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Rheam  HYPERLINK "mailto:teamrheam@gmail.com" teamrheam@gmail.com Required Materials For Each Group: A quart-size plastic bags with a little over 1 pound of medium grain white rice in each A sheet or shower curtain with 4 x 4 grids drawn on it A set of measuring spoons and cups including a teaspoon, a cup, and a cup A computer with a spreadsheet program Objectives: Students will be able to recognize the concept of exponential growth through a constant doubling period Students will realize the suddenness of exponential growth and the astonishing numbers that occur from exponential growth Students will be able to keep track of the data, organize it on a spreadsheet, and graph it Students will be able to find an equation that relates the number of grains of rice to the number of the square Procedure: Introduce the story of the man who invented the game of chess for his king and what he asked his payment to be. One way to do this is to read the beginning of The Kings Chessboard by David Birch. Ask the students what they think of the payment that the man asked. Have students think independently about the strange request and make predictions about how much rice they think it would be. It may also be beneficial to ask students whether they think the man would be better off taking 10,000 grains of rice per day, or some other linear relationship to compare it to. Tell the students that they are going to fill out a mini chessboard and record their data on a spreadsheet. Have the students come up with what categories should be in the spreadsheet. Have the students break up into groups of 3 or 4 students with each group getting 1 quart-size bag of rice, one sheet with a 4 x 4 grid on it, and 1 set of measuring spoons. Instruct the students to start to carry out what the man asked for as payment by putting the rice on the grid. In order to make this part go faster some helpful measurements are listed below. 1 Teaspoon = Approximately 256 grains of rice Cup = 12 Teaspoons Cup = 24 Teaspoons At least 1 student should be recording the groups data on a spreadsheet. A filled in sample is provided below: Square# Grains of RiceGrains of Rice Written with MultiplicationGrains of Rice Written with ExponentsTotal Rice So Far1112^01221 x 22^13341 x 2 x 22^27481 x 2 x 2 x 22^3155161 x 2 x 2 x 2 x 22^4316321 x 2 x 2 x 2 x 2 x 22^563764--------------------------2^61278128--------------------------2^72559256--------------------------2^851110512--------------------------2^91023111024--------------------------2^102047122048--------------------------2^114095134096--------------------------2^128191148192--------------------------2^13163831516384--------------------------2^14327671632768--------------------------2^1565535 When the students get to the last square on their grid they should run out of rice because the last square in the 4 x 4 grid should have 32,768 grains of rice on it, which is approximately 1 pound of rice (it may be helpful to an extra bag to show them what would go on the last square). Students should then graph the results they have so far (with the x being the number of square and the y being the grains of rice as shown below). Students should also be working hard at finding the equation that relates the number of grains of rice on each square as a function of the number of the square.  Students should answer some important questions listed below: Compare the number of grains of rice on the 16th square to how much rice had been used on the previous 15 squares? When did you notice that you were going to run out of rice? What is surprising or interesting about the graph? How much rice would be on the 32nd square? How much rice would be on the last square? How many squares do you have to move to quadruple the number of rice? How many squares do you have to move to have ten times as much rice? Assessment: Students will turn in their results for a class work grade. NYSED Mathematics Core Curriculum Standards Addressed: A.A.9 Analyze and solve verbal problems that involve exponential growth and decay A.G.4 Identify and graph linear, quadratic (parabolic), absolute value, and exponential functions A2.A.6 Solve an application which results in an exponential function A2.A.12 Evaluate exponential expressions, including those with base e A2.A.53 Graph exponential functions of the form y=bx for positive values of b, including b=e A2.S.6 Determine from a scatter plot whether a linear, logarithmic, exponential, or power regression model is most appropriate G.CM.2 & A2.CM.2 Use mathematical representations to communicate with appropriate accuracy, including numerical tables, formulas, functions, equations, charts, graphs, and diagrams Reference: Birch, D. (1988). The Kings Chessboard. New York, NY: Dial Books for Young Readers. "#123[\]pqrs !) 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