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Source: granby01033.blogspot.com |
Website
of Tony Ruiz Middle
School Mathematics Lesson Plan: The NBA meets Graph Master |
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WHO’S
GOT MORE LOVE? |
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LESSON PLAN USING GRAPH MASTER Essential Question: What information does
the data show and what conclusions can I make from them? Introduction: This lesson is designed for
seventh grade students who have knowledge working with data, whole numbers,
integers, fractions, ratios, percents and decimals. The Graph
Master software program permits students to look at data from different
perspectives. It requires learners to
collect, organize, display, interpret and analyze data in various formats and
graphs. The lesson is about the
characteristics that contribute to basketball players’ salaries. What are they? Why do they make so much? With March madness around
the corner and students’ “love of the game”, this activity will be a perfect
hook to link their mathematical skills with their passion of computers. This lesson should be introduced after
students have become familiar with using data and creating tables. The teacher should provide a basic
introduction on collecting data and producing graphs on the Graph Master program. Students then should use the lesson to
integrate their skills using this software package or other compatible
graphing programs. After collecting
the data, then students need to analyze data and communicate their findings
in a well processed paragraph. Objectives:
Standards: 2005 ·
7.4.1a
(2) – Students should organize and display data using appropriate graphical
representations and make and defend predictions based on patterns and trends. ·
7.1.2a –
Students should use graphs, tables, equations and verbal descriptions to
represent and analyze changes in linear and nonlinear relationships. ·
7.2.1 -
Students should represent real-world situations and solutions to problems
using appropriate symbolic form (fractions, decimals or percents) National Council of Teachers of Mathematics (NCTM) Data Analysis
(Grades 6-8)
Computer Technology Competency
Standards for Students (Grades 6-8) Standard 3: Technology Productivity Tools ·
Use
content-specific tools, software and simulations (e.g., environmental probes,
graphing calculators, exploratory environments, Web tools) to support
learning and research. ·
Use appropriate
software (spreadsheet, database, hypermedia, etc.) to construct, organize,
calculate, analyze and interpret ideas and data, and to present conclusions. ·
Create
databases, spreadsheets and a variety of graphic presentations to communicate
numeric and visual information using applications with varied and more
sophisticated features. 2006 ·
7.1.1c - select and
organize relevant information from text to summarize. ·
7.1.1e - draw conclusions and use evidence to
substantiate them by using texts heard, read and viewed. ·
7.1.1f - draw conclusions and use evidence to
substantiate them by using texts heard, read and viewed. 2004 C INQ.1
Identify
questions that can be answered through scientific investigation. C INQ.2
Read,
interpret and examine the credibility of scientific claims in different
sources of information. C INQ.3
Use
appropriate tools and techniques to make observations and gather data. C INQ.4
Use
mathematical operations to analyze and interpret data. C INQ.5
Draw
conclusions and identify sources of error. C INQ.6
Provide
explanations to investigated problems or questions. Instructional
Materials needed: · Pencils and paper · Computers with Internet access and graphing capability · Printers · Graph Master software · Calculators · Overhead projector for demonstration/presentation purposes · Completed Homework assignment · Flash Drive to save presentation · Math textbook Lesson Sequence Day 1 Initiation (10 minutes) Teacher begins
the class by showing a two-minute video clip of basketball highlights. (They
may come from www.youtube.com or other
media sources.) The teacher then
tosses a foam basketball while asking one of the questions listed below. The student who catches the ball must
answer a question. Start the lesson
by asking students one of the following: ·
Are basketball athletes worth the money they make? ·
What traits do athletes need to be a great basketball player? Ø
How does it benefit the team? Ø
What about the charm factor?
(i.e. The Beckham Factor) ·
What do managers look for in athletes before a contract is
signed? ·
Who is or was the best professional basketball player? Ø
How do present day players compare to him? ·
What about salaries? Allow students to contribute
their answers with the class. Ask what
their physical education teacher looks for when assessing their athletic
ability. The teacher should maintain a
log of students’ responses on the board and come back to it towards the end
of the lesson before students make their presentations. Then, briefly review basic concepts of data
analysis and the objectives. Procedure (40
minutes) 1.
Teacher pairs students.
(I suggest pairing students that reflects differentiated instruction
according to skill level.) 2.
Teacher distributes Lesson Instruction sheet and scoring
worksheet to students. a.
Take a survey by asking students which category they think is
most important. 3.
Per student survey, list at least 5 of the statistical minimums
required to qualify as a league leader as per the www.nba.com/statistics/ site. (It’s is best not to list all the
minimums. Simplicity and brevity is
best at this grade.) a.
If you’re looking at percentages, then you need to open and save
a new data set. 4.
Have students select any team.
Choose any five players reflecting their positions on the team. Have them list the player’s name and stats
on their worksheet. Predict what
their salary may be according to their statistics. 5.
After making their predictions, find their players salaries by
clicking http://content.usatoday.com/sports/basketball/nba/salaries/default.aspx
. Record their actual salaries. How far were they off? 6.
Have students create a circle graph to determine who makes the
most money. 7.
Ask, “how does it compare to that of
the team’s payroll?” Have students
show the percentage of the players’ salaries to that of the team
payroll. Students can find this info
at: www.hoopshype.com/salaries.htm 8.
The instructor should circulate around the room to assess
student understanding. Some suggested
questions such may be: a.
Explain how they are getting the data. b.
How are they creating the circle graph? 9.
Compare two players.
Choose any two players and compare their statistics according to the
qualifications you have established. a.
How do they match? b.
Any surprises? Explain. 10. Make at least 3 to 4
comparisons. Closure (7
minutes) 1.
Have students save their data. 2.
Summarize the objectives of the lesson again. 3.
Have students briefly explain what they have noticed from the
data. 4.
Teacher shows an example to the class. 5.
Have students finish their graphs for homework due the following
day. 6.
Have students summarize what they are expected to do for
homework and present to class the following day. Day 2 Initiation (10
minutes) 1.
Look over student assignments. 2.
Review objectives. 3.
Review basic functions of Graph Master. 4.
Review how to calculate percentages, decimal and fractions. Procedure (40
minutes) 1.
Explain to the students that for the rest of the class they will
for comparing players from other teams. 2.
Teacher will make the selection.
Thus, a group of four people will be working on the stats. They may select how they would like to
compare the players. (i.e. comparisons between a center and a guard from another
team.) 3.
Have group members assign roles for the project. (e.g. recorder, computer geek, analyst,
presenter) 4.
The teacher distributes a Graphing Instruction sheet detailing
how to make these comparisons. 5.
Also distribute and review the rubric listing how the project
will be scored. 6.
Teacher circulates the class to assist students in creating
their graphs. Continue asking
questions such as: a.
How are you comparing the stats? b.
Do you think your player should get paid more? Why?
(Because he is better is not an answer.) c.
Why have you selected a circle graph over a bar graph? 7.
Students write up their conclusions. Closure (7
minutes) 1.
Have
the students compare their data. 2.
Explain
what is needed for their presentation. 3.
Have
them reflect on what they have learned and write their conclusions for
presentation. Day
3 Presentation: Students will present their finding
according to the rubric. They may
present them using an overhead projector, distributing hard copies of their
results or linking their computer to the class projector. If it is a large size classroom, set up
presentations at four corners of the room.
Presenters will be given five minutes to make their presentations
while their classmates view their findings and grade their
presentations. The teacher will be
circulating the room to assess student participation. Evaluation or Assessment: Assessments are an ongoing
process which can be done informally as the instructor circulates the
classroom and inspects students’ progress with the assignment. Other assessments may include: ·
Formal assessment: In
order to measure student understanding, the teacher will need to evaluate the
homework assignment given on the first day of the lesson. Is the student able to retrieve information
from the flash drive? Was a table
created and clearly labeled? Can the
student present a hard copy of their work? ·
Written evaluation demonstrating complete understanding between
the graphs comparisons. ·
Students are graded based on the rubric provided and
whether they can answer questions during their presentations. Supplement Materials: · Rubric You may obtain the Graph Master program through www.tomsynder.com. You may obtain their details by clicking on their review listed on the bottom of this page. “Fantasy Basketball and Mathematics,” by Dan Flockhart, is a workbook listing possible lessons you may conduct with your classes. An alternative to improving student graphing skills is by
logging on to http://nces.ed.gov/nceskids/createagraph/. This site is supported by the Lesson Adaptations: Because classrooms are composed of learners with varied interests and learning styles, this lesson can be modified to accommodate their needs or interests. For example, the same format can be used for the WNBA, Fantasy Basketball League or Wheelchair Basketball Association. It may be used for statistical analysis in other sports as well. You may need to change some of the variables. The stats may differ, but it’s important to have fun doing the lesson. In addition, to meet the needs of students with disabilities, it’s important to list the steps on the board or on their workstation. Prepare a hard copy of stats so that students of special needs may be able to refer to them. |
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Homepage | Review of Graph Master
| Student Instructions | Graph
Instructions | Worksheet | |
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© A. Ruiz | Last revised April 23, 2008 | e-mail: aruiz@sjc.edu |
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