As I walk down my street and see the spider webs on the bushes, the witches and ghosts flying from the porches, and the glowing pumpkins, it’s hard not to think about Halloween. If you live on a street with lots of younger kids, it’s even harder! On my street, in a small town, Halloween is a big deal – all the neighbors come out, we build a bonfire, adults without kids hang out while those adults with kids walk around trick-or-treating with their children. There are hand-made costumes, adorable family costumes, lots of candy and a few ‘adult’ treats as well. I admit – I tend to dress up just for the fun of it, even though my own children are long grown. All of this has me thinking about the amount of money that people spend on this day of fun – i.e. the decorations, the costumes, the candy. Naturally, this had me out exploring…..

I found several articles, and let’s just say the numbers are pretty astounding:

- Halloween By The Numbers
- 2018 Halloween Facts: Tricks and Treats by the Numbers
- Halloween Spending Statistics, Facts & Trends
- Halloween Facts, Trends, and Statistics

From one article, it’s estimated that $2.6 billion is spent on candy and $2.7 billion spent on decorations. Wow! That’s a lot. Though, after looking at the price for one bag of candy, I shouldn’t be too surprised.

Of course, I LOVE when data is displayed visually, since this really helps students in particular see data and make sense of it. Found this chart from Statista about last year’s Halloween and how the spending is divided across categories. The costumes for pets sort of cracked me up!

As always, I like to think about how this type of information could be used with students. Especially as math teachers, where we are always looking for real-world problems that are *in fact* real world (not textbook ‘real’….i.e. contrived) and that engage students. Halloween is definitely something that engages students, so there are many ways teachers could incorporate some Halloween real-world data and questions into the math classroom.

There are several articles and places that have data about Halloween, so one way would be to collect data and create graphs of these for comparison. So perhaps comparing the trend of spending over several years and then maybe exploring what might have been happening in the years where spending seemed lower or higher and making some connections there.

Or, having students look at Halloween adds for costumes and/or candy and compare pricing and make some decisions on where they should buy their Halloween supplies, factoring in things such as sale prices, buying in bulk, type of candy, etc.

You could have some fun with candy as well – maybe estimating the number of candy corns in those small bags, and then collecting data (i.e. open several small bags, count the number, record the data, then find statistical measures and graph. Really, same thing could be done with any of those Halloween-size bags of candies, such as M&M’s, Skittles, etc. A fun exercise in weight vs. quantity.

Students could collect data on costumes (i.e. survey other students in their school on what costume they plan to wear, and see what the trends are for costume type (see chart to the right, where for kids, Princess is #1 and then Superhero).

You could include some health statistics too – i.e. does the number of cavities found in people increase after Halloween?

And let’s not forget about pumpkins!! According to this article, $377.3 million was spent on pumpkins last year (for carving). So – how do farmers plan for the run on pumpkins? How many pumpkins are planted that are not used? Is there a state that grows the most pumpkins? Where are pumpkins grown in this country??There are lots of questions we could ask about pumpkins, so get your students thinking! And, there are lots of statistical plots reflecting the data on pumpkins (and more) that could lead to some really interesting exploration and questions and analysis.

Let your students generate some questions themselves and then help them explore finding information and then presenting the data and their conclusions. There will be a lot of different kinds of math going on, based on the avenue they choose to explore.

Have some fun!!!

Here is a quick video of some data taken from this article that I put into ClassPad.net (first as an image, and then I made my own table). Here’s a link to the CP.net paper if you want to use it.

You will find more infographics at Statista