How have temperatures changed around the world? Students use trigonometric functions to model temperature changes during the year at different locations around the globe. They also compare their models based on past years’ data to current temperature trends. In the end, they discuss the advantages and disadvantages of modeling temperature with sinusoids and explore how the climate has changed in various cities over time.

Students will

Model annual temperature change in different world capitals using sine waves

Make weather predictions using sine waves and calculate mean average deviation between predicted and actual temperature data

Compare temperature models obtained using different data sets

Discuss implications of global climate change

Before you begin

Students should be familiar with basic properties of trigonometric functions (e.g. they should know that sin(x) has a period of 2π, a maximum value of 1, and a minimum value of -1). They should also be able to evaluate sin(x) at different values of x, either with a calculator or by hand (in special cases). Familiarity with how graphs shift under translation will also be useful; for example, it’s helpful if students know that the graph of f(x) + k is the graph of f(x) shifted vertically by the value k.

How much should people pay for donuts? Students use linear, rational, and piecewise functions to describe the total and average costs of an order at Carpe Donut.

Topic:
Building Functions (BF), Interpreting Functions (IF)

What's the ideal size for a soda can? Students use the formulas for surface area and volume of a cylinder to design different cans, calculate their cost of production, and find the can that uses the least material to contain a standard 12 ounces of liquid.

How far away from the TV should you sit? Students use right triangle trigonometry and a rational function to explore the percent of your visual field that is occupied by the area of a television.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI), Similarity, Right Triangles, and Trigonometry (SRT)

Could Inspector Javert have survived the fall? Students use quadratic models to determine how high the bridge was in Les Misérables, and explore the maximum height from which someone can safely jump.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF)

How much can you trust your memory? Students construct and compare linear and exponential models to explore how much a memory degrades each time it's remembered.

Topic:
Interpreting Functions (IF), Linear, Quadratic, and Exponential Models (LE)

How much should you bid in an auction? Students use probability, expected value, and polynomial functions to develop a profit-maximizing bidding strategy.

Topic:
Building Functions (BF), Interpreting Functions (IF)

In which Major League Baseball stadium is it hardest to hit a home run? Students find the roots and maxima of quadratic functions to model the trajectory of a potential home-run ball.

Topic:
Creating Equations (CED), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI)

How has the urban population changed over time, and will we all eventually live in cities? Students use recursive rules along with linear and exponential models to explore how America's urban areas have been growing over the last 200 years.

Topic:
Interpreting Functions (IF), Linear, Quadratic, and Exponential Models (LE), Reasoning with Equations and Inequalities (REI)

When should NFL teams go for it on fourth down? Students use quadratic functions to develop a model of expected points. They then apply this model to determine when teams should punt the ball, and more importantly, when they shouldn’t.

Topic:
Building Functions (BF), Interpreting Functions (IF), Using Probability to Make Decisions (MD)

How much should Nintendo charge for the Wii U? Students use linear functions to explore demand for the Wii U console and Nintendo's per-unit profit from each sale. They use those functions to create a quadratic model for Nintendo's total profit and determine the profit-maximizing price for the console.

Topic:
Creating Equations (CED), Building Functions (BF), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI)

Which size pizza should you order? Students apply the area of a circle formula to write linear and quadratic formulas that measure how much of a pizza is actually pizza, and how much is crust.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI)

How do noise-canceling headphones work? In this lesson, students use transformations of trigonometric functions to explore how sound waves can interfere with one another, and how noise-canceling headphones use incoming sounds to figure out how to produce that sweet, sweet silence.

Topic:
Building Functions (BF), Interpreting Functions (IF)

How should pharmaceutical companies decide what to develop? In this lesson, students use linear and quadratic functions to explore how much pharmaceutical companies expect to make from different drugs, and discuss ways to incentivize companies to develop medications that are more valuable to society.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF), Linear, Quadratic, and Exponential Models (LE)

Do social networks like Facebook make us more connected? Students create a quadratic function to model the number of possible connections as a network grows, and consider the consequences of relying on Facebook for news and information.

Topic:
Building Functions (BF), Creating Equations (CED)

What time should school start in the morning? Students use periodic functions to compare the alertness levels of adults vs. teenagers over the course of the day and debate the merits of starting school later.

Topic:
Interpreting Functions (IF)

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Mathalicious lessons provide teachers with an opportunity to teach standards-based math through real-world topics that students care about.

How do the rules of an election affect who wins? Students calculate (as a percent) how much of the electoral and popular vote different presidential candidates have received, and add with integers to explore elections under possible alternative voting systems.

Topic:
Number System (NS), Ratios and Proportional Relationships (RP), Reasoning with Equations and Inequalities (REI)