Calculating the Number of Representatives Who Voted for Gators or Marlins

Oct 13, 2025 by windailys.com 88 views

Introduction

Higher order thinking is a critical component of mathematics education, enabling students to apply mathematical concepts to real-world problems. In this article, we will explore a scenario where representatives from Conch Elementary School are voting on a school mascot. The choices are listed in a table below, and Sidney claims that $\left(\frac{3}{4}\right)$ of the representatives wanted either Gators or Marlins. We will examine this claim and use mathematical reasoning to determine its validity.

The Voting Data

Mascot	Number of Representatives
Gators	12
Marlins	15
Sharks	8
Dolphins	5
Total	40

Sidney's Claim

Sidney asserts that $\left(\frac{3}{4}\right)$ of the representatives wanted either Gators or Marlins. To evaluate this claim, we need to calculate the number of representatives who voted for Gators or Marlins and then determine if it meets the condition specified by Sidney.

Calculating the Number of Representatives Who Voted for Gators or Marlins

To find the number of representatives who voted for Gators or Marlins, we add the number of representatives who voted for each mascot.

# Define the number of representatives who voted for Gators and Marlins
gators = 12
marlins = 15

# Calculate the total number of representatives who voted for Gators or Marlins
total_gators_or_marlins = gators + marlins

Evaluating Sidney's Claim

Now that we have calculated the total number of representatives who voted for Gators or Marlins, we can determine if Sidney's claim is valid. We will compare the calculated value to the condition specified by Sidney.

# Define the condition specified by Sidney
sidney_condition = (3/4) * 40

# Calculate the number of representatives who voted for Gators or Marlins
calculated_value = total_gators_or_marlins

# Evaluate Sidney's claim
if calculated_value >= sidney_condition:
    print("Sidney's claim is valid.")
else:
    print("Sidney's claim is invalid.")

Conclusion

In this article, we examined a scenario where representatives from Conch Elementary School were voting on a school mascot. Sidney claimed that $\left(\frac{3}{4}\right)$ of the representatives wanted either Gators or Marlins. We calculated the number of representatives who voted for Gators or Marlins and determined if it met the condition specified by Sidney. Our analysis revealed that Sidney's claim is invalid, as the calculated value is less than the condition specified.

Higher Order Thinking Skills

This scenario requires the application of higher order thinking skills, including:

Interpreting data: We analyzed the voting data and calculated the number of representatives who voted for Gators or Marlins.
Making informed decisions: We evaluated Sidney's claim and determined its validity based on the calculated value.
Applying mathematical concepts: We used mathematical reasoning to calculate the number of representatives who voted for Gators or Marlins and compared it to the condition specified by Sidney.

Real-World Applications

This scenario has real-world applications in various fields, including:

Elections: In elections, candidates often claim that a certain percentage of voters support their platform. This scenario demonstrates how to evaluate such claims using mathematical reasoning.
Market research: In market research, companies often collect data on consumer preferences. This scenario shows how to analyze such data and make informed decisions.
Data analysis: In data analysis, professionals often need to interpret data and make informed decisions. This scenario demonstrates how to apply mathematical concepts to real-world problems.

Conclusion

Introduction

In our previous article, we explored a scenario where representatives from Conch Elementary School were voting on a school mascot. We examined Sidney's claim that $\left(\frac{3}{4}\right)$ of the representatives wanted either Gators or Marlins and determined that his claim is invalid. In this article, we will answer some frequently asked questions related to this scenario.

Q&A

Q: What is higher order thinking in mathematics?

A: Higher order thinking in mathematics refers to the ability to apply mathematical concepts to real-world problems, make informed decisions, and think critically.

Q: How did you calculate the number of representatives who voted for Gators or Marlins?

A: We added the number of representatives who voted for Gators and Marlins to calculate the total number of representatives who voted for either mascot.

Q: Why is Sidney's claim invalid?

A: Sidney's claim is invalid because the calculated value of representatives who voted for Gators or Marlins is less than the condition specified by Sidney.

Q: What are some real-world applications of higher order thinking in mathematics?

A: Higher order thinking in mathematics has real-world applications in various fields, including elections, market research, and data analysis.

Q: How can I develop higher order thinking skills in mathematics?

A: You can develop higher order thinking skills in mathematics by practicing problem-solving, applying mathematical concepts to real-world problems, and thinking critically.

Q: What is the importance of higher order thinking in mathematics education?

A: Higher order thinking in mathematics education is essential because it enables students to apply mathematical concepts to real-world problems, make informed decisions, and think critically.

Q: Can you provide an example of a higher order thinking question in mathematics?

A: Here's an example of a higher order thinking question in mathematics:

A bakery sells a total of 240 loaves of bread per day. They sell a combination of whole wheat and white bread. If the ratio of whole wheat to white bread is 3:5, how many loaves of whole wheat bread do they sell per day?

This question requires students to apply mathematical concepts to a real-world problem, think critically, and make informed decisions.

Q: How can I assess higher order thinking skills in mathematics?

A: You can assess higher order thinking skills in mathematics by using a variety of assessment tools, including:

Performance tasks: Ask students to complete a task that requires them to apply mathematical concepts to a real-world problem.
Open-ended questions: Ask students to answer open-ended questions that require them to think critically and apply mathematical concepts.
Projects: Ask students to complete a project that requires them to apply mathematical concepts to a real-world problem.

Q: What are some common misconceptions about higher order thinking in mathematics?

A: Some common misconceptions about higher order thinking in mathematics include:

Higher order thinking is only for advanced students: Higher order thinking is not just for advanced students; it is essential for all students to develop higher order thinking skills in mathematics.
Higher order thinking is only for math classes: Higher order thinking is not just for math classes; it is essential for all subjects and real-world applications.
Higher order thinking is only about solving problems: Higher order thinking is not just about solving problems; it is about applying mathematical concepts to real-world problems, thinking critically, and making informed decisions.

Conclusion

In conclusion, higher order thinking in mathematics is essential for students to develop critical thinking skills, apply mathematical concepts to real-world problems, and make informed decisions. By understanding the importance of higher order thinking in mathematics education, we can provide students with the skills they need to succeed in mathematics and beyond.