![]() Science Practice: Analyzing and interpreting dataĤ. See the examples of calculations given in the following chart.Īdvertised Sizes Compared to Actual SizesĪctual pizza diameter (not including crust) To determine pizza area, square the radius and multiply by π (pi) (3.14). ![]() Science Practice: Using mathematics and computational thinkingģ. Ask: Is the pizza size the same as what is advertised? How do you ensure you get an accurate diameter? Note: Eating pizza can be a strong incentive to get youth to do math. The diameter is the longest distance across the circle. Diameter is the distance across a circle going through the center. Have participants use rulers or tape measures to measure the diameter of the pizzas – both with and without the crust. Buy or bake round pizzas of multiple sizes. Create the pizza data chart “Advertised Sizes Compared to Actual Sizes” before participants begin collecting data. What size pizza should you buy? How many pizzas? What will give you the best value for your dollar? How do you determine best value? Is it total pizza? Is it cost per slice? Do you include the crust or not? Does it depend on the style of crust? Is thickness of crust important? How about the amount of toppings? Science Practice: Planning and carrying out investigationsĢ. ![]() It is often the go-to food to feed young people for a party. Round pizzas of different sizes (potentially from different pizza shops or frozen brands)ġ.As a leader, try not to express your opinion, but let the youth engage in arguments based on evidence. This activity encourages young people to try to figure things out for themselves rather than just read an answer on the internet or in a book. The purpose is not to teach specific content, but to teach the process of science – asking questions and discovering answers.
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