If you had a million dollars and were asked to spend one dollar each minute,
how long do you think it would take you to spend that money?
Tell students, “Now let’s think about millions in terms of people.
How many people attend this school? [Allow time for students to answer each
question before moving on, have stats ready in case students do not know].
How many people live in our city? This state? The entire United States? [292,
492, 317 as of 1/31/2004]
So what does it mean when we say that 10,000,000 people died in the First World
War? Take a moment to calculate how many of our city’s population is
that. (i.e. Tucson, AZ has a population of 600,000 people, so 10,000,000 dead
is equal to 16.6 Tucsons being killed during the war)
Look at Overhead One – figure out how many of our city would have been
killed in the following wars throughout history.
Come up with a unique way to explain the idea of 1 million to a elementary
school age child so the number has meaning.
Think about how having this number of people die, usually men in wars, might
affect population growth. Record these thoughts in your math journal.
Are students able to determine which mathematical
processes should be used?
Are their answers correct?
Are they able to identify illogical incorrect answers?