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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. You can use Acrobat Reader to look at the PDF version of the Cover Sheet for the Units and Self-Assessment for Cultural Standards in Practice.

Predicting Plant Coverage

 

Beth Sukraw

MS Word Download

 

Standards: Estimation and Computation, Statistics and Probability 

Performance Standards: A3.3.1, A3.3.2, A3.3.3, A3.3.4, A3.3.5, A3.3.6, A3.4.1, A3.4.5, A3.4.6, A6.3.1, A6.4.1 

Concepts: Estimating, Organizing Data, Predicting, Computing in Percents, Decimals, and Setting up and Solving proportions.

Carnegie Chapter: Analyzing Data and Making Predictions, Connecting Situations to Equations.

Overview: During the summer, our local biologists are out in the field studying plants using a similar one meter by one meter square plot sample. If possible, call your local botanist and go out into the field or have him/her bring in past records and tools used to record plant coverage in your area. This is a great unit to include local native language for plants. The estimation skills of the guest speakers you bring to class should be emphasized.


 

Let’s explore a plant prediction situation. In one square kilometer you randomly picked one square meter to record as an example of the surrounding vegetation. You and your research team did this for several sites. You will use this chart to make predictions and answer questions. For each problem, show all your work and write your answers in complete sentences.

The following is the square metric chart you recorded. You constructed a key to show the vegetation. If the square has the letter mentioned, it is over 50% of that plant in that 10 cm by 10 cm square.

Key:

S

Sedge

M

Moss

C

Cranberry

L

Lichen

O

Other

 

M

M

M

L

L

L

L

L

L

L

M

M

L

L

L

M

L

L

L

L

M

L

L

L

L

M

L

L

L

M

M

L

M

C

M

O

S

L

L

M

M

M

M

C

C

L

L

L

M

M

M

M

M

M

M

M

O

C

C

C

M

M

M

C

S

M

M

M

M

M

M

M

M

C

C

L

L

L

L

L

M

M

M

M

M

M

L

L

L

L

C

C

M

M

M

L

L

L

M

M

 

  1. Make a first prediction of the percentage of each type of plant in the square meter. Use no computations. At a glance, what percentage of each type of plant do you see?

____% Sedge

____% Moss

____% Cranberry

____% Lichen

____% Other

  1. Find the actual recorded percentages for each type of plant in the square meter.

 

 

Plant Type

 

Tally

 

Frequency

 

Percentage Actual

 

Percentage Estimate from question #1

 

Difference

|Estimate- Actual|

 

Sedge

 

Moss

 

Cranberry

 

Lichen

 

Other

 

 

  1. Suppose the square meter is a good sampling of the square kilometer it came from. Find how much of the area in the square is covered by each type of plant.

Example: If 10% of the square meter is covered by sedges, then

 

.10

x

-----------

=

-----------

1 m2

1 km2

x = 10,000 m2 or .01 km2

Keep in mind that,

1 km

=

1,000 m

 

Plant Type

Coverage Area in Square km

Sedge



Moss



Cranberry



Lichen



Other



 

 

  1. What is the total area (cm2) covered by cranberries in
    1. 1,000 square centimeters?



    2. 2,000 square centimeters?



    3. 100 square centimeters?
 

 

  1. Write an equation describing the total area covered by cranberries.

 

 

 

 

  1. Construct a graph for the cranberry coverage area. Label the axes and indicate the scale.

 

grid

 

 

 

 

  1. What if the square meter randomly picked as an example of the surrounding vegetation was a poor example? Explain possible errors and implications.

 

 

  1. How could a sampling area be picked to better exemplify the surrounding area other than randomly?

 

 

 

  1. The following table shows the percentage results of 10 more one-meter square samples. Use this data to estimate the overall area covered by each plant in the square kilometer. Round to the nearest tenth of a percent.

 

C

S

M

L

O

1

22%

7%

31%

34%

6%

2

21%

1%

36%

38%

4%

3

21%

3%

21%

46%

9%

4

28%

14%

31%

24%

3%

5

20%

11%

48%

9%

12%

6

14%

15%

35%

29%

7%

7

5%

4%

53%

33%

5%

8

19%

9%

41%

25%

6%

9

28%

9%

39%

13%

11%

10

17%

6%

46%

29%

2%

 

 

____% Sedge

____% Moss

____% Cranberry

____% Lichen

____% Other

  1. Explain any changes that occurred from your group’s estimate to the combined averages.

 

 

 

 

  1. Create a bar graph to illustrate the estimated area covered by each plant in the square kilometer. Label your axes, create an appropriate scale and give a title to your graph.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table of Contents

 

AL-CAN Highway Problem

Cigarette Smoking

Commercial Salmon Fishing

Cutting Cordwood

Dog Lot Math

Firefighting Crew

Firewood Problem

Investigation of Herring Statistics

Jesse Thomas Moose Hide Problem

Predicting Plant Coverage

Problem 1 - Converting the Date to the Day of the Year

Problem 2 - Azimuth and Arc Length

Problem 3 - Reading a Graph: Azimuth Range vs. Day in Barrow, Alaska

Problem 4 - Writing an Equation: Altitude Range vs. Day in Barrow, Alaska

Problem 5 - Problem Setup and Pattern Recognition: Sunrise in Barrow, Alaska

Problem 6 - Extensions of Data: Barrow, AK Sunrise/Sunset Information

Problem 7 - Writing an Equation: Fundraiser

Problem 8 - Writing an Equation: Fundraiser Choosing a Distributor

Stanley Jonas Travel Problem

Subsistence Fishing on the Kenai

Tourist and Traveler Information

 

 

For the Teacher's Guides, please email Alaska Native Knowledge Network

Whouy Sze Kuinalth
"Teaching Our Many Grandchildren"
Tauhna Cauyalitahtug
(To Make a Drum)
Math Story Problems
St. Lawrence Island Rain Parka Winds and Weather Willow
Driftwood Snowshoes Moose
Plants of the Tundra Animal Classification for Yup'ik Region Rabbit Snaring
The Right Tool for the Job
Fishing Tools and Technology
Blackfish Family Tree
Medicinal Plants of the Kodiak Alutiiq Archipelago Beaver in Interior Alaska Digging and Preparing Spruce Roots
Moose in Interior Alaska Birds Around the Village  

 

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."

 

 

Go to University of AlaskaThe University of Alaska Fairbanks is an affirmative action/equal opportunity employer and educational institution and is a part of the University of Alaska system.

 


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Last modified August 18, 2006