High School Mathematics Problems from Alaska
A database
of lessons and units searchable by content and cultural standards,
cultural region and grade level. More units will be available soon.
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Sheet
for the Units and Self-Assessment
for Cultural Standards in Practice.
Commercial
Salmon Fishing
Bobbi
Jordan
bew2@ptialaska.net
MS
Word Download
Standards:
Probability
and Statistics.
Performance
Standards: A6.3.1,
A6.3.3, A6.3.4, A6.4.1, A6.4.2, A6.4.3
Concepts:
Scatter Plots,
Line of Best Fit, Graphing Calculator Activity.
Carnegie
Chapter: Analyzing
Data and Making Predictions, Connecting Situations to Equations,
Graphs, Intercepts and Slope.
Overview:
The
following unit deals with the commercial fishing of salmon in Alaska
from 1970 - 1999. The data is from actual Alaska Department of Fish
and Game information from its website, so it can be updated every
year if the teacher is interested in doing so. To obtain the
information for this unit go to www.cf.adfg.ak.us/geninfo/finfish/salmon/catval/history/1970-99.htm.
Or go to the Alaska Department of Fish and Game homepage at
www.adfg.ak.us.
Teachers’ Note: For clarification, the Number in Thousands
refers to the actual number of salmon harvested - every single fish counted
or estimated
to be caught. It needs to be noted that the numbers have been
truncated and that they are in actual thousands of fish. It is very
easy for students to ignore this fact.
The graphing
segment of this unit is somewhat complex. It will take students some
time to do the graphing by hand, but it can be done. This activity
can also be done with the graphing calculator. It makes the graphing
easier and gives students some opportunity to learn or practice
calculator skills.
Commercial
Salmon Fishing
Salmon is an
important resource to Alaskans. The commercial fishing of salmon is a
major factor in Alaska’s economy. The following table was
obtained from the Alaska Department of Fish and Game.
Year |
Number of
salmon harvested in thousands |
Year |
Number of
salmon harvested in thousands |
1970 |
68364 |
1985 |
145358 |
1971 |
47499 |
1986 |
128949 |
1972 |
31945 |
1987 |
96626 |
1973 |
22186 |
1988 |
111564 |
1974 |
21762 |
1989 |
154129 |
1975 |
26237 |
1990 |
155058 |
1976 |
44422 |
1991 |
189517 |
1977 |
50847 |
1992 |
136803 |
1978 |
82326 |
1993 |
192900 |
1979 |
88342 |
1994 |
195861 |
1980 |
109991 |
1995 |
217795 |
1981 |
113289 |
1996 |
175370 |
1982 |
111725 |
1997 |
123140 |
1983 |
127921 |
1998 |
151820 |
1984 |
133960 |
1999 |
216610 |
- a) Which year had the least
number of fish caught?
- b) What was the total number
of fish harvested that year?
- a) Which year had the greatest
number of fish caught?
- b) How many fish were harvested
that year?
- What is the range of the
data?
- What is the median number
of salmon harvested?
- Determine the mean number
of salmon harvested between 1970 and 1999.
- Is there a mode? Why or why
not?
- Which of these measurements
best describe the average number of fish harvested from 1970 - 1999? Explain
why you chose this measure of central tendency.
- Create a scatter plot of
the data.
- What units of measure best
represent the x-axis?
- What units of measure best
represent the y-axis?
- What is the general trend
of this data?
- Sketch a line of best fit
on the same graph as question #10. What is the approximate slope of this line?
- What does the slope represent?
- What is the y-intercept of
this line?
- Is the y-intercept useful
information? Why or why not?
- Use the line of best fit
to predict the salmon harvest for 2002.
- What conclusions can be made
from this scatter plot?
Table of
Contents
For the Teacher's Guides, please email Alaska
Native Knowledge Network
Handbook
for Culturally Responsive Science Curriculum by Sidney Stephens
Excerpt: "The information and insights contained in this document will be
of interest to anyone involved in bringing local knowledge to bear in school
curriculum. Drawing upon the efforts of many people over a period of several
years, Sidney Stephens has managed to distill and synthesize the critical ingredients
for making the teaching of science relevant and meaningful in culturally adaptable
ways." |