Double Bar Graph- Open Middle Problem

Directions: Using the numbers 1-8 at most once each time, create a graph that represents the number of boys and girls participating in soccer, football, baseball and basketball.

  1. Half as many boys play soccer than girls
  2. The amount of boys in soccer is double the amount girls in football
  3. Three times as many boys play baseball than girls in football
  4. The total number of boys and girls in soccer equals the total number in basketball


There are ___ girls and ___ boys in soccer.

There are ___ girls and ___ boys in football.

There are ___ girls and ___ boys in baseball.

There are ___ girls and ___ boys in basketball.

Pumpkin Linear Art (and Desmos project)

My Linear Art project came early this year, mostly due to the fact I wanted to get my students on Desmos as soon as I could.  I have my College Linear Art project hanging in my room and I have had a lot of students comment on it.  With the Halloween holiday here, I decided to jump start the process while allowing students to enjoy themselves (and practice some math along the way!)  I gave students a blank sheet of paper and asked them to design a jack-o-lantern.  When they were finished with their “pattern”, I gave them a ruler and graph paper.  They needed to recreate their pumpkin on the graph paper using only lines.  I also suggested that they make sure to have vertices of the pumpkin on grid points on the graph- because of the online graphing project we are going to do afterward.  They really got into the drawing, design and coloring of their projects, and then I hit them with a little math- the coordinate plane.  Once they placed their XY axis on their pumpkin, I had them plot some points as a refresher to graphing and the quadrants (I have a mixed group of 6th through 12th graders and this allowed me to address some graphing issues any student was having).  Here are some of the pumpkins that were designed that day.


Now to get to work laying foundations with Desmos so we can recreate these drawings.  Typically I review vertical and horizontal lines, and have them create their initials in “low res.”  Then we will work on the equation of a line, how slope and intercept changes those equations.  I am looking forward to the next week of class!

This is the rubric I used for this lesson:

Desmos Pumpkin Rubric