Title
Break Up of Oklahoma (Ed Snyder)
Goals
(1) Students will begin to explore the concept of fair division as it pertains to estate and land division.
(2) Students will work in small groups for the purpose of discovering concepts such as discrete and continuous division, and apportionment.
Abstract
This activity is designed for students to discover the concept of fair division through reenacting the break up of the Oklahoma territory wile learning about land division and the difference between discrete and continuous division.
Problem Statement
Suggest to students that their small group is one of five Indian tribes; and they are to bid on the land in the Oklahoma Territory. Suggest that the students brainstorm on the fairest methods of dividing up the land. Relate the discussion to the concepts of how estate and land is divided fairly among heirs.
Instructor Suggestions
(1) Begin by discussing the problem statement.
(2) Have students form small groups and assign a tribe to each group.
(3) Distribute the Break Up of Oklahoma activity sheet and map, then have students work on the problem.
(4) Have each group select a spokesperson to report their findings to the class.
Materials
"Break Up of Oklahoma" activity sheet, Oklahoma map, chalk, board, or overhead projector and transparencies.
Time
Introduction (10 min.), group work(30 min.), presentation of group work and class discussion (20 min.)
Mathematics Concepts
Discrete Mathematics Concepts
Fair division, estate division, discrete and continuous division.
Related Mathematics Concepts
Algebra
NCTM Standards Addressed
Problem solving , Communications, Reasoning, Discrete Mathematics.
Colorado Model Content Standards Addressed
Number Sense (1), Algebraic Techniques (2), Data Collection and Analysis (3), Problem Solving Techniques (5), Linking Concepts and Procedures (6)
Curriculum Integration
This particular activity could be integrated into a Integrated (1) Mathematics course during a functions unit or graphing.
Further Investigation
The assignment can be extended by having students use existing data and explore apportionment concepts instead of students coming up with their own bids.
Variations/Comments
References/Resources
Crisler, N., Fisher, P., & Froelich, G. (1994). Discrete mathematics through applications. New York: W. H. Freeman and Company.
Kenney, M.J., & Hirsch, C. R. (Eds.). (1991). Discrete mathematics across the curriculum, K-12. Reston. VA; National Council of Teachers of Mathematics.