Fundraising
Fair
Math Concept Reader
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Expedition:
Antarctica
by Aenea Mickelsen
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Fundraising
Fair
by Ilse Ortabasi
Math Concept Reader
Copyright © Gareth Stevens, Inc. All rights reserved.
Developed for Harcourt, Inc., by Gareth Stevens, Inc. This edition published by Harcourt,
Inc., by agreement with Gareth Stevens, Inc. No part of this publication may be
reproduced or transmitted in any form or by any means, electronic or mechanical,
including photocopy, recording, or any information storage and retrieval system, without
permission in writing from the copyright holder.
Requests for permission to make copies of any part of the work should be addressed to
Permissions Department, Gareth Stevens, Inc., 330 West Olive Street, Suite 100,
Milwaukee, Wisconsin 53212. Fax: 414-332-3567.
HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the
United States of America and/or other jurisdictions.
Printed in the United States of America
ISBN 13: 978-0-15-360196-5
ISBN 10: 0-15-360196-5
1 2 3 4 5 6 7 8 9 10 179 16 15 14 13 12 11 10 09 08 07
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Chapter 1:
Donations Wanted

Like most afternoons, students stream from the schoolyard
to the after-school recreation program. They enter the building
and drop their bags in the assigned spot. Friends get together
to decide what activities they want to do this afternoon.
Some students are already playing ball out on the sports eld.
Other students sit in the study hall quietly reading or doing
homework.
It is not long before students gradually leave their activities
and gather near the bleachers in the eld. Some of the older
students are already sitting on the bleachers. Students begin
to talk excitedly about what the program coordinator might
announce today. They are waiting for TJ to join them. He
runs the after-school program. TJ’s name is really Thomas
Johansen, but all the kids just call him TJ.
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(
After-school recreation program students listen to TJ’s
fundraising announcement.
When TJ arrives, he greets the students and asks them to
sit down. Everyone quiets down right away. No one wants to
miss TJʼs announcement. He begins by saying that the after-
school program needs new sports equipment. The equipment
they use now is wearing out because the students use it so
much. They also need new games and computers. Students
stay indoors during rainy days and most of the winter. They
like to play games or use the computers inside. TJ would like

to buy more books, too, since many students enjoy reading
after school.
TJ ends his announcement by asking the students if they
will help raise funds for the after-school program. All hands
go up! Kelly and Dalia volunteer to organize a bake sale
with the help of their mothers. Jason has an idea for a raffle.
Charlene suggests a toy fair. After some discussion though,
everyone agrees. They think the best way to get the items the
after-school program needs is to have one fundraising event.
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
1. African Safari
2. Space
3. Hollywood
4. Around the World
5. Tropical Paradise
Ideas for Fundraising Fair Themes
Maya makes a list of student ideas for fundraising fair themes.
The students decide to have a street fair. They will hold
the fair on a Saturday. The students plan to have many booths,
food stands, music, games, and more. TJ reminds them that
they should rst choose a theme for the event! Charlene and
Kristen love animals. They want the theme to be an African
safari.
Kendra and her friends like the idea of a space theme. Ben
and his friends think it would be fun to have a Hollywood
theme. Jason suggests an event with an Around the World
theme. Jason shares his ideas about costumes, food, games,
and ags from different countries. Maya adds one more
thought. She would like the theme to be a tropical paradise!

Devin says, “If we want to know what most people like,
we could take a survey from a representative sample.” The
students think this is a great idea. Maya makes a list of all the
themes people mentioned.
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
Chapter 2:
Taking Samples
Kelly has several questions about the survey. Her rst
question is, what is a representative sample? TJ explains
that it is a group of people that is actually asked the survey
questions. This smaller group represents the whole population.
Then he adds, “The whole population in our case is
everyone who would come to the street fair.” He explains, “It
would be very difcult to ask everyone to select a theme.
We can choose some people who would most likely come
to the street fair. They are a smaller group who represent the
entire population. We ask them which theme they like best
and that is a representative sample.”
Kelly understands the idea of a representative sample
better now. Surveying a representative sample will help the
students get accurate survey results. She says, “You want the
sample to give the same types of answers you would get if
you surveyed the entire population. If the sample gives you
the same type of answers, then the sample is a representative
sample.”
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Ms. Zee and Kelly talk about surveys and samples.

+
Other students ask more questions. How do you select
a sample randomly? Who would you ask? Do you ask 20
students in the after-school program or do you ask 100
students at the school? How do you include parents and other
family members who would like to come?
TJ listens to all the questions, but he doesnʼt answer them.
Instead he encourages the students to find someone who can
help them conduct a survey. The next morning in math class,
Kelly explains things to her teacher, Ms. Zee. Kelly tells her
about the questions that people asked TJ yesterday.
Ms. Zee explains, “A random sample gives everyone in
the population an equal chance of being surveyed.” She tells
her class, “Each member of the sample is chosen by chance.
A sample that is not chosen at random is more likely to be
biased.”
“So,” says Devin, “a biased sample does not represent the
population accurately.”
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,
Students gather random, representative, and reliable data.
Meanwhile, Maya has made copies of the list of themes.
She wants to give the list to students who will collect survey
data. Maya says, “We need to collect enough data to be sure
our conclusions are as reliable as possible.”
Ari says, “What do you mean?”
“We have to know how many people are surveyed,” Ben
answers. “If two-thirds of the people we survey prefer the
tropical paradise theme, I want to know the sample size. A
sample size of 30 or 300 makes me trust the survey results

much more than a sample size of only 3 people. Two of the
three students surveyed could be Mayaʼs friends who like her
idea!”
Ms. Zee helps the survey team decide how to go about
getting a sample that is as representative, random, and reliable
as possible. The students decide to survey a sample of 80
people from the community. Each of the data collectors will
ask two adults and eight youths which one of the fair themes
they like best. Students need to conduct their sample survey in
the next two days. Thereʼs a lot to do to plan for the fair.
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
Votes for Fundraising Fair Themes
Fundraising Fair Themes Number of People Who Prefer This Theme
African Safari 10
Space 5
Hollywood 15
Around the World 40
Tropical Paradise 10
Students organize survey data in a frequency table.
After conducting the surveys, the data collectors bring
their completed surveys to Ms. Zee’s math class. They tally
their counts and give the data to Maya. She adds a column for
the survey information to the data table. She updates the table
to show all the information collected from the surveys.
Ms. Zee looks at the table. She says, “A frequency table is
one way to show the data. This frequency table tells us how
many people voted for each of the ve themes. Sometimes it
is easier to understand what the survey data mean if you make
a circle graph. Determine what fraction of the circle graph

represents each theme. Then color the wedges of the graph a
different color for each group that likes a different theme.”
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
Chapter 3:
The Results Are In
When the survey data is analyzed, Jason’s Around the World theme
receives the most votes. Out of 80 people surveyed, 40 people chose
this theme.
Jason starts computing what fraction of the circle graph should be
colored yellow to represent his favorite theme. He writes this fraction:
. It shows what part of all the people in the sample chose
Around the World as their favorite theme.
Maya writes a fraction that represents the number of people out
of the 80 surveyed who chose the tropical paradise theme. Ten out of
80 people surveyed liked this theme. She decides that of the circle
graph should be orange. Orange is her favorite tropical color and it
is the color she used for the tropical paradise theme in the frequency
table.
Since 10 out of 80 people surveyed liked the African safari theme,
she concludes that another of the circle graph should be colored
green. Maya used green to represent the safari theme in the frequency
table, so she will use it in the circle graph, too.
Charlene and Maya conclude that the same number of people liked
the tropical paradise theme as did the African safari theme.
1
2
40
80

=
1
8
1
8
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&%
African safari and tropical paradise are just two of the fundraising
fair themes that people selected during the student survey.
The students continue to review the tally marks on the
data table. It looks like the least number of people surveyed
chose the space theme. Kendra writes a fraction for the people
in the sample who like this theme.
This fraction is the part of the circle graph that should be
blue to match the colors in Mayaʼs table.
The rest of the circle graph will be gray. Gray represents
the number of people that like the Hollywood theme best. Ben
and Ari figure out what fraction of the circle represents this
number of people.
They tell their classmates that of the circle will be gray.
That is three times the fraction of the circle that will be blue.
1
16
5
80
=
15
80
=

3
16
3
16
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&&
Fundraising Fair Themes Circle Graph Table
Fundraising Fair Themes Part of Circle Graph for Each Theme
African Safari
Space
Hollywood
Around the World
Tropical Paradise
2
16
1
16
3
16
8
16
2
16
Maya writes fractions with a common denominator on the
frequency table.
Ms. Zee helps the students construct their circle graph
during the next math class. She says, “First, find a common
denominator for all the fractions. Finding the common
denominator will help you divide the circle.”
Dalia suggests the number sixteen for the common

denominator. The class finds the missing numerators for the
fractions. For each fraction, they find the missing factor. Then
they multiply the numerator and denominator by the factor.
Ms. Zee writes the computations on the board.

and
Maya updates the table again.
2
16
1 x 2
8 x 2
=
1 x 8
2 x 8
=
8
16
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1
People Who Voted for This Theme
Tropical
Paradise, 10
African
Safari, 10
Space, 5
Hollywood, 15
Around
the World, 40
Students complete a circle graph showing data from their survey.
Class ends before the students are done working on the

survey results, so the students meet after school to create the
circle graph. First they use the common denominator of all
the fractions to divide the circle into sixteen equal parts. Then
they color the wedges according to Maya’s frequency table.
They color two wedges green for the African safari theme
and two wedges orange for the tropical paradise theme. Only
one wedge is blue for the space theme. The Hollywood theme
gets three gray wedges. Finally, eight bright, yellow wedges
represent the Around the World theme.
The students label and title the graph. It looks great!
They bring the graph to TJ and together they analyze the data
displayed in the circle graph. It is clear to everyone what the
theme of the fundraising fair will be—Around the World!
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&(
Around the World is the fundraising fair theme,
but the fair will include each of the other themes, too.
TJ studies the graph again and smiles. He has an idea. TJ
says, “The Around the World theme can include ideas from
all the other themes.” Charlene says, “Great, one part of the
fair can still have an African safari theme.” One of Kendraʼs
friends adds, “We can decorate another part of the fair in the
space theme with satellites.”
Ben is really glad that part of the fair will have a
Hollywood movie set theme. Maya is happy that all the ideas
will be used for the fair. She thinks that her favorite theme,
the tropical paradise, will make the fair very festive.
The students begin to plan the fair. They break into teams
to share the planning. TJ and his staff provide arts and crafts

supplies. Everyone is eager to work on the decorations for
each theme. Later, many of the parents volunteer to cook and
bake food to sell at the fair. Some adults even plan to bring
favorite food made from recipes from other countries. A few
days before the fair, parents and students set up booths and
put the finishing touches on the theme decorations.
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&)
Devin estimates that at least 400 people
attended the fundraising street fair.
The Saturday of the street fair is a clear, sunny day. Many
people from the community attend the fair. They enjoy the
music and the games. They also enjoy the food and many
activities.
At the end of the day, the students help clean up. Maya
says, “I wonder how many people came today.” Devin tells
her, “I estimate that at least 400 people came to the fair.”
“If that is true, it means that the population we surveyed
with the sample of 80 people was 400 people,” says Kelly.
“Eighty out of 400 people are of the population.” Maya
smiles and says, “It must have been a representative sample
because everyone enjoyed themselves a lot.”
TJ joins the students and thanks them for their enthusiasm
and hard work. “Many people told me how much they liked
the fair and the themes for the decorations,” he tells them.
“Thanks to the whole community, the fundraising fair was a
huge success.”
1
5
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&*
After-school recreation program students use a new parachute,
purchased with money raised at their fundraising fair.
The students return to the after-school recreation program
on Monday. TJ reports that they raised enough money at the
street fair to purchase many of the items the program needs.
He plans to buy some new sports equipment, games, books,
and even a computer.
The students agree that the survey they conducted helped
make the fair a huge success. The survey helped them plan
so that there was something interesting for everyone who
attended. This helped to obtain interest and support from the
whole community.
TJ and the students think they might make the fundraising
fair an annual event. The after-school program will always
need more equipment, computers, games, and books. Working
to raise the money this year was hard work, but it was also
enjoyable. The fundraising fair turned out to be a fun-raising
fair!
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1
Photo credits: cover, pp. 3, 14 © Jeff Greenberg/PhotoEdit Inc.; p. 6 © Richard
Hutchings/PhotoEdit Inc.; p. 7 © Tom Carter/PhotoEdit Inc.; p. 10 (left), p. 13
(right) U.S. Fish and Wildlife Service; p. 10 (right), p. 13 (left) Photos.com; p. 13
(center) © Robert Landau/CORBIS; p. 15 © Michael Newman/PhotoEdit Inc.
Glossary

biased sample a sample that is not representative of the population
fair a fundraising sale
frequency table a table that uses numbers to record data about how

often something happens
fundraiser an event that is held to raise money
population the entire group of objects or individuals considered for a
survey
rafe a drawing for prizes usually organized to raise funds for a
purpose
random sample a sample in which each subject in the population
has an equal chance of being chosen
reliable giving the same or similar results in different trials
representative one that serves as an example or type for others of
the same group
sample a part of a population
survey one method of gathering information about a group
tally a mark used to record data
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Think and Respond
Use the circle graph on page 12 for problems 1 and 2.
1. Which two themes received the same number of
votes? Together, what fraction of the circle graph
do they fill?
2. Which theme got the fewest number of votes?
3. Suppose you see an advertisement. It claims that
two out of three students prefer a certain type of
juice. What would you need to know to convince
you that the statement is accurate?
4. Suppose you want to find out what foods most
people in your town like best. How would you
go about finding the answer? Who would you ask?
Explain.

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