SCORE Mathematics

Standards Connections

Math/Social Studies Activity -
The Pony Express

Introduction: In the movement West, the Pony Express was a major influence in communications during its short life. Many students may be intrigued by the story of the Pony Express, and the following activities will help them discover a little about the route, and some of the problems they encountered.

Prior Knowledge: Basic mathematics skills. Basic map reading skills.

Grade Level: 4

Task: The students will answer four math questions based on their reading of a short story on the history of the Pony Express.

Resources:

• Pony Express History
• Blank outline map of the U.S.
• Alternate Internet site

Process: Have the students go to the Internet site "The Pony Express" and read the information provided by the state of Utah. This should provide enough background on the unique system of communication for the students to do the following math problems. However, some students may wish to look in additional sources for more information, and one of the locations can be found in the alternate Internet site. Challenge the students to calculate the following problems:

1. What was the maximum the rider was allowed to weigh? the supplies he could carry? and the mail that he could carry? How much was the total weight that horses were allowed to carry? (120lbs + 25lbs + 20lbs = 165lbs)  
2. How many legs of the journey did it take to cover the whole route from Missouri to California? (total miles approximately 2000, average leg was 10 to 15 miles : answer could be 133 to 200)
3. If the average rider rode 75 miles, how many riders did the entire route need? what percentage of the entire route did each rider cover? (2000/75 = about 26 riders, 75/2000 = 3.75% each)
4. If it cost $1 per half ounce to mail a letter, how much money could a rider make if he was carrying the maximum amount of mail on his trip? ($1 x 2 x 16 x 20 = $640)

Learning Advice:

Evaluation: They will be evaluated on the correctness of their answers, as well as the methods they used to obtain them.

Extensions: Suggested extensions: Give each student a blank US map and have them trace the route of the Pony Express (generally regarded as US 50). They could also label various areas of yours and their liking, i.e. the Pacific Ocean, the Sierra Nevada's, the Mississippi River, their home community, etc. Have the students get into groups and determine the various times it would take a message to travel the same route using modern modes of transportation, communication. You would then chart the information on a large piece of paper for a class discussion. They could also discuss how these various means of communication affect and affected the lifestyle of people then and now.

Conclusion: By the time you have gone from the East Coast to the Midwest, the fifth grade student should find this an interesting and challenging way of learning to find percentages, using money and weights as well as learning to read and interpret a map. An interesting thought would be to have them discuss if there might have been a better way to get messages from Missouri to California, or why did the Pony Express really fade from existence. There are a lot of possibilities from this point.

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California Mathematics Academic Standards:

Grade 4:
Mathematical Reasoning
2.0 Students use strategies, skills, and concepts in finding solutions

2.6 make precise calculations and check the validity of the results from the context of the problem

NCTM K-4:

STANDARD 1: MATHEMATICS AS PROBLEM SOLVING
STANDARD 2: MATHEMATICS AS COMMUNICATION
STANDARD 3: MATHEMATICS AS REASONING
STANDARD 4: MATHEMATICAL CONNECTIONS
STANDARD 5: ESTIMATION
STANDARD 8: WHOLE NUMBER COMPUTATION

August 1996
Revised June 19, 2000
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