Big Nickel 3 Act Math Task Resources
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So earlier this month, I was in Sudbury, Ontario delivering an Apple Professional Development session for the Sudbury Catholic District School Board. I had always heard about the “Big Nickel” monument and thought I should search it out. On my way, Justin Levack sent me a text saying I should see what kind of 3 Act Math Task I could think of. This time, rather than trying to develop a question on my own, I tossed it out to the Twitterverse:
— Kyle Pearce (@MathletePearce) September 19, 2014
As expected, I had some ideas coming to me within minutes including these:
— Cheryl Geoghegan (@mathsuds) September 19, 2014
@MathletePearce If that was made of nickel how much would it be worth? How many nickels?
— Dan Meyer (@ddmeyer) September 19, 2014
— Cathy Yenca (@mathycathy) September 20, 2014
Act 1: Introducing the Problem
Show your students this video or the photo below:
Act 2: Students Request Information and You Give It To Them
The approach you choose to have your students answer whether constructing the Big Nickel with actual Canadian Nickels vs. using the material they actually used to build the monument would be more cost effective will depend on the level of your mathematics students. Here, I’ll give two approaches to make this task accessible by more students.
All students would benefit from these two photos:
Thickness of the Big Nickel
The thickness of the Big Nickel will serve as the height of the prism in order to calculate the volume. By taking the area of the base and multiplying by the thickness (height), students will know how much space the Big Nickel occupies:
Thickness of a 1951 Canadian Nickel
The thickness of a 1951 Canadian Nickel will serve as the “height” in the volume formula when calculating how much space is occupied by an actual nickel:
Method #1: No Trigonometry – Volume and Proportional Reasoning
If your students have not covered trigonometry or primary trigonometric ratios yet, you’ll want to give the students a little more information. Here are some details you can give your students:
Base and Height of One (1) Triangular Section of Big Nickel
Students can use these dimensions to determine the area of one triangular section of Big Nickel, then multiply by 12 to get the area of the base in order to help them find the total volume:
Base and Height of One (1) Triangular Section of a 1951 Canadian Nickel
Students can use these dimensions to determine the area of one triangular section of a 1951 Canadian Nickel as they work towards finding the volume:
More Info Provided: Width of Actual Nickel
Method #2: Using Primary Trigonometric Ratios
If your students have covered the primary trigonometric ratios, you can opt to use the following images that force students to use trig ratios to find a working solution:
Height of a Right Angle Triangle in Big Nickel
Students know that the diameter of Big Nickel is 9.1 m and thus the height of the right angle triangle we can form in one of the 12 triangular sections
is 4.55 m. From here, students must use their knowledge of primary trigonometric ratios to find the base of the triangular section:
Using a similar approach to the above image, students must also use their knowledge of primary trigonometric ratios to find the base of a triangular section of a 1951 Canadian Nickel shown below:
Act 3: Students Compare Their Cost to Actual Cost
Once students determine the volume of Big Nickel and a 1951 Canadian Nickel, they can determine how many nickels it would take to build the monument as well as the total cost to do so.
My assumption is that the nickels would be melted down to create the monument, but some students may assume you’re just “dropping the nickels in” or something along those lines. Great discussion to be had there.
Sequels, Extensions & Additional Images
- The City of Windsor wants to build a “Double Big Nickel” where the total volume is doubled. Can you just double the dimensions?
- The WFCU Arena in Windsor cost a total of $71 Million to build. What percentage of that cost would it take to construct the Big Nickel?
- When constructing the Big Nickel, construction workers need to know the interior angle measures in order to build it. What are they?
- If the Big Nickel needs to be taken off-side for repair, what would the interior angles be for the supports needed?
- If resurfacing the entire Big Nickel, how much would it cost?
Knowledgehook Embedded Gameshow Formative Assessment
Check out this nifty new feature that Knowledgehook came up with called “Gameshow Embedding”. Not only can you create a Gameshow as a formative assessment, you can actually embed it as a full Gameshow in your blog/website/LMS or embed each question individually throughout your post! Here’s a couple sample problems I created for this task:
Check Out @MathyCathy’s Thoughts & Working Solution
Cathy Yenca was the first to answer Dan Meyer and Andrew Stadel’s question(s) and she was kind enough to share her work via a TACKK! Click here or on the image below to see the full solution:
Cathy also blogged about our co-creation of this task from a great distance over a very short period of time! Read about it here!
Direct Links to Resources Available For Download:
Did you try it?
Be sure to share your experience in the comments down below…
Download Resources For This Math Task
Click on the button below to grab all the media files for use in your own classroom: