• Each student is to come to class with a cereal box. (Preferably different-try to get as many examples as possible.)
• To extend on nutritional analysis completed in earlier grades, look at fat nutritional information and express each quantity as a percent of the entire serving size. (i.e. 25% fat)
• Have each student record the cost, mass, height, width, length and volume of their box. Round answers to the nearest millimeter. Collect the class data and record in a chart.
• Divide the class into groups. Working with the class data, have each group plot a scatter plot one of the following set of data:

1. mass vs. volume
2. mass vs. height
3. width vs. height
4. volume vs. height
5. depth vs. height
6. cost vs. volume

• Have groups submit their graphs and photocopy so each group will have each graph the next day.

• Have groups answer the following questions.
• Do any of the graphs have a pattern. If so, state which graphs and descrie the patterns.
• Are any of the graphs linear? Use the T1-83+ to enter these sets of data and find the equation of the line of best fit. Record the value of r for each line.
• Based on the values of r, which variables have the strongest relationship? Describe any industry standards that are suggested by the data.

• Students are to complete the following questions individually.
• What shape provides the largest volume for the least amount of cost(surface area)?
• Do cereal manufacturers use the optimal container (considering volume and cost) to sell their cereal?
• What factors would a company consider when choosing a package to sell their cereal?
• Write a paragraph explaining why you think manufacturers package cereal the way they do.
• Possible Extensions:
• The design and model of their own cereal container and an analysis of why it is
• A suitable container
• Research on the internet-information on cereals and packaging (cost, waste, materials, visual/graphic)
• Probability activity in Addison Wesley text Chapter 1 on prizes in a cereal box