Learning Resource Type

Lesson Plan

Michael Phelps.... or not?

Subject Area

Mathematics

Grade(s)

6

Overview

This lesson is created to have students compare themselves to Michael Phelps and the features that make him such a good swimmer. Students will measure their height and arm span and graph them on a coordinate graph. Students will then compare their height and arm span to their classmates' to see who might be the best swimmer in the class!

This is a College- and Career-Ready Standards showcase lesson plan.

    Mathematics (2019) Grade(s): 6

    MA19.6.11

    Find the position of pairs of integers and other rational numbers on the coordinate plane.

    Unpacked Content

    UP:MA19.6.11

    Vocabulary

    • Coordinate plane
    • Quadrants
    • Coordinate values
    • ordered pairs
    • x axis
    • y axis
    • Reflection

    Knowledge

    Students know:
    • Strategies for creating coordinate graphs.
    • Strategies for finding vertical and horizontal distance on coordinate graphs.

    Skills

    Students are able to:
    • Graph points corresponding to ordered pairs,
    • Represent real-world and mathematical problems on a coordinate plane.
    • Interpret coordinate values of points in the context of real-world/mathematical situations.
    • Determine lengths of line segments on a coordinate plane when the line segment joins points with the same first coordinate (vertical distance) or the same second coordinate (horizontal distance).

    Understanding

    Students understand that:
    • A graph can be used to illustrate mathematical situations and relationships. These representations help in conceptualizing ideas and in solving problems,
    • Distances on lines parallel to the axes on a coordinate plane are the same as the related distance on the axis (number line).
    Mathematics (2019) Grade(s): 6

    MA19.6.22

    Write examples and non-examples of statistical questions, explaining that a statistical question anticipates variability in the data related to the question.

    Unpacked Content

    UP:MA19.6.22

    Vocabulary

    • Statistical questions
    • Variability

    Knowledge

    Students know:
    • Characteristics of statistical and non-statistical questions.

    Skills

    Students are able to:
    • Justify the classification of mathematical questions as statistical or non-statistical questions.

    Understanding

    Students understand that:
    • Statistical questions have anticipated variability in the answers.
    • Data are the numbers produced in response to a statistical question.

    Primary Learning Objectives

    The students will measure, plot, and compare their height and arm span using coordinate graph.

    Procedures/Activities

    Before:

    1.  If students have access to computers, link the article to teacher webpage or share the link in a document.

    http://www.scientificamerican.com/article.cfm?id=what-makes-michael-phelps-so-good 

    Have students open the link and view the pictures and read the article about Michael Phelps. If the students do not have access to computers, the teacher will read the article to the students while showing a picture of Michael Phelps. The article discusses the features that make Michael such a good swimmer, his height and arm span comparison.

    2.  Host a class discussion about these features and how they could make someone a better swimmer.

    3.  Ask the statistical question, "Are my classmates like Michael Phelps?"

    During:

    1.  Students will be broken into small groups based on teacher preference.

    2.  Each group will be given a tape measure and a piece of chart paper.

    3.  Students will take turns measuring each other's heights and arm span while writing the data on a piece of paper. 

    After: 

    1.  The students will be required to create a coordinate grid on the graph paper. Each person in the group will receive a different color marker.

    2.  Students should write their name as well as their ordered pair (height, arm span) on the back of the chart paper in the color marker they are using.

    3.  Each student is required to plot their own height and arm span in their color on the graph paper. (Make sure you specify whether the height will represent x or y. Armspan will represent the other.) 


    Before:

    1.  If students have access to computers, link the article to teacher webpage or share the link in a document.

    http://www.scientificamerican.com/article.cfm?id=what-makes-michael-phelps-so-good 

    Have students open the link and view the pictures and read the article about Michael Phelps. If the students do not have access to computers, the teacher will read the article to the students while showing a picture of Michael Phelps. The article discusses the features that make Michael such a good swimmer, his height and arm span comparison.

    2.  Host a class discussion about these features and how they could make someone a better swimmer.

    3.  Ask the statistical question, "Are my classmates like Michael Phelps?"

    During:

    1.  Students will be broken into small groups based on teacher preference.

    2.  Each group will be given a tape measure and a piece of chart paper.

    3.  Students will take turns measuring each other's heights and arm span while writing the data on a piece of paper. 

    After: 

    1.  The students will be required to create a coordinate grid on the graph paper. Each person in the group will receive a different color marker.

    2.  Students should write their name as well as their ordered pair (height, arm span) on the back of the chart paper in the color marker they are using.

    3.  Each student is required to plot their own height and arm span in their color on the graph paper. (Make sure you specify whether the height will represent x or y. Armspan will represent the other.) 

    Assessment Strategies

    Students will be assessed based on the ordered pair they plotted on the graph. The teacher will be checking for accuracy of the ordered pair written beside their name and the plot the graphed. Each student will be held accountable for their own grade because each student has done their own work in his designated color.

    Acceleration

    Have students collaborate in their group to determine who might be the most like Michael Phelps in the group. Would this person be a good swimmer?

    Approximate Duration

    Total Duration

    61 to 90 Minutes

    Materials and Resources

    Materials and Resources

    Michael Phelps article link
    Chart paper
    Tape Measure
    Markers

    This book can be purchased with other data and statistics resources. Extensions to this lesson are included in this text.
    http://ebookee.org/Data-about-Us-Statistics-Connected-Mathematics-2-_263948.html 

    Technology Resources Needed

    Student computers

    ALSDE LOGO