Title
"What Will I Pay for College?" (Ed Snyder)
Goals
1. Students will explore the concept of recursion and Fibonacci sequence while predicting their future cost of college.
2. Students will work in small groups in order to discover the recursion activity and be able to present to the class.
Abstract
This activity is designed for students to predict their future cost of college using the data on the activity sheet and be able to formulate a recursion formula if possible as well as present a reasonable explanation of the data and their predictions.
Problem Statement
Suggest to students the astounding rising costs of college and higher education in the past fifteen years. This activity will allow students to predict the future cost of higher education using problem solving, recursion and the familiarity of the Fibonacci sequence.
Instructor Suggestions
1. Begin by discussing the problem statement.
2. Have students form small groups.
3. Distribute "What Will I Pay for College" activity sheet
4. Have each group select a spokesperson to report their findings to the class.
5. Discuss students results as it relates to election theory.
Materials
"What will I Pay for College" activity sheet, chalk board, overhead projector and transparencies.
Time
Introduction (5 minutes), group work (20 minutes), presentation and class discussion (20 minutes).
Mathematics Concepts
Discrete Mathematics Concepts
Recursion, Fibonacci sequence, common ratio and common differences
Related Mathematics Concepts
Data representation and sequences
NCTM Standards Addressed
Problem solving, communications, reasoning and discrete mathematics.
Colorado Model Content Standards Addressed
Number Sense (1), Algebraic Techniques (2), Problem Solving Techniques (5), Linking Concepts and Procedures (6)
Curriculum Integration
Algebra I or Integrated Math I class where students are investigating number patterns.
Further Investigation
The assignment can be extended by having students research the learning institution of their choice and compile data for the past 15 years in order to predict the future cost of college.
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.