an estimate that you know is too high.  Write an estimate that you know is too low.

# Act 2

Give students a copy of the student version of the display:

olympic-cola-display-student-12-01-16

olympic-cola-display-student-12-01-16

# Act 3

Share solutions and strategies.  Compare strategies and results.

What might you do differently next time?

What worked well for you this time?

1. Jason says:

1. It sure would be. I’ll get them to you as soon as I get home this evening.

2. Jason,
I uploaded an updated version of the documents in both word and pdf. Please let me know if you have any further issues. Also, please share how the lesson goes. I’d love to hear about your results!

Mike

2. MICHELLE says:

Thanks for the lesson! My students loved it and it sparked great questions and strategies.

3. You’re welcome. Sounds like you’re building a passion for math in your students. Keep it up. And please share more of the work you do with your students. Maybe start a blog of your own? 🙂

4. Tamara Cosby says:

I’m planning on doing this math task in the AM! Also starting to work toward inquiry in mathematics…how do you view inquiry in math versus inquiry in science? I am BRAND new to true inquiry so I would love to discuss this with you.

Also, I have written a couple of pretty neat (if I do say so myself) math tasks…do you give constructive criticism?

1. Tamara,
Great. Please share the results of your lesson. I’d love to hear how it goes.

Inquiry in science seems built in. We’re asked to notice and make observations and question in science as early as kindergarten. That doesn’t seem to happen in math, unfortunately. I think it can be just as powerful, but it requires an instructional shift toward a more student centered approach and away from a teacher centered approach. This can be scary because we’re asking teachers to give up control. I could go on forever with this, but that’s a start. We can continue this conversation via twitter and we’ll probably get input from many others engaged in inquiry!

I’d love to see your work. You can send it to me via email. Just click contact me on my website. Or throw it out on twitter and tag me: @mikewiernicki. Looking forward to continuing the conversation.