Kuppal Mala Nadarajan
Abstract. It is a continuous challenge for upper elementary teachers to address all the state standards in a math classroom within the limited time allotted for teaching mathematics. One way to address this issue is to combine multiple objectives in one lesson. By doing so, the teacher gives the students opportunity to explore the mathematical concept and make connections between the concepts. In addition student involvement can be improved when they constitute to majority of the lesson. By involving students, taking mathematics outside the classroom, and building a unit that covers multiple objectives, teachers could establish the connections between math concepts and real life.
A similar lesson on teaching statistics concepts is published in Connected Mathematics for middle school level. However, this lesson added the physics component and teaching the lesson in outdoors to include movement, as well as involvement while learning mathematics concepts. The adaptations and changes made to this lesson plan has helped in addressing more than one objective in teaching mathematics along with introducing students to a new discipline (physics) in a fun filled way.
Introduction
This activity combines fifth and sixth grade Alabama state standards as well as NCTM standards. The fifth grade state standards addressed are (1)5.14 Analyze data collected from a survey or experiment to distinguish between what the data show and what might account for the results and (2) Using given measures of central tendency (mean, median, and mode) to analyze data. The sixth grade state standards addressed are (1) Demonstrate computational fluency with addition, subtraction, multiplication, and division of decimals and fractions, (2) 6.2 Solve problems involving decimals, percents, fractions, and proportions, (3) 6.3 Algebra : Write variable expressions to represent word problems, write and equation. The NCTM process standards addressed are algebra, measurement, data analysis, problem solving, reasoning and proof, communication, and representation.
Activities
Research
The initial task is to start a discussion about moving from one place to another. Come up with situations where traveling is involved and discuss about the variety of transportation. Eventually direct the conversation about the factors that can be involved when many are traveling to the same place (the distance covered being the same). In my class, students gave examples of the boat race in Mobile bay and NASCAR car races. Get to united streaming and play clippings of different race. Later, discuss what determines the winner in each race. Students immediately come up with; the person to finish first gets the prize. So, the person who covers the same distance in the shortest span of time gets the prize. Now discuss the variables involved in any race that requires movement. They are (a) distance to be covered, and (b) time taken to cover the distance. The outcome or the third variable which completes the race is determining who the winner is and in this case it is the (c) speed. Is it possible to find speed with distance and time? Now, comes the question how is speed calculated with the data you have in hand.Speed = Distance covered/ time taken to cover the distance.
Establishing this initial conversation and familiarizing students with the relationship between distance, time, and speed takes around 30 minutes. Next divide the students in groups of three and assign one for collecting and returning materials ,one for turning in the data sheet, and the other for making sure all parts of the datasheet are completed . They can give names to their groups. The materials needed are calculator, stop watch, data sheets 1, 2& 3, pencil. Before students leave demonstrate to the students how a stop watch works and how to record the information in a data sheet and let them practice in class. They can practice by reading a passage from math book and find the start time and finish time or whatever way they choose to practice within the classroom. In my class one group practiced how many times each one could snap in 30 seconds. The objective is to gain fluency in using the stop watch.
Test Data Collection
Take the students to the gym where the tracks are already marked. Demonstrate on test run where a student runs, the other group member turn the stop watch on and off and the third member record the time. This procedure is done three times in each group and the members switch positions. It is easy to mange if the groups are less than 10 and if you have more groups get help from the parent volunteers. The test demonstration typically takes 5 minutes and the groups are off to go.
Data Collection
Data Sheet 1
Group Name:
Average Speed:
| Member | Distance | Time | Speed |
Data collection takes one class period. This involves (1) members of all groups completing the different roles, (2) recording all the information.
After collecting the data each student is responsible for (3) writing down the procedures, (4) solving the equation. S= D/T, and (5) turning in all the information.
Homework for Teacher
Once data collection is over, teacher has to make a list of the class data. This forms the base for the lesson on statistics. This takes 5 minutes.
| Group Name | Average Speed |
| A | |
| B | |
| C | |
| D | |
| E | |
| F | |
| G | |
| H | |
| I | |
| J |
Data Analysis
The teacher makes 10 copies of this and gives one to each group and also the data sheet students turned in the previous day (Data Sheet 1). Each group responds to the following questions collaborating with the members.
- What is the range of speed? How did you find it and show all your work.
- What is the average speed of class? How did you find it?
- What is the median speed of the class? How did you find it?
- Represent the data from your group sheet and the class data sheet in a graph. The graph should compare your average speed with the class’ range.
This takes one class period. Members of each group will have many questions. Therefore, the teacher should be on her toes sometimes giving direct answers and sometimes asking leading questions
Publishing
Students feel proud when their work is displayed to other members of the school. A good place to display the work is the lunchroom. For displaying
- Select a prominent place in the lunchroom
- Give an outline with airplanes, ships, cars, and race track runners.
- Have the formula for calculating speed in the middle surrounded by all the bar graphs
- Attribute the work to the students – by Ms. N’s 5th grade students.
This takes a maximum of 30 minutes, however fulfills the accomplishment needs of all the students.
Assessment
Details for grading
| Data Sheet (1) | 10 points |
| Writing the procedures | 10 points |
| Calculating individual speed and average speed | 15 points |
| Data analysis | 15 points |
| Maximum possible points | 50 points |
Conclusion
This whole lesson takes anywhere between 3-5 days. The milieu of every class is different, however the teachers’ fluency with the objectives makes this activity as fun filled experience which covers multiple objectives and gives ownership from data to learning outcomes to every student in class. This activity can be done in grades 5 and 6. Also, adaptations could be made in changing the variables.