1950
"A logger sells a truckload of lumber for $100. His cost of production is 4/5 of the price. What is his profit?"
1960
"A logger sells a truckload of lumber for $100. His cost of production is 4/5 of the price, or $80. What is his profit?"
1970
"A logger sells a truckload of lumber for $100. His cost of production is $80. Did he make a profit?"
1980
"A logger sells a truckload of lumber for $100. His cost of production is $80 and his profit is $20. Your assignment: Underline the number 20."
1990
"By cutting down beautiful forest trees, the logger makes $20. What do you think of this way of making a living? Topic for class participation after answering the question: How did the forest birds and squirrels feel as the logger cut down the trees? (There are no wrong answers.)"
2005
"El hachero vende un camion carga por $100. La cuesta de production es..."
In my sixth grader's math class this week, they are making an oral presentation (with props) in an advertising format that demonstrates percentage discounts. During the preparation and presentation of this performance project, what they are not learning? Does their Connected Math Project curriculum teach how to calculate percentage discounts, sales tax, tips? In an integrated sort of way, but time-consuming performance projects like this advertising presentation really slow down (dumb down) the math.
