|Second Look - Voting and the Election|
How Many Votes Are Needed to Be Elected President?
The winner of the popular vote is not necessarily the candidate who is elected president. The paper describes a process, using mathematical modeling, by which students can try to determine how few votes are necessary in order to be elected president. Students use ratio and proportion to make predictions and make comparisons to 1888 data.
Who Will Win? Predicting the Presidential Election Using Linear Regression
Article outlines a linear regression activity that engages
learners, uses technology, and fosters cooperation. Students generated
least-squares linear regression equations using TI-83 Plus™ graphing
calculators, Microsoft© Excel, and paper-and-pencil calculations using derived
normal equations to predict the 2004 presidential election. This data-analysis
activity supports students by engaging them through meaningful, relevant
Apportionment in the Democratic Primary Process
How the delegates for the 2008 New Jersey Democratic presidential primary were divided may have influenced the number of delegates the candidates received–and possibly the primary's outcome.
Activities for Students: Will the Best Candidate Win?
Hands-on, open-ended activities that encourage problem
solving, reasoning, communication, and mathematical connections.
Illuminations Lesson: Getting into the Electoral College
Every 4 years, U.S. citizens elect the person they
believe should be our nation's new leader. This unit explores the mathematics
of the electoral college, the system used in this country to determine the
winner in a presidential election. The lessons include activities in
percentages, ratios, and area, with a focus throughout on building problem-solving
and reasoning skills. They are designed to be used individually to fit within
your curriculum at the time of an election. However, they can
be used as a unit to give students a strong understanding of how small
variations can mean one person becomes president and another does not.
Additionally, the lesson extensions include many ideas for interdisciplinary
activities and some possible school-wide activities.
Connections Standard for Grades 9-12
Students in grades 9-12 should develop an increased capacity to link mathematical ideas and a deeper understanding of how more than one approach to the same problem can lead to equivalent results, even though the approaches might look quite different. Students can use insights gained in one context to prove or disprove conjectures generated in another, and by linking mathematical ideas, they can develop robust understandings of problems.