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Mathematics |

Posted Sat Feb 19 09:16:02 PST 2005 by Rober McKie (pocomusic1@aol.com).

Gettys Middle School, Easley, South Carolina USA

Materials Required: grassy area, sunny day, paper,pencil,data forms, graph paper,100 ft measure,yard sticks,spray paint

Activity Time: 90 minute block schedule

Concepts Taught: ordered pairs, linear graphs,data recording,changing units of measurement into decimal fractions

Daily Lesson PlanLesson # :

7-1

Date:

January 15, 2005

Class/Block:

All 3 blocks taught Topic/Source:

Real world math situation created by Robert McKie

Student Objectives:Be able to measure distance with a yardstick, convert inches into a fraction of a foot, document data on a form, use the data to construct a linear graph by plotting ordered pairs of data, and analyze the data to predict an outcome

SC Standards/PACT

Numbers and Operations IA

Algebra IA,B,C IIA

Measurement IB

Other

Resources and Materials

Graph paper, data recording sheets, pencils, spray paint, 100 foot tape measure, grassy area, sunny day

Assignments:

1. Completed data sheet for each student

2. Completed graph with 3 sets of ordered pairs and linear graph to include unknown distance

Activities:

1. Determine individual length of stride for each student (working in pairs) using yard stick

2. Convert feet and inches into feet and a fraction of a foot

3. Walk all 4 paths, count the number of steps and record the data

4. Design a graph and plot the data

5. Use data to determine length of unknown distance

Remediation/Review:

1.Use overhead to review how we have plotted linear graphs in the past

2.Demonstrate how we have created ordered pairs using data on the overhead

3.Demonstrate how we label and construct a graph using appropriate scale and interval

4.Give individual remediation as they are making their graph, if needed, as determined

by visual inspection of workLesson Outline / Notes:

1.Check with individual in charge of grounds and get permission to spray paint lines on the grass

2.Create individual data forms with room for name, date, class # , length of normal step in feet and inches, length of step in feet and fraction of a foot, and a place to record number of steps to walk each of all 4 paths

3.Make sure it is a sunny day. . ..at least not raining.

4. Measure and pray paint paths plainly marking beginning and end, # of each path, and a dotted line of the path

so that students may not stray too far from the "straight path"

4.Explain purpose of exercise

A Measurement of normal stride

B Convert feet and inches into feet and fraction of a foot

C Walk the four paths and record how many steps for each one

D Use the data to make graphs, chart the data using ordered pairs, and use the linear graph to "discover"

the length of the unknown

5. Model the measurement of stride, conversion of feet and inches to feet and decimal fraction of a foot,

walking the paths, and making the graphs using overhead projector

6.Group students in pairs around the room

7.Pass out yardsticks and data sheets

8. Pairs measure one another's normal stride length and record

9. Convert to feet and decimal fraction of a foot and record

10 Go outside and walk the paths (explain as needed that it is ok to skip, run, and jog but that in order to be

able to use the data it is required that they record only the data they get while in the walking mode)

11.Return refreshed and invigorated with the sun and the wind of the outside and return to the classroom

12. Graph the results and let them devise a way to use the data to predict the unknown distance

13. Grade them based on completeness of data, neatness and organization of graph, correctly creating and

plotting ordered pairs, extending the linear graph to allow discovery of the length of the unknown path