Our state test is approaching and I'm trying to find ways to mix review in with new material. I only mentioned circles in my geometry class on pi day plus it never hurts to practice data analysis, hence circle graphs! As students walked in I had four questions up on the white boards that I had them walk around and answer (number of siblings, favorite color, type of pets, number of times moved). They all found the mean, median, mode, range for the number of siblings then completed the following assignment.
In the past kids have immediately associated circle graphs with percents. Instead of discouraging that instinct I wanted to allow kids to find percents, then help them convert that to degrees to make a precise circle graph. Hence the empty third column. However, my students this year didn't even think of percents. So my vague step four was lost on them. When I asked them what they needed to make a precise graph they quickly came up with a protractor, so we set up proportions and skipped straight to the angle. The rest of it went fine.
So, knowing that, how would you rephrase step four? Any other ideas to make this better or more interesting?