### UPDATE – 21 December 2013:

My department developed a week-long performance task about this, and it’s awesome.

# What They Remember

I admit, I would love for my 8th graders to remember a sweet lesson about Systems of Equations (when we used math to convince my wife to buy skis rather than rent them) or something more mathematical than what we did yesterday. But this will probably be the one they tell their parents about.

# Mulletude: Just How Mullety Is It?

I was browsing Mr. Piccini’s blog a few weeks ago and came across a simple question: “Who has the more Mullety mullet?”

We’re done with state testing, so why not explore it? Here’s how it went down.

## Prologue:

I gave myself a mullet. It was totally worth it; every student came into class with a smile, already curious. It also felt good to say, “Good morning! We’re studying Mullets today.”

A student, certain I was lying, exclaimed to her friend:

“Omigod! Look at the Agenda! It’s *all* about Mullets!”

## Part 1: Warm-up

To get them thinking, I started with this mullet question (#1). No numbers, no right answer, just taking a risk and interacting with a foreign subject.

One student said, “No solution. They’re both terrible.” I loved it.

## Part 2: What is a Mullet?

I previously discussed the lesson plan with my teammates, and discovered that some of them didn’t know what a mullet was. After the usual start-up business, I went to this slide.

I threw these two beauties on the board and asked, “Which is more Mullety?”

The best part is that students *immediately* began using the terms I introduced.

Kelsey: The hillbilly has a little too much Party in the back, even though his Business is the same as the cute guy.

Susy: I think the cute guy has the better mullet because it’s more even.

John: Yeah, his Business and Party are more * proportional.*

“Hold on to that word for later.” I said to John.

## Part 3

I then started introducing different mullets, asking which is more Mullety. I knew I’d baited the hook when a student said, “Can we rank their mulletude?”

## Part 4: The Mullet Ratio

Students already recognized the vocab from before, so this transition was very smooth. And (here’s the best part) they all jumped on the math with no groaning. Students lunged for their calculators like they were bagels at a hunger strike.

As a sample, I guided the class as we calculated my mullet ratio on the board (See above; it’s 4.73).

“Show me a thumbs up if you got 4.73… okay, good. You’re ready to go.”

Then I took a seat, moved through the slides with a clicker, called on students (using my random cards), and let them discuss.

The above slide (Lionel Richie vs. me in 1989) led to a great discussion on the differences between mullet, afro, and Jerry Curl.

With calculators, they weren’t afraid of large numbers, and they realized that the ratios were still comparable, even when the units were nanometers and miles. After a few slides, we got into a groove, and I could start asking key questions:

“Mark, you calculate the hockey player, Dariana, you get Uncle Jesse”

“Does that answer make sense?”

“Why do you think his ratio is so much higher?”

I also wanted to emphasize that the measurement doesn’t matter; it’s a ratio between two things. This slide and the one above it really drove that home. The Mullet Family caused a fit of giggles in every period, but who cares? It was fun for me.

**Highlights:
**“This is the best homework we’ve ever had.”

“Where did you

*find*all of these?”

## Part 5: On Your Own

Then I passed out pipe cleaners and rulers, along with copies of this worksheet.

Students fit the pipe cleaner along the hair, then straightened it onto their rulers to find the measurement of the Party. The Business was usually pretty straight.

Ryan: Jeanine’s is more like a ponytail, is that okay?

Bree: How do I know where the Party ends and the Business begins?

Jose: My uncle has a haircut just like Miguel.

**Highlight**: For Big Daddy, one Honors student used 0.0001 cm for the Business, and got a mullet ratio of 2.5 million. This led to a great discussion of why that happened. What made the ratio so big?

(Also, I managed to make it the whole day without giggling at “the length of Big Daddy’s Business”.)

## Part 6: Your Own Mullet Ratio

After students finished, they found their *own* ratio, which led to another great mathematical revelation for some of them:

Sara: I don’t even *have* a mullet!

Vaudrey: No, but you do have a Mullet* Ratio*. So find it. And find the Mullet Ratio of four other people, too.

Students worked for a few minutes, finished up their worksheets, and found each others’ ratios. Now here’s my favorite part of the day:

## The Discussion

I quickly recorded all the student ratios into Excel and ranked them, then put it on the board and we had a discussion.

“What does it mean to have a Mullet Ratio of 1.0?”

“What does it mean to have a Mullet Ratio of less than 1.0?”

“Why can’t you have a negative Mullet Ratio?”

Student: “If my hair is longer, how come Karla has a higher ratio than me?”

“What’s the Mullet Ratio for Mr. Krasniak (the bald science teacher)?”

That was my favorite question; the initial yells of “One” and “Zero” turned into “No, wait… *undefined*!”

# How I Know It Worked

Look at the Excel chart. Students in other periods got Mullet Ratios in the 20s and 30s, even 40s.

…meaning they falsified their data for a higher mullet ratio, and they knew what they were doing.

Teachers, download the materials here:

The Mullet Ratio – PowerPoint

Mullet Ratio Worksheet

Famous Mullets Worksheet

…and let me know if you try it. I’d love to see how this could be improved.

I’ll be writing about the Barbie Bungee lesson this week, once some paperwork is done. Until then, go read Fawn Nguyen’s lesson on the same thing.

**UPDATE 14 May 2012:**

Wow. Thank you all for the gushing, I’m humbled.

Thanks to dozens of Twittizens (that’s a real word, right?) who linked this page, to Dan Meyer for his review and kudos, and to Peter Price for his ‘Atta boy.

I got an excellent extension from Mr. Bombastic:

I would like to see some additional questions on this day or the next that do not involve measuring and calculating the ratio (just estimation and mental math). For example, sketch a person with a mullet ratio about half that of Barry; or sketch three different looking people with about the same ratio; or a person whose hair is half as long as Barry with a ratio three times as large; or sketch a person that has a mullet ratio of…

Also, from Dan Henrickson:

9. Tom has a Mullet Ratio of 6.2. His party in the back is 19 inches. Find the length of his business in the front.

10. Joe has a mullet ratio of 1.7. Find two possibilities for his hair lengths.

11. Write an equation that models all possibilities for Joe’s business and party. (define the variables used)

12. Graph all possibilities for Joe’s business and party:

Wicked. I’m definitely working those into a warm-up this week, though I’ll probably use the names of students in the class.

**UPDATE 31 May 2012:**

Thanks to a second-hand recommendation from @nsearcy17, I updated the Famous Mullets Worksheet with some doozies.

### Update 21 December 2013:

Did I mention that there’s a week-long performance task? Click here for that.

~Matt “Party in the Back” Vaudrey

It’s awesome to visit this web site and reading the views of all mates on the topic of this piece of writing, while I am also eager of

getting knowledge.

Pingback: #TMC14: Twitter Math Camp aka Math Teacher Comic Con | Pythagoras was a Nerd

Pingback: From Listerine to Fuji Water | Finding Ways

Pingback: Venturing Into the Sequel of Penny Pyramid | Finding Ways to Nguyen Students Over

Pingback: From Listerine to Fuji Water - Finding Ways to Nguyen Students Over

Love the mullet idea. I have a mullet wig from Halloween years back that has been waiting for this moment. I hope the kids get hooked on the idea too.

This may be the greatest math lesson of all time! Thank you so much for sharing.

Pingback: Teacher Uses the Mullet Ratio to Make Math Come Alive | Webintegrator.co

Pingback: “Selfiest” Cities | Reflections in the Why

Pingback: Counting Within Twelve

Pingback: The Great Burger Experiment | The Math Lab @ Room 27

This is awe-inspiring and a tad embarrassing! My kids LOVED it!

Pingback: Mullet Ratio – 2013 | Mr. Vaudrey's Class

Pingback: Barbie Bungee | teachingwithcandy

This is inspired! I love it! I will try it next week :-) Thanks

I don’t think I’ve ever enjoyed reading a description of a math class so much. I laughed out loud (I refuse to write LOL) several times. I assume that you helped your class understand that the most visually appealing mullets have a mullet ratio that approaches the Golden Ratio.

Pingback: The Mullet Ratio | WNCP Orchestrated Experiences for High School Math

Hi there! I know this is kinda off topic but I was wondering which blog platform

are you using for this website? I’m getting sick and tired of WordPress because I’ve had issues with hackers and I’m looking at options for another platform. I would be great if you could point me in the direction of a good platform.

Pingback: Collaborative Planning | Maths is Not a Spectator Sport

As soon as I saw this genius idea I knew I had to try it. Did it with a 9th grade class today – they loved it. Many thanks!

Pingback: Mulletude of Other Haircuts | Mr. Vaudrey's Class

I agreed with the making the ratio a slope of a line to compare mullets. We used it to further discuss an undefined line (business 0) versus zero slope (party 0). I will definitely do this before testing next year. It has so much review involved from rational numbers to slope!

Pingback: Rich and Robust | The Math Projects Journal

My friend Matt has a mullet. Is he a cool cat or a bad badger?

Pingback: 61* | Reflections in the Why

Draw a graph with Business on the x and party on the y. What section of the graph is the mullet zone? What are some other zones that you can define on the graph? If Billy has a mullet ratio of 2 can we draw a line on the graph that represents all his possible hair lengths? What is the equation for that line?

great lesson! I will definitely try this one, but could you comment on any issues that come up with pipe cleaner measurements? Were there any problems measuring curvature in the “business” or “party” sections of hair cuts when the hair is combed over or especially in cases when its curly or hard to see? I am just wondering if anything came up the first time with measurement that you will address the second time around.

thanks again for posting!

They didn’t like when I said, “Both. Why is that?”

Great web site. Lots of helpful info here. I’m sending it to some friends ans also sharing in delicious. And naturally, thanks on your sweat!

Brilliant! Just loved this and regret all those years ago our one math teacher in a small town didn’t have a little bit more creativity. His annual attempt to carry around 100 pound bag of chicken feed in his teeth around the classroom didn’t really link the stunt to any math, but it did prove he didn’t wear dentures and had an terribly strong neck. I guess any time you get the attention of your students you’ve won half the battle…and that’s not only math, that’s life! Again, loved the post….

Pingback: CMC 2012 | Mr. V's Class

Pingback: RRDSB Math » Blog Archive » Lesson for Ratios

Great job, I bet the kids enjoy your class and consequently learn as well. I am a teacher in Denver,CO and love mullets. I give kids mullet stickers when they bring in photos of mullets. I am currently growing a mullet in order to halt the drought that our country is going through (long story). You may want purchase snow tires and a really good winter coat because growing a “drought buster” has proven to extremely effective in the past.

Pingback: Keeping Their Bikes Rolling

Pingback: Amazing Things In the Math Blogotwittersphere « Mathy McMatherson

From the University of Chicago 2012 Scavenger Hunt.

165. Side mullet. Business on the left, party on the right. [7 points]

Pingback: New and interesting links (weekly) | Bailie's bus

I love teaching my subject areas and you, sir, have done the impossible. For the first time in my entire life, I wish I was a math teacher.

Pingback: The Barbie Bungee | Mr. V's Class

Pingback: What I Looked at This Week (weekly) | Creating Learners

This is fantastic – glad Dan Meyer pointed me here.

Pingback: Best Math Blog Posts: May, 2012 | Classroom Professor

Great lesson! Wanted you to know this is now making the rounds of international schools. I’m predicting a resurgence of mullets in the EU. Cheers from Rotterdam.

This is great. Here are three questions that I added for my algebra class.

9. Tom has a Mullet Ratio of 6.2. His party in the back is 19 inches. Find the length of his business in the front.

10. Joe has a mullet ratio of 1.7. Find two possibilities for his hair lengths.

Business: Party: or Business: Party:

11. Write an equation that models all possibilities for Joe’s business and party. (define the variables used)

12. Graph all possibilities for Joe’s business and party:

Awesome lesson! I used it with one class of sixth graders, and they loved it. Many of the girls said they liked it because there were a lot of pictures of “hot guys”.

I have a student whose hair is like Spicoli’s. Offered him $20 to “go mullet.” Game on, when I ask him to do it. I’ll be trying the lesson soon.

What is bugles?

Saw that agenda: How long does this lesson take? I’m sure you’ve seen http://www.mulletsgalore.com/ My demographic really doesn’t grok mullets, but it’s a great cultural phenomenon for them to be exposed to…Thanks for the lesson!

Mullet on, dude!

This made my 17 y.o. son, an excellent math student who’s been miseducated into basically hating math, laugh aloud repeatedly. And not just the photos. The text is inspired. I’ve passed this along to every math education network I’m connected with, including the h.s. math teachers I coach in Detroit. They may need to make some adjustments, however. I see a whole new nomeclature for Afros in the offing.

This is the only time in my entire life that I have ever considered cutting my hair into a mullet. Thank you for giving us math teachers a creative and exciting way to teach ratios!

Fabulours. My student teachers are using this for their research lesson in a lesson study cycle. 5 of them are also now sporting Mullets!

this is the best blog post I’ve ever seen

This is amazing! What a FUN way to play with ratios! And, I’m from Ky so I have PLENTY of great mullet pictures that I can pull out of the ol’ yearbook. Thanks for an awesome lesson and sharing your materials!

Could you extend this into the realm of graphing inequalities by plotting “business length” against “party length”? Maybe show a bunch of “normal” hairstyles and mullets, and try to define a “mullet zone”? Could you name other hairstyles based on this graph? Could you come up with some kind of mullet taxonomy using this metric? Best. Lesson. Ever.

I don’t know you, sir, but I could hug you. If I ever get the opportunity to teach math, I’m jumping all over this.

Thank you!

Pingback: Reshared post from Brian Bennett » Netzgeist V3.1

This makes me wish I taught math. I may steal it anyways for chemistry next year…this is fantastic.

This is hilarious and wonderful! I am jealous over a lesson on mullets. I will be recreating this lesson, thank you so much for sharing!

I am blown away by your creativity. Love the idea, can’t wait to use it, but will be wearing a mullet wig sorry!

Pingback: dy/dan » Blog Archive » The Mullet Ratio

I love it!

It gives me courage to know teachers like you are out there for Selah!

My ratio is .4.

You are an amazing teacher Matt, way to go man:)

You are an amazing teacher Matt. Nice work:)

Ridiculous buy-in factor. I’m squeezing this in, somewhere. My only regret is that my hair’s not long enough to mullet it up for the lesson. Well done indeed!

Arguably the coolest lesson ever. I love how the transition into math and ratios was so natural. #EduAwesome

What does it take to start a school? Because I would like to do that with you. Also, I appreciate that you take the time to assign who gets the rolly chair each day.

Well done sir. I will enjoy stealing this.

I suck. Comment cut in half trying to post. Here’s the whole thing:

I am all about being ridiculous in the classroom with middle schoolers and used this with my regular and advanced (meaning algebra I) 8th graders. I did it almost just as-written, but I added a graph that plotted Rm of the mullets on the worksheet on the x axis with aesthetic approval on the y axis. I had the students rank the mullets based on nothing but their taste, and then we took a poll and gave mullet-owners points based on ranking. That said, we found in the regular class that the perfect Rm is between 2-4, and in the algebra class they narrowed it down to precisely 3.1. I loved how my kids did exactly as yours, using the vocabulary, debating Big Daddy’s business, the whole thing. It was awesome and inspiring. Thank you.