# Energy Drinks

3 Act Math

## Act 1

1. How many of each will it take to be equal?
2. Write down a guess.

## Act 2

3. What information would be useful to figure this out?
4. Write down some questions you have in your head right now.

## Sequel

5. Which one is the best deal?

Common Core Standards
8.G.C.9
Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
TEKS
8.7(A)
solve problems involving the volume of cylinders, cones, and spheres

## 2 thoughts on “Energy Drinks”

1. my immediate reaction was to ask what the potency of each drink is? because perhaps the first one is mostly water or non-active ingredients while the third is super concentrated. it’s hard to say which is the better deal without seeing the ingredients.

this could be a really excellent interdisciplinary project with a biology or a health class. i’m curious if these drinks contain what they say they contain and if the things they contain do what they say they do. which is the better deal could also be looked at with regards to which is the healthiest. or which is the most effective? but then, how to measure the effectiveness of the drink? would we measure increased heart rate? or ability to run farther/faster/for longer? how long the “jolt” lasts?

1. Thanks for the comments! Those are great ideas. I hadn’t thought about using this as an interdisciplinary project, but I like the potential. I included 5 hour energy in the lesson not only because it’s popular but because it claims to be so potent. I wanted that claim to get the kids thinking about more than just math for which is the better deal. Thanks for helping to make this lesson better!

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