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

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme