DOCUMENT RESUME

ED 327 421 SE 051 868

TITLE Square One TV, Curriculum Connections Teacher'sUuide

INSTITUTION Children's Television Workshop, New Yorx, N.Y.PUB DATE 90

NOTE 29p.; For related documents, see SE 051 867-870.Contains some colored pages which may 7,.)t reproducewell. Square One TV can be taped uff the air forin-school use. The tapes must be erased within threeyears of taping.

AVAILABLE FROM Children's Television Workshop, Box ER, 1 LincolnPlaza, New York, NY 10023 ($3.001.

PUB TYPE Guides Classroom Use Materials (For Learner)(051) Guides Classroom Use - Guides (ForTeachers) (Oc2)

EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS.DESCRIPTORS Cooperative Learning; *Educational Games;

*Educational Television; Elementary Education;*Elementary School Mathematics; Estimation(Mathematics); Graphs; Instructional Materials;*Interdisciplinary Approach; Language Arts; *LearningActivities; Learning Modules; Mathematics Education;Mathematics Skills; Metric System; *Problem Solving;Programing (Broadcast); Social Studies; TeachingGuides; Teaching Methods; Time

IDENTIFIERS *Square One TV

ABSTRACTThis cross curriculum guide links mathematics,

language arts, and social studies. The guide is divided into twosections. The first section provides a series of language arisactivities and the second social studies activities. Within these twocurriculum areas, the activities provided are based on three SquareOne TV formats: (1) Mathnet, the detective serial that wraps up eachepisode of the program; (2) tle game shows, which integratemathematics into popular game show formats; and (3) the commercials,which parody television advertisements. Each two-page spread providestwo short activities to spark interest and discussion, and astep-by-step activity with a reproducib'e student page. Follow-upactivities are also included. Tcpics include time, estimation,weights, graphing, and the metric system. The curriculum goals ofthis program are also included. (KR)

* Reproductions supplied by EDRS are the best that can be made *

* from tle original document. *

ContentAdasors-36e1SChnolderi:Ph.D:-rdWardESIY;Ed.D.-:

SiDUARE ONE TVPRO Duarzm

Executive ProduCerJeffrey Nebon

Senior Producers /WritersDavid D. ConnellJim Thurman

Director of ContentJoel Schneider; Ph.D.

Content AssociateJohn Miles

Director of ResearchEve Hall

ConsultantEdward Eiiy, Ed.D.

_

r

SQUARE ONE TV is a

unique television series about mathe-matics, produced by the Children'sTelevision Workshop (CTW), the cre-ators of SESAME STREET, THE ELECTRIC

COMPANY, and 3-2-1 CONTACT. Thefirst thing you should know aboutSQUARE ONE TV is that WE WANT YOU

TO VIDEOTAPE IT OFF THE AIR, AND

USE Ili IN THE CLASSROOM. It's per-fectly legal, as long as you erase theTapes within three years. SQUAREONE TV airs Monday through Fridayon most member stations of the Pub-lic Broadcasting Service (PBS). !t's

aimed at the nafion's 14 million eight-to twelve-year-olds. Each half hourshow includes several segments,marr, of which parody familiar televi-sion formats, such as game shows, sit-

coms, cartoons, music videos, andcommercials. SQUARE ONE TV's edu-cational goals may be found in theback of this guide.

USING SQUARE ' SE TV IN THE CLASSROOM

-Xlthough SQUARE ONETV was primarily desigvedfor home viewing, you canalso use the series success-fully in your clas.toom. Thekey to in-class use of theseries is selecting materialthat best matches your cur-ricular goals. Most often,this involves the use of seg-ments rather than entire 30-minute programs. Thefollowing suggestions areintended to help you makethe most of SQUARE ONETV in your class:

Try to tape as many ofthe SQUARE ONE TV pro-grams off the air as you can.This will give you the broad-est possible selection of seg-ments from which to choose.Each show is identified by a

rthrence number that appearsbriefly before each program.

2 Be sure you preview thesegments and review theprinted materials before usingthe segments in ciass. Youmay -lso want to encouragestudents to watch a wholeshow at home, so they'll befamiliar with its spirit.

3. When using one of thesegments, we suggest you:

Review the segment, priorto in-class use.!- Prepare a few questions tohelp focus students' attentionprior to viewing.r:t Show an entire segmentonce or twice to familiarizestudents with it.Ft Follow-up watching by usingthe related activities andextensions provided.

,\BOCT TH t rit \CHER'S CUR

e have created this spe-cial Curriculum ConnectionsTeacher's Cuide to acquaintyou with the possibilities forusing SQUARE ONE TV toenhance your language artsand social studies teaching.As you challenge your stu-dents to make curriculumconnections, they learn to setthe relationships that existbetween disciplines in theworld around them.

This teacher's guide isdivided into two sections.The first section provides aseries of language arts activi-ties. The second sectionfocuses on social studiesactivities. Within these twocurriculum areas, the activi-ties provided are based onthree SQUARE ONE TV for-mats: Mathnet, the detectivesena] that wraps up eachepisode of SQUARE ONE TV;the Game Shows, which inte-gratx mathematics ir.to popt,lar game show fc.mats. andthe Commercials, which parody tr advertisements.

Eac two-page spread pro-vides two short acurities tospark interest and discussion, and a step-by step

activity with a reproduciblestudent page that can be thefocus of a class-length activity.Follow-up activitieswhichprovide opportunities to enrichor extend ideasare includedfor these three SQUARE ONETV formats.

To provide a model for inte-grating Mathna into the class-room, we have selected twoweek-long Math.:et mynteriesand featured one activity foreach day's episode. The lan-guage arts section focuses onthe Mathnet mystery -TheTrial of George Frankly" andthe social studies section isbased on "The Case of theDeceptive Data."

The guide concludes withmath bonus activities, based onSQUARE ONE TV commer-cials. It also contains ateacher's reference snction,with helpful information.

Curriculum Connections isdesignea to meet the needs ofstudents with different learn-ing styles. Both individual andcooperative learning activitieshave been provided. The coop-erative learning activities workbest if students are placed inmixed ability groups.

Using Time..Sectuence

With so

it lookslike GeOtge's futuievacatioriS iiices, 'be Speriehehind'hars.4-unless-Kate' -

can helpliM. George:mustteg Hate'exactly -what hedid- -clearli and in Cite eiiir-red time bider seq-itence.In this aétivity; students=-,.praCtice telIing a story in. S..time Order sequence.

The Trial of George Frankly

I '

hings look bad forGeorge Frankly whena videotape showshim robbing t:± bank.He can't-prove thathe was off camping

on Eomanissan Island at the timethe crime was committedand lotsof wi.nesses identify him as the rob-ber. Even the lone defense witness,a pilot, says he flew George off theisland in time to commit the crime.Kate checks weather reports toprove the plane couldn't havetaken off when the pilot claims.She presents a convindng case toget George off the hook when sud-denly he confesses. Everyone isshockeduntil the real GeorgeFrankly bursts into the courtroom.He unmasks his in personator andruins the frame-up constructed bythe Karamazav brothersex-conswho had been sent up the river byGeorge. (See page 24 for shownumbers featuring Th Trial ofGeorge Frank ly.')

Writing aDescriptive Paragraph

George tells his boss that heited 'a little bitty island in a greatbig lake" in the Great North

Woodsnot much of a description for a one-week, fun-filled vacation. Ask students to helpGeorge fill out his picture of Nomanissan Islandby writing a paragraph descibing his vaca-tion site. To lelp students imagine whatNomanissan Island might have bean like, askthem to think about what George might haveseen, heard, felt, smelled, or tasted.

'-MONDAY .

,

Directions depend on time andsequEnce words. Using these *ords,ask students to write diractions.thatlead *do the claigroom to someplacein the school-7but ie leave out thflaststep. Students can switch papers 'andtry to figure out exactly where thedirections lead.

WHAT YOU Ng.ED:copies of the activity page

'WHAT TO DO:

srEP I: Distribute one coPy ofthe activity page, "It's aboutTime," to each student.

p 2: Have students xeadthe time and sequence-wordsin the Clock on the activitypage and uSe these words 'todescribe an activity they didyesterdaylike getting readyfor school, or eating lunch.STEi' Using-the activitypage, ask students to writeaparagraph that incorporatesas many of the time words aspossible and describes whathappened to George in Mon-day and Tuesday's episodesof the story;MP 4: Have students discov-er the importance of timeand sequence words byrewriting their paragraphsand .roixing up the order ofthe sentences. Ask studentsto exchange .paragraphs witha partner, and put their part-ner's sentendea back in thecorrect order.

TO TUNE IN TO WEDNESDAY'S SHOW, TURN TO PAGE 6,..

I

i name:

date: ------]It's about time!

8

-c,:oirtimg:DYEtTleera:l r"T#

The Trial of George Frankly...continued

MysteryGenre

As Mathiieitersunrcvel the mys-tery of GeorgeFrankly, alleged

bank robber, students can fur-ther explcre the mystery genreby reading favorite whodunits.Among cnildren's favoiites areSeymour Simon's Einstein Ander-son books, Sid Fleischman sBloodhound Gang stories, andE A Haas's Incognito M.,squitobooks Students can hold asuper sleuth book review hour,sharing information on excitingplot twats and surprising strate-gies that super sleuths used tounravel their mysteries. What dothese mysteries have in com-mon with Mathnet? How arethey different? Oncc: they'vediscussed their stories, studentscan write their own bookreviews. Keep the reviews on

for student reference.

Newspaper Headlinesand Stories

Have the charges againstGeorge tarnished his image as acrimestnpper? The newspapersin Tinseltown certainly thiok so.

His trial is !tont page news. Have students writea series of headlines about George and his trou-bles Topics can include the bank robbery.George as suspect, the evidence againstGeorge, the first day of the trial, and the out-come of the trial. Students can pic' their ownfavorite headlines and write n, is storiesdescribing the who, what, when, why, andwhere of the day's events.

THURSDAY

CRIMEFIGHTER'S

REPUTATIONTIONIIED?

Students can make up a secondset of thought balloons for th.1 endof the trial when George enters thenourtroom and reveals the truthabout the Karamazov brothers. Orstudents can rewrite the trial's end-ing. Suppose the Earamazov broth-ers got away with their scheme?What would happen to George?What would happen to the sneakyKaramazov brothers?

of"D

Pointof View

A the trial.neari its el:-max, Georgejumps to his

feet and confesses his guilt.For a moment, the court-room is ,silentbut nodoubt everyone is,thinkingabout George's sitockingconfession. 'Students cantake a-look at this.scenefrom the perspective ofother participants in thecourtroom drama With thefollowing activity

WHAT YOU NEED:copies of the activity page

WHAT TO DO:STEP 1: Give each studedone copy-of the activitypage, "The Confession."sTin, 2: The scenethecourtroom, just afterGeorge's confession. Thequestionwhat's on eVery-one's mind? Have- studentsfill in each thought-balloonto indicat6 what eackchar-ecter is thinking whenGeorge confesses. Beforestudents begin writing,make sure they know theidentity-of each .charactershown on the adivity page.Encourage students tothink about how, each per-son might feel about'George's confession.STEP 3: After studentscomplete their activilpages, they can use one oftheir thought balloons as atake-off point. for A storyabout George's case writ-ten from t1%, point of viewof that chaicterç.

Hm /no

What's onqveryone's mindin the courtroomwhen George makes

his starti4conOssion?

COAX,CALL

How can you t 11 how many peo-ple have attended a book fair?Sometimes, it's impossible to pro-vide an exact number That'swhere estimation c.o.ity.; in.SQUARE ONE TV's game show ofestimation, 'Close Call, providesentertaining practice with this cria-cal skill. The activities presentedhere provide writing opportunihesbcted on this game. (See page 24for "Close Call" game rules andshow numbers)

Writing a Letter

ave yourstudents everwritten a ietter

describing a piay, movie, orspoiling event that they yaw?In this activity, student write aletter to a friend describing anepisode of SQUARE ONE Iv sClose Cali. view an episodewith your class ana ask stu-dent to take notes on how thegame is played. the specificmother atical proclems pre-sented, and other detailssuch as funny things the hos'might say or do Students mayneed to view the episodemore than once When stu-dents notetaking Is complet-ed, they can use the

, information to write a letter toa friend Students shouldinclude their thoughts aboutwhy a conte;,int s estimatewas accurate or not

Writing anExplanaticn

Watch anepisode of'Close Call'

with the class. Ask studentsto pay special attention tothe estimates made by con-testants. Before the final esti-mate is made, stop the tapeand ask students to writs-,their own estimates. alcngwith an explanation o$ theirreasoning Invite studenis toshare their strategies with theclass Discuss the differentapproaches studen , usedto arrive at their estimatesThen finish viewing the estimotion problem to discoverhow cla,e stud. s answerswere to the actual anwerRepeat this exercise for asmany estimation problemsas you Ike

Using Persuasive WritingCanyour students pereuadeSQUARE ONE TV producers touse estitnationproblems createdin your Class? This activ#y givqsthem a chance to try.

WHAT YOU NEED:copies of the activity page'.

WHAT TO lib:STEP 1: Tegether4ith your class, -view ai .epistide of "Close Call,' paying particularattention to the kinds of problems presente2 tothe cOnteetants.STEP Distributeone cbpy of the activitypage, "Dear Produzer," to ea4 student. -

arEp4: Setthe stageyour students are As-piring Writeraler "Close-Cad." Students willneedto think oF att eetimatLa,probleM. tasedon the. drawing-on the acOvity page. Problemsmight focus _ort eatiraiting- the:number oi'l-An-dows, the height ofthe talleat builiiinvorthe

:distance from one building telanother.iirm, 4; Once- students-cempkte their Atima-don taske, they can-Write a persuasive letter,describing thir estimation tiroblenlia.c1earand_simpleAerms,to .SQUAM 6NE 'T'V pro-ducers. To Make sure that '1`;heirideas 'areClear,. students can stare their4etters- With avpartner. Student's can 'send' their letters -to:Children's Television Worksho0;, School Ser-vices, Bok COQ, 1 tincoln Plazit,, New:York,N.Y. 10023-.

ave:stndents prczent their1)e'Stiniation questions to the class.

Classmates can trNsto tackle eachotiter's estimation problems,

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Commercials are designed tosell different produz4s, using avariety of techniqus. In theseachvdies students creat' theirown SQUARE ONE TV commer-cials. (See page 24 for shownumliers featuring SQUARE ONETV commercials.)

Writing aTestimonialCommercial

When a famousperson endorsesa product in acommercial, it's

called a celebrity testimonial.Have students find examplesof testimonial edvertising ontelevision and report their find-ings to the class. View sectionsof SQUARE ONE TV that featurecelebrities such as James EariJones al.d Bobby McFerrin.(See page 24 for show num-bers featuring celebrities.)DMde students into groups.Ask groups to choose acelebrity and write a commer-cial in which that celebrityexplains why math is importantto her or him. For example,

Writing a"Slice-of-Life"Commercial

Iestimonials canmcke products seem excitingbecause people may admire thecelebritiesbut it's also nice toknow the product is usoful to peo-ple who aren't celebrities. That'swhy commercials sometimes use atechnique called a "slice-of-life"snap shots of everyday peopleusing products themselves.

To get students stc.rted on their own"slice-of-life' commercials, hatethem interviebv classmates abouthow they use mathematics outdethe classroom. Questions mightinclude, 'Do you get an allowance?How do you use it?" "Do you keeps'oore playing games' Do yOuevtir watch SQUARE ONE TV athome? "'nun students have com-p!eted th4 interviews, ask them towrite u commercial using the intviews in their commercials.

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MoFerrin might say."Fractions help my singing.They tell me how much time tospend on each note, and thatgives me rhythm. Have stu-dents consider practical appli-cations of math that thecelebrities might use in their

, professions such as graphs,charts, scale, or percentages,

4iffrOliitt,e0-**4

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NINI.iMir

PICTURE THISPRODUCT

name:

date:

time:

2.

time:

3.

time:

4. 5. 6.

time: time: time:

14

The Case of theDeceptive Data

inside siory.

George is upset by thecancellation of hisfavor. _ show, 'MikePliers 'le lost in the

ratings to the mindless "ViciousVinnie Vermin Show.' At the

Hoover TV Rating er-vice, execu-tive Wellworth Watching showshow the ratings work. But thecompany's president, Mr. Hoover,passes on hot informationacomputer break-in has made alltheir ratings data suspect TheMathnetters find critical datachanges: Mike Pliers ratings fell atexactly the same time ViciousVinnie's shot up. Kate andGeorge visit some of the ratingssample hobseholds, and find thatsomebody tampered with the rat-ings boxes. But who? The villainturns out to be Wellworth Watch-inga soured TV personality whovowed revenge on viewers, andposing as Vicious Vinnie, nearlygot it. (See page 24 for shownumbers featuring 'The Case ofthe Deceptive Data.')

UnderstandingCitizenship

GeorgeFrankly isn'tjust hot under

the collar, he's outraged. Hetells Kate that he has a right toexpress his opinion. He remindsher that on important issues,'people have to stand up andbe counted,' Have studentsname some different wayspeople in a community and anatioo can express their opin-ions. (For example: voting, run-ning for office, working for apolitical candidate, attendinga town or a city council meet-ing, writing a letter to the news-paper. or participating in aprotest march.) Askeach stident topick a local issue ofinterest and write a,letter to a local offi-cial expressing heror his viewpoint.

MONDAY ,;

Ow*

Two polls frequently foundin the media are the Ropsrand Gallup polls. Studentscan write letters to thesepolling organizations askingfor information about thetypes of sur teys they con-duct, the sr.mpling error ontheir surveys, and the qual-ifications of people whowork as pollsters. The

addresses for these polls are:George Gallup, PO Box 628,Princeton, NJ 08540; andRoper Organization, 205 E.42nd Street, 17th Floor, NewYork, NY 10017.

GraphingPublic Opinion

Poor Mike Pliers isn't theonly persotlwho has his pop-

ularity measured regularly. Pollsters havebeen-measuring the popularity of -AmericanPresidents ever since the -1940s. Beginningwith President Franklin Roosevelt, theGallup Poll has asked the stOse qUestion to nsample of the American public every twoweeks: 'Do you.approVe or disapprove of theway (President's name) is hiindling the jobof President? Presidents usually begin witha high approval rating in their "honeymoon"periOd,.iich eventually takes a downwardslide. However, this is not always the case.In this activitwstudents compare approvalratinks of U.S. Presidents reelected-to a sec-ond term of office and reaearch how currentevents are linked to a President's popularity

WHAT YOU NEED:copies of the activity page, three differentcolored pencils for each student

WHAT TO DO:

STEP 1: Distribute one copy af the activitypage, "In the Public Eye," to each student.Explain that the table provides data from theGallup Poll on the approval rating for threedifferent U.S. Presidents who were all re-elected to a second term of office.STEP 2: Have students use the data in thetable to create one line graph showing theAmerican public's opinion of each of thesePresidents. Student-, should use a differentcolored pencil-for each Presidentas shownin the answer key below÷end fill in the leg-end with the appropriate colors.STEP 3: When students have completed theirgraphs, ask them to compare the approvalratings for the three Presiderts. How arethey alike? How are they different?STEP 4: To learn more about the fators :influ-encing plblic opinion, ask scudents toresearch twents that took place in specificyears of each of these President's first terms.

ANSWER KEY:

TO TUNE IN TO WEDNESDAY'S SHOW, TURN TO PAGE 14...5

In the publie eyename:

date:

Use information in chart A to plot line graph B showing each President'sapproval rating. Us,a a different colored pencil for each President.

A.

B.

Approval Ratings

PresidentYears of1st Term Inauguration

,End of

1st YearEnd of

2nd YearEnd of

3rd YearEnd of

4th Year

Dwight D.Eisenhower 19534957 68% 66% 68% 75% 79%

Richard M. Nixon 1969-1973 59% 59% 52% 49% 5./0

Ronald Reagan 1981-1985 51% 49% 41% 54% 59%

Presidential Approval Ratings

1100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Inauguration End of1st Year

End of2nd Year

End ,3rd Year

End of4th Year

Legend: Eisenhower Nixon

1 6

Reagan

The Case of theDeceptive Data...continued

AnalyzingDemographics

AVEDNt§Dki

r" ' .

JerryPresident o, the

Mike Pliers Fan Club. wcnderswhy anyone cares about howmany people watch the 'MikePliers show. Kate explains Matadvertisers want . many peo-pie as possible tu watch theircornmerLials. They also wantviewers ,vho are ,ost likely tobuy theIr products. Ask stu-dents to watch a cartoon prcgram or, Saturday morningand the national news in th^evening, and to keep a hst ufthe products 'hat are cdver-tised dunng each programHow are the pruducts ad er-tised on Saturday morning dif-ferent from those advertisedduring the news? What dothe commercials reveal aboutthe television audience? Doall cartoon programs featurethe same advertisements?Are ,,ome products specificallytargeted for girls or for boys?Have students identify theseproducts and the cc; roon pro-grams where these commer-cials appear. What mightstudents assume about theaudience: of these cartoons?

THU RSCINY

Analyzing Polls

Weliworth Watching sent the rat-ings of the 'Mike NE s' show into a nose dive bytampedng with rating boxes on viewers televisionsets. Far ITIOr9 oftc,,, poor survey or samphngmethods are the cause of false or misleading con-clusions Ask :tudents to look thmugh magazinesana newspapers to find opinion polls. The pollscan be analyzea using these queshons.1. What is the size of the sample? A claim that75% of voters questioned want Ann Adams forSchool President rrici lead readers to the wrong

nclusions if only fou, cut of 80 possible votersmcrie up the sample.2. -,no answervi the survey? A r oil of DancersMagazine reacErs may result in different answersto queshons about favor,te activities than a poll ofBaseball Digest readers.3. Who conducted the survey? if a newspapersurvey conducted by the Vcout Vinnie Fan Clubshows \Annie Is the leaarng candidate for mayor,be suspicious.

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*as*41-3ivrih i#0.444; at ieaLstlong .tó-uñcóverbisdeceptive 'data: Understand-

g -data amtnsiniit prOper-ly , are oken triCky. In, thisactivity, ,atticientivi74iscOverhOw-different tenelusionscan arise, frOM-seembgly,Similar information.WHAT YOU NBED:copies ofthe activity page-

WHAT TO DO:srEP 1: Distribute: one copy ofthe activity page, "Graphi-AreWell Worth Watching; to eachstudent.STEP Explain that graph Ashows the number of peoplewho voted in each Rresidentialelection between 1950 and1988. Whet conclusions Canstudents draw Eioin this graph?STEP 3: Chart B shows thepercentage of people eligible toVote who actually voted in each:presidential election year.What do students conclude fronithis data? Have students makebar graph C using this infor-mation.STEP 4: Ask,stude.l.ts le com-pare their btx gr.dphs with thegraph in box 'A." How do theconclusions they draw fromeach graph differ? 'Has the per-centage of Americans voting inpresidential elections been-rising or falling.since 1960?How Ihout the number ofAmerican voters?ANSWER KEY:

P,

GRAPHS AREWELL WORTH

WATCHING

name:

date:

11

Number of actual voters inlko Presidential elections (in millions)

MILLION :00

90

80

70

60

4

50

0

30

20

10

Election Year: 1960 1964 1968 1972 1976 1980 1984 1988

up Percentage of-" eligible Americans

who voted

ElectionYear

% ofAmericans

1960 62.8

1964 61.9

1968 60.9

1972 55.2

1976 53.5

1980 52.6

1984 53.1

1988 50.2

C. Percentage of American Voters% 100

90

0

Election Year:

18

SQUARE ONE IV'S

"Piece of the Pie'takes on inven-tive look at ana-lyzing surveyinformation andorganizing it into

a pie chart. In these three activi-ties, students use their knowledgeof United States geographicregions, cities, and current eventsto create a 'Piece of the Pie: (For"Piece of the NW game rules andshow numbers turn to page 24.)

Asking QuestionsBased on U.S.

Regions

IJew anepisode ofPiece of the

Pie with students, asking themto pay special attention to theque.tions asked of the contes-tants. Students can try writingquestions for the show thatwould have different answers,depending upon which regionof the United States was sur-veyed. For example, the ques-tion, 'What inter sports doyou parficipate in most oftenTwould receive differentresponses from those living inthe Northeast than from thoseliving in the Southeast. Encour-age students to think verycarefully about how theyphrase their questions.

DoOlk

4*2$

Public OpinionSurvey

Students cancollect andanalyze their

own data by conducting aclass-wide survey using thesequestions: 1. What is one qual-ity you think is important in aPresident? (Possible answersmay include: good decision-maker, intelligent, honest, hard-working, experienced in gov-ernment.) 2. What is the mostserious problem our country hastoday? (Possible answers mayinclude, drugs, pollution, vio-lence/crime, war, homelesspeople, education.) 3. What isone way citizens can help theircounhy? (Possible answers mayinclude: obey laws, don't litter,recycle, vote, do volunteerwork, pay taxes.) Have studentsdetermine the top five respons-es, discard the less popularchoices, and create a pie chartshowing the results. View anepisode of 'Piece of the Pie'and review the game rules.Have students write questionsand an^ wers fn.r the show,based on the data they've col-lected, and play the game withanother class.

19

AMERICAN PIE

1. Name a city withtall buildings.

2. Name a city by water.

3. Name a city witha lot of rainfall.

date:

legend:

A = New York City, New Y:.:k

B = Miami, Florida

C = Chicago, IllinoisD = New Orleans, Louisiana

= Seattle, Washington

20

Public Service Announcements(PSA's) and political advertise-ments are two ways that cihzenscan learn about important socialissues. In these activities, stu-dents write PSA s and p caladvertisementsSQUARE ONEstyle. (See page 24 for shownumbers featuring SQUARE ONETV commercials.)

PSA's aboutUnit Pricing

Just as com-mercials try toinform con-

sumers about products, PSAsare a good way to get infor-,- 'on to the public aboutissues of social import-ance ^ornrnunity events,health hazards, non-profitorganizon activiti ., orconsumer econoi nics. Havestudents visit the supermarkAwith an adult to discover thatdetergents often comc in dif-ferent size containers andthat the price per ounceoften vanes. Discuss the con-cept of unit pricing, and havestudents write a PSA thathelps consumers to under-stand unit pricing and thatcautions consumers to pur-chase wissly. The PSA shouldidentify the sponsor andwhere a listener can write orcall for more information

PSA's about theEnvironment

Dividetake .-' studentstyVO;'. nto small

gpiups and hove them discussemanipes of waste and pollu-tion. They should pay particu-lar attention to examples inwhich manly minor offensesaccumulate into a very bigproblem. For example, howmuch paper might students inschool waste in a year? Howmuch gasoline might be wast-ed because communitiesdon't provide public trans-portation? Once groups haveselected an issue, ask them towrite a PSA that gets acrossthe message. irie PSA shouldidentify the problem and dra-matize the relationshipbetween individual acts andthe solution to the problem.

P0I-C610:04:60L,*thiS,Setisitwstudents li cnnbme *the=

Matica and" politics tO.J1

WEIAT, YOU NEER:copieS.ofthaactivityp*onarkers

WitATTO,S7EP 1: Discuss politicaadvertising with theclass., If pessiblai view, some reCordedexam,plea:and discuss techniquet candidates use.sipi 2: tell sturl..$§ that they wilt make story-'boards Of their-ownpoliticatadvertisenientsfor compefing candidates.arse a:.:Divide students into, production teamsand haVe,each team iMagine a candidate withan, issue like "the.'United:8tates should useonly thametric system," or 'there isnapointin having fractions, ,and decimals, and- per-cents."SiEf4 4: Distribute four copis of the adtivitypage,"\\Tote for -Me to each production team.'hams should create two stoiyboardsone-fortheir own tandidate, and one for their candi-date's opponentovho prisentS an alternativeviewpoint on the isSue:STEP 5: lAams draw piCtures in the storyboardframes, making-sure, that- thasideo portion ofthe CommercialMakes the audioportion dear.The .time that taah frame reitesents shouldbe recorded inthe space provided:arsr. 6: Have teams trade antivity pages andoffer suggestions to each other.about how thecoMmercial mighthe improved.- slams thentrade-papers.back -and,make clean copies oftheir storyboards, nsing helpful suggestions.

ri a v e teams do liveskits or television com-mercials based on theirstoryboards. Use a largecardboard box- to, make awide-screen televisionframe and have groupsperforrn their commer-cials for thaclassthe autho portion per-formedhy an announcerChosen by each term.

A vote for Tinais a vote for

the metric system

21

1 . 2. 3.

time: time: time:

4.

time:

5.

time: time:

Where can you find commercialsthat promote mathematics?Only on SQUARE ONE TV! Theseactivities help students applyinformation shown ir. threeSQUARE ONE TV commercial:(See page 24 tor show lumbersfeuturing specific SQUARE ONETV commercials)

Making aBar Graph

*t $ 1.44% ` % 44 44 $ CA-a

4%*4 IP 4.7

Making aPie Chart_../

Mew 'DataHeadache: BarGraph' with the

class. Mrs. Tuttle has been try-ing to keep track of hermonthly expenses but hasn'tbeen able to get organized.Does your class have a similarproblem? For one weeA,have each student keep trakof his or her ddly spendin j.Collect and total the dotaeach morning. The followingweek, students can make bargraphs to display the results.Are daily totals always aboutthe same? Repeat the pro-cess for a second week. Dothe new graphs show similarspending patterns?

Mew 'Data Headache. PieChart' with the class. Thisweary cab driver has the same

kind of problem as Mrs. Tuttle. The taxi businessgenerates a lot of information, but offers nowoy to organize it. Enter the pie morn Y. .lepercentage of his expenses safely displayed,this cab dr ter can go back to watching televi-sion. What kinds of expenses do your studentshavelunch, toys, school supplies? Help theclass organize their expenses int categoriesand represent the results in a pie chart.

Using 7, MapMaps can be used as a soureeof mathematical questions.In this activity; students willmeasure, estimate, calculate,and get experience withscale drawings.WHAT YOU NEED:

copies of the activity page,pencils, rulers, calculators

WHAT TO DO:

gm 1: View "The Map" withstudents. Discuss the waysin which math is used.STEP 2: Distribute one copy ofthe activity ,page, "Df...wn toScale," to each student. Besure to point out the scale inthe lower right-hand corner.STEP 3: Ask students:to findthe shortest route between A4.,c1 B on the map. About'LA many inches is it?Make sure students- stay onthe road. How many miles dothese inchea represent?srEp 4: Have students coin-plete the first column of thechart on the activity page.STEP 5: Working individuallyor in small groups, have stu-dents complete the chart byfinding the shoftest distancebetween points.

41

r

'Estimates will vary within a few. miles, minutes or fractions of an inch.

gallaNSIENNOMIWEIMUMMake a poster by starting with a map of your city,town, community, or state. Highlight natable loca-tions. How do people typically go from one of theselocations to another? Do they walk, go by car, or take&plane? How,fast do they go and What are typicaltravel-times? Organize and display this informationas paztof the poster.

NAVIGATOR S GUIDEAtoB BtoC

d.

AtoC CtoD BtoD AtoDincheson themap

miles inreal life

time at30 mph

tirne at15 mph

time at45 mph

4'

A

o e the use and application of problem-g processes by modeling:

ationtate a prsblem.of qlving a prOblem

'bitty of salving a problem.

en:ionreKbgate,"Ita, or checkresoufas.

*pulate (malt* or physically).ilitiess

r orguess-and-chock\-)

Heuristics °ern: scale model, draWing, map; picture!, diagramaadgot;phrusiSbject, act out. vem: rewor4clarify;- simplify; find subgoa10, subpooblems,

os; missing information; distinctions in kind of information,aneous).

blem: change point of view, reevaluate assumptions;1,;(eses.

-upbleness of results and precision of results.tize solutions.five ways to solve.Ad to, related problems.

,

ni sound mathematical cOttent in anstink accessible, and meanidgful manner*mg:

tinting

e and meaning of digits in whole numbers (place value);s; palindromes; other bases.rs: interpretations of fractions as numbers, ratios, parts of a

: role and meaning of digits in dlcimal numeration.to decimali and fractions.

rses, relation to subtraction.

:

I1

25

%bindle of RatiOnal NumbersBasic operations.addition; sUbtrartion, dilision, multiplication,exponentiation; when and how to use operations.Structure; primefaCtors1 an ''.multiples.'Number-, 'ry: modular arithmetic (including parity);Diophaatinetquations; Fibonacci sequences;'Fascars tiangle.Approximation: rounding; bounds; approximate calculation; interpolationand extrapolation; estimation.Raties: use of rái, rates, and proportions; relation to division; goldensection.

easurementUn: systems (English, metric, nonstandard); importance of standard,units.Spatial: length, area, volume, perimeter, and surface area.Approximate nature: exa,1 versus approximate, i.e., counting, versusmeasuring; calculationvith approximations; margin of error;propagation of error; estimation..Additivity.

eintal. Functions and RelationsRelations: P-der, inequalities,,subt relalions, additivity, infinio sets.Funttions: linear, quadratic, exponential; rules; patterns.Equations: solution techniques (e.g., manipulation, guess-and-test);missing addend and factor; relation to construction of nikabers.FOrmulas: intec,A-etation and evaluation; algebra as generalizedarithmetic.

mbiikatorics and t;ofintings&-chnivesMultiplication principle and-decomposition.Pigeonhole principle.Systematic enumeration of cases.

bability and StatisticsBasle quantiflceBon: counting; representation by rational numbers.Derived mea,sUres:average, median, range,Com Ipte: ilidependence, correlation; "Law of Averages."Predietion: relation to probability.. -Data processing:collection and analysis.Datdpresentation: graphs, charts, tables; construction andinterpretathm.

I

anetry-- ,

Dimensional4 one, two,Ahre, and four dimensions.Rigid transfornuitiens:,ttensforMationin two and three dimensions;rotations, reflections, andtranslations; symmetry.'Ibssella4ons: covering the plane and bounded regions; lc,:-Adoscopes;-1* of sYmmetry;other surfaces.Mapa and models in kale; application of ralios.Perspective: rudiments c rawingin jxtrspective; representation ofthree-dimensionalobjects in twO dimensions.Geometrical &pets: recognitions; relations among amstruclions;patterns,Thpological mappings and properties: invariar

-'44ftt.s

These rule! will help your class play the gameshows, Close Ca Ir and "Piece of the Pie,' justlike contestants do on television! For moregame show fun, try the SQUARE ONE TV GameShows Teacheis Guide.

Sometimes in real life thingsaren't as excct as you wantthem to bethat's when esti-mation takes over. In thisgame, the host presents studentcontestants with a visual esti-matior task like one of these.How many pieces are there inthis jigsaw puzzle? How manypeanut-butter jars tall is thatelephant on stage?

There are three roundsAfter being shown an estimation task and a referent, contestants get ten seconds to writedown their estimates Then theyreveal their answers one byone Whoever makes thE. closest estimate in each of the firsttwo rounds qualifies for the finalchampionship round,

Once your class understandshow the game works, try playing it for pointsthe better theestimate, the higher the scoreThe class audience car rortici-pate by voting on how closethe contestants' championshipestimations come to the realanswer.

The above rules are used inshows numbered in the 200s.For a variation on these rules,view a game of "Close Call in ashow numbered in the 300s.

Name your favorite snack.Is it pizza? Popcorn? Rawcauliflower? Thin., hard beforeanswering, because in thisgame, only the most popularansw..;cour.

Here's how to play. Thereare two teams, each.withthree contestants. At thebeginning of the game, thehost reads a survey question,such as, 'Name something yousee at a parade.' Then, alter-nating teams, he asks eachcontestant to guess the mostpopular choices made by ele-mentary school students in anactual survey. Each team isallowed a 'huddle: to discusstheir answer.

When one of the five topchoices' is guessed, the ap-propriate percentage is dis-played on a pie chart. Theteam that accumulates overfifty percent of the pie wins.

The above rules are used inshows I, bered in the 200 s.For a twist on these rules, viewan episode of 'Piece of thePie" in a show numi Bred in the300's.'Note that the less popular choicesmace in the survey are actually dis-carded. The top five serve as thebase from which the percentagesused in the game are calculated.

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Bring the excitement of programs fromChildren's Television Workshop

into your classroom with the helpof these materials!

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3-24 CONTACT TEACHER'S GUIDE provides

activities for Seasons N to VII, ranging from

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3-24 CONTACT DATA ELSE la a software

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To order these items, use the card enclosed in

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Don't forget to tape SQUARE ONE TV and 3 2-1 Contact

off the air to use in your classroom,

It's free, and it's perfectly legal as long as you

arase the tapes within three years,

2 S

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Office of EducationalResearch and Improvement (OERI)