how many times can each team member bounce and catch a tennis ball in two minutes? by: jeffrey...
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Bouncing Tennis Balls LabHow many times can each team member bounce and catch a
tennis ball in two minutes?
By: Jeffrey DhuyvetterPassaic High School Mathematics Department
EDTC 633: Tools & Concepts for Data Analysis.Ramapo College of New Jersey
Spring 2012
General Introduction
Target Audience: Location: Lincoln Middle School, Passaic,
NJ Type: Heterogeneously grouped Grade: Eight Level: Pre-Algebra
Class Time Used: (2) 46 minute periods
Images From Microsoft Clip Art
Goals & Objectives:
Content Objectives: SWBAT: Draw a scatter plot and line of best fit to make
predictions about real-life situations Find the slope and equation of a line
Performance Objectives: SWBAT: Collect data and record data in a table Make a graph to display data using correct
labels and scale Recognize what varies in an experiment Name the independent and dependent
variables in a problemImages From Microsoft Clip Art
Standards:
Data Analysis & Probability: select, create, and use appropriate graphical
representations of data, including histograms, box plots, and scatter plots.
In grades 6–8 all students should– Algebra:
represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules;
relate and compare different forms of representation for a relationship;
identify functions as linear or nonlinear and contrast their properties from tables, graphs or equations.
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Activity:
Bell work: Write a Journal entry about your fondest memory of when you bounced a ball (for sport or for recreation).
Teams: 4 classmates to a team (Time Keeper, Bouncer, Counter, and Recorder).
Materials Needed: Graphing Calculator, Spreadsheet Program or
Centimeter Graph Paper Tennis Ball Bouncing Tennis Balls Recording Sheet Stopwatch (or any kind of watch with a seconds hand)Images From Microsoft Clip
Art
Activity:
Procedure: Trial consists of a two-minute
experiment. At every 10 second interval:▪ The Timekeeper calls out the time▪ The Counter calls out the number of
bounces▪ The Recorder records that number and
keeps track of the cumulative number of bounces
The team members then rotate jobs and the trial repeats.
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Example of Spreadsheets:
Filled-in SpreadsheetEmpty SpreadsheetImages From Microsoft Excel
Example of Graphs:
Line Plot is used to show the students how to create a scatter plot and line of best fit. This will also help them with using the line to create an equation of the line in any kind of format. (slope-intercept, point-slope, etc.)
Image From Microsoft Excel
Example of Graphs:
A second graph will be used to show the students that there is a pattern that emerges over time. This graph will also help the students to realize that the slopes of their lines should be close to whatever number shows up the most in this graph.
0 9 10 110
1
2
3
4
5
6
7
Number of Bounces in Intervals
Number of Bounces in 10 min. Interval
Num
ber
of
Inte
rvals
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Student Evaluation:
Students will be assessed (formally and informally) Observation Class discussion Student participation Group work Completion of activity worksheets
Attention will be paid to the following areas: Graphs are correctly made (focusing on the scale of
time and distance) Student conversations (focused on subject matter and
task at hand) Images From Microsoft Clip Art
Gregorc’s Mind Styles
Concrete Sequential – The activity’s tasks Previous lesson where facts were presented and
discussed.
Concrete Random – Problem solving in order to create a procedure Risk taker in trying to beat their partners
number of bounces Exploration and motivation of actually bouncing
the balls Manipulating the activity. Images From Microsoft Clip
Art
Gregorc’s Mind Styles
Abstract Sequential – Challenging environment where they use
trial and error to create a procedure to complete their task
Lecture and reporting.
Abstract Random – Group work to build relationships Active colorful environment in the
classroomImages From Microsoft Clip Art
Gardner’s Multiple Intelligences Logical Mathematical:
The manipulation of numbers, quantities, and operations The recording of data and the creation of linear graphs The use of the timer and the counting of the number of
bounces Inputting the data into the tables
Verbal/Linguistic: During the data input Question answering Record keeping Reporting back Working within the group to communicate how to solve the
problem The lesson itself
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Gardner’s Multiple Intelligences Visual/Spatial:
Focusing on bouncing the ball Visualization of what the graph should look like Where to place the line of best fit How displaying the data in a different type of graph
allows them to learn more about the topic
Bodily/Kinesthetic: Using their hands to operate the setup of the
experiment Moving around the room to collect their materials Dropping and catching the balls
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Gardner’s Multiple Intelligences
Musical/Rhythmic: The rhythmic patterns of the balls bouncing The noise of the balls hitting the floor
Naturalist: The journal entry in the beginning of class Me asking them if they have ever bounced
a ball or played a sport with a ball in it
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Gardner’s Multiple Intelligences
Interpersonal: Group work Reporting back to the rest of the class The intro discussions.
Intrapersonal: The activity questions and the conclusion Reflection on what they should have learned
through the activity Pulling together all of their data into a few organized
sentences about what they generally learnedImages From Microsoft Clip Art
Bibliography:
Adapted from Friel, Susan, et al, Navigating Through Algebra in Grades 6 - 8, from the Navigations Series, NCTM (2001).
Gregorc, A. (1979). Learning/Teaching Styles: Their Nature and Effects. Student Learning Styles. National Association of Secondary School Principals.
Gregorc, A. (1982). An Adult’s Guide to Style. Columbia CT. Gregorc Associates, Inc.
Gregorc, A. (1985). Style Delineator. Columbia CT. Gregorc Associates, Inc.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Gardner, H (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books.
All images "Used with permission from Microsoft.”