Real Life Math: Weight Lifting

You might not believe this, but I lift weights.  Just like in the Olympics, except I lift a lot less weight than this lady is lifting.

Last week, my husband and I went to the gym and he could not lift as much weight as I could.  Can you believe it? Neither could I.  Well, it turns out that his bar was unbalanced.  He had five more pounds on the right side than he did on the left side.  Apparently, it’s really hard to lift an unbalanced bar.

Rule #1 of weight lifting: Keep the weights balanced.  The same amount of weight should be on the left side as there is on the right.

I have to do a lot of math when I lift weights.  First, I have to add up all the different plates.  Here’s what the different sizes look like:At our gym, we have weights in these sizes:

  • 2.5 pounds
  • 5 pounds
  • 10 pounds
  • 25 pounds
  • 35 pounds

Here are my real life math questions so you can help me with my workout:

  1. I can lift a maximum of 130 pounds in a deadlift.  Which weights do I put on my bar?  Which weights go on the left and which go on the right?
  2. There are some people at my gym who regularly lift 230 pounds.  Which weights do they put on their bar?  Which weights go on the left and which go on the right?

Leave your solutions in the comments.  I will be using them in my next workout.

Posted in Uncategorized | Tagged , | Leave a comment

Measuring Giants: Part 3

This past week, we finally finished our giant feet.  Students used their knowledge of ratio, proportion, and measurement to determine how large a giant’s foot would be if the ratio of the student’s measurements to the giant’s measurements were 1:8.

You can check back to part 1 and part 2 of our project to see the process of creating these giant feet.

In the last steps of this assignment, students were expected to add proportional toes at a ratio of 1:8 on their giant’s foot.  They also had to shape the heel so the foot would look more realistic.

Toes proved to be tricky for a few reasons:

  1. Students had to decide whether to add toes onto their foot, which would change the measurement of their foot, or to draw and then cut the toes on their already-measured foot.  Students who added toes realized that they would have to cut their foot back to the correct size.
  2. Many of the students found that the width of their 5 giant toes did not add up to the width of their giant’s foot.  It was difficult to measure the widths of tiny toes, which often included 1/4 and 1/2 centimeters. Transferring those measurements to giant-sized toes was even more challenging.
  3. Students had to use a combination of their approximate measurements and their knowledge of proportion to determine the best way to make giant toes that fit onto their giant foot.

Overall, we had some pretty successful projects.  Some students completed the project independently, while others required some extra assistance, but all students walked away with an impressive footprint!

Check out our photos:


Posted in Uncategorized | Tagged , , , , , , | Leave a comment

Measuring Giants: Part 2

This past week, students used their proportional calculations from last week to create a giant’s footprint.

First, we reviewed the concepts of ratio and proportion.

Ratios help us compare two numbers in a multiplication or division relationship.  For example, the ratio of the student to his or her giant was 1:8.  This means that the giant is 8 times bigger than the student.

Proportion helps us describe ratios.  Proportion deals with numbers and measurements in relation to each other.  Students made fun of a silly drawing I made of the teacher’s assistant where the assistant was shown with a giant head, one giant foot, one tiny hand, and a too-small nose.  The drawing was not “in proportion” because the sizes of the body parts were not correct when compared to the other body parts.

After reviewing these concepts, students were sent off to create their giant’s footprint.  Students had to work hard to measure, cut, and tape together many pieces of posterboard.  They also had to determine proportional measures for each of their giant’s toes.

When measuring, students were taught some important concepts:

1. Measure twice, cut once!  Always make sure your measurements are correct before you break out the scissors.

2.  If you are cutting a straight line, you need two points to make a line.  For example, if your giant’s foot is 40 inches wide, measure the posterboard to 40 inches at two points, then connect the two points with a straight edge (like a yard stick) in order to make a line that is continuously 40 inches from the beginning of your posterboard.

Students delved into their projects.  Here’s what they looked like at work:

Posted in Uncategorized | Leave a comment

Measuring Giants: Part 1

This week, students learned about proportion and ratio.

Students started with the understanding that a ratio can help us when scaling an object.  For example, this model car is on a scale of 1:25. In order to find the actual size of the real-life car, they would have to multiply each dimension by 25.  Students were then asked to use this information about ratio to determine the size of a giant.  The student to giant ratio was given as 1:8.  Students understood that the giant was 8 times larger than each of their dimensions.

Students were then challenged to create their giant’s footprint.

They began by measuring their body parts and recording this information on a chart.

Next, students used their knowledge of ratio to determine the giant’s measurement.

Next week, we’ll finish creating our giant footprints and present them to the class!  We will also determine the size of a mini-man who is 8 times smaller than us.

Posted in Uncategorized | Tagged , , , , , , | Leave a comment

Student Problem Solving: Dino Math 1

Each week, students are given a problem.  Here is our problem from our last class:

“A typical Diplodocus could measure up to 28 meters long. How many centimeters would that be? If you laid the dinosaurs end to end, how many would you need to cover a distance of approximately 1 kilometer? ”

Students are encouraged to respectfully question and debate their classmates about their problem solving methods.  The morning and afternoon class solved the second question (the one that is bold and underlined) in several different ways.

Here are examples of each method:

method 1: divisionmethod 2: adding

method 3: adding a different waymethod 4: multiplication

And here’s a brief video of students discussing method 2.  (Please excuse my loud  ”Why?” in the beginning of the video.  I was trying to get the video camera to pick up my voice.)  Students are asked to compare method 2 and method 4.

Posted in Uncategorized | Tagged , , , , , | Leave a comment

Scientific Notation

When you’re dealing with super large numbers, like a googol, wouldn’t you rather write them like this:

10100

Instead of:

10000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000

When we’re measuring the size of the universe or counting the numbers of sand on a beach, it’s just easier to use scientific notation.

Here’s a review of our lesson.  Links to extra problems are at the end of this post.

First, students remembered a book we read the previous week about “power counting.”

After reading this book, students wrote the names, standard notation, and scientific notation for numbers up to googolplex in a graphic organizer.  Then students worked on finding the patterns and rules to determining the scientific notation for a number.

Students quickly pointed out that the “power” of 10 was always the same as the number of zeros following the 1.  So for one billion, the standard notation is:

1,000,000,000

There are 9 zeros so the scientific notation is

109

which is the same as

10×10×10×10×10×10×10×10×10 (10 multiplied by itself 9 times=109)

Then, I asked the students how they might show a number like this in scientific notation:

6,000,000

We knew that 1,000,000=106.  Students used this information to make guesses for 6,000,000.  They offered 60and 66.  Students used their calculators to see that 606=46,656,000,000 (TOO BIG!) and 606=64,656 (TOO SMALL!).

So we found that we had to multiply 6 times the scientific notation for one billion because 6×1,000,000= 6,000,000

6,000,000 = 6×106

Students practiced changing similar numbers from standard notation into scientific notation.

Then, we encountered another problem.  What if we have a number like this 5,600,000,000?  How do we show it in scientific notation?

Students thought this might be 5×108 or 56×108.  We plugged those numbers in the calculator.  56×10worked, but we learned that the first number that we multiple with the power of 10 must be less than 10.

We learned to write scientific notation using decimals.

5,600,000,000 = 5.6×109

The power of 10 is still the amount of numerals that come after the first numeral (there are 9 numerals after the numeral 5 in 5,600,000,000). However, we multiply by the first number with a decimal followed by the next numerals until we get to our string of zeroes.

Here’s a step by step visual:

First, take a look at the number.

Next, pull out the numerals before your string of zeroes.  Put a decimal after the first numeral.

Now, multiply by 10 to the power of however many place values there are after your decimal.

For some extra practice with scientific notation, try “Dad’s Worksheets” here, and here.

What questions remain about scientific notation?  Is there anything that doesn’t make sense? Leave your questions in the comment section.

Posted in Uncategorized | Tagged , , , , , , | Leave a comment

Real Life Math: Butter

Check out this new butter I got from Whole Foods!  It’s the butter on the bottom.  Land O’ Lakes butter is on the top.

What is going on here?

Both sticks of butter say they are 8 tablespoons worth of butter.  If that’s true, why is one long and one short?

What do you notice that is the same about both sticks of butter?  What else is different?

Leave your comments!

Posted in Uncategorized | Tagged , , | 7 Comments