Recycling Math

Michelle Jones                 Morgan Park High School
                               1744 W. Pryor Ave.
                               Chicago Il 60643
                               (312) 535-2550

Bob Foote                      Disney School

Objectives:  

The teachers and students will have experience applying mathematics to 
environmental problems.  This will include classification, weight and 
percentages of types of garbage, using a map with a scale to estimate distances, 
using containers to measure areas, and identification of plastics using SPI 
codes. 

Materials Needed:

Activity I           
Garbage, balances

Activity II
String, maps, rulers

Activity III
Individual and economy sized containers, rulers

Activity IV
Plastic containers in each of the seven SPI codes (on the bottom of container 
inside of the three arrows).
 
Strategy:

Activity I
Given a bag of garbage, students will sort the materials into the categories of 
paper and cardboard, glass, metal, plastic, and other.  Food and yard wastes 
should be removed prior to the lesson.  After separation of the garbage, the 
student should determine the weight of each category of garbage.  After weight 
determination, students should calculate the percentage of the total weight for 
each category of garbage.  To find the percentages first divide the weight of 
each type of garbage by the total weight of all of the garbage, and then 
multiply this number by 100 to convert the decimal to a percentage. 

Activity II
Distribute maps of the East coast and direct the students to follow the route of 
the Mobro 4000 (garbage barge).  The route began in Islip, NY and went to 
Morehead City, NC then to Florida, Alabama, Mississippi, Louisiana, Texas, 
Mexico, Belize, the Bahamas and then back to New York.  First have students 
estimate the distance the barge travelled and then, using the scale on the map 
have students measure the distance (on the water only) the barge travelled.  
Have students discuss the environmental impact of such a trip and what it tells 
us about the problems of solid waste.


Activity III
Using individual and economy sized containers, (cereal boxes, milk cartons, soap 
boxes, vegetable cans) that have been opened and cleaned, 
1.  Have students measure the area of each container [rectangle= length  X 
width]. 
2.  Have students record the volume of each container that is printed on 
the label. 
3.  Calculate the difference in the amount of packaging used to hold the same 
amount of product. 
4.  Calculate the number of small cartons needed to have the same amount of 
product as the large carton.  
5.  Which package is more environmentally friendly and why?

Activity IV
Have students sort a large variety of plastics by the SPI codes found on the 
bottom inside of the triangle.  Once the products are in the seven 
categories, have the students determine which categories have the most products 
and discuss if this has anything to do with the Chicago Blue Bag Programs 
limitations of plastics 1 and 2 only.  Have students try to find exclusive 
physical or behavioral properties of each category of plastic.  Tests can be 
done to test transparency, creases when folded, squeaks when rubbed, smooth or 
textured sides, etc.

Performance Assessment:

Students will be graded based upon ability to perform the correct calculations 
according to the standard rubric.

Conclusions: 

Students should have learned about the impact of the volumes of garbage that we 
introduce into the solid waste stream.  Students will also have an opportunity 
to practice mathematical calculations.

References:  Using Mathematics From Your Backyard To the Great Wall.  Everyday 
Learning Corporation.  Evanston, IL.