The Bruins I.C.E. School

Transcription

1 The Bruins I.C.E. School Lesson 1: Decimal Place Value Lesson 2: Measurement and Data Lesson 3: Coordinate Graphing Lesson 4: Adding and Subtracting Fractions Lesson 5: Order of Operations Worksheets Included: Please see each lesson for frameworks applied to that lesson

2 Lesson 1: Decimal Place Value Concept/Topic to Teach: Students use Bruins statistical data to order and compare decimals to the thousandths. Standards Addressed: 5.NBT.3 Read, write, and compare decimals to the thousandths place. General Goal(s) Expected Outcome(s): Students will use Bruins' statistical data to demonstrate their understanding of decimal place value. Specific Objectives: Students will compare goalie save percentages in games from the season and sequence the data from smallest to largest. Required Materials: season game statistics sheets available on web site Bruins goalie comparison sheet Introduction: Ask students what they know about the Bruins and hockey. Discuss the term statistics. Explain how some statistics are calculated. Discuss why statistics are kept and their importance to the players and teams. Modeling/Explanation: Ask students how teams and coaches know which players are better at certain skills than other players. Guide the discussion through the use of comparing a goalie's save percentage and why a high save percentage is better than a lower one. On the board, show the place value names and values of the places for decimals. Show how decimal numbers are compared just like whole numbers, from the left to the right. Do a few examples to show students how it works. Have students explain how they know which number is larger. Independent Practice: Give students a copy of the statistics on each game this season. Show where they can find the goalies' save percentages for each game. Have students compare the save percentages to determine which goalie had the highest (best) save percentage for the game and circle it. Students should then transfer the information they circled to the Bruins Goalie Comparison Sheet. Once they have transferred all the circled information, they should find the three best save percentages for the season and number them in order: 1, 2, and 3.

3 Differentiated Instruction Adaptations (For Students with Learning Disabilities) Use fewer games. Use only the Bruins' goalie information for each game. Provide a decimal place value chart for the student to write the decimals to make it easier for them to compare. Extensions (For Gifted Students) Put all save percentages in order on the Bruins Goalie Comparison Sheet not just the top 3. Write a persuasive paragraph as to whom was the best goalie this year according to their save percentage and why. Check for Understanding: As students complete the task, monitor their work and help as needed. Ask several students to explain how to compare and order decimals. Review their work on the worksheet. Closure/Wrap-Up: Ask students who they think is the best goalie and why. Collect student work. Evaluation: Observation during student independent work time. Review students' written work.

4 Lesson 2: Measurement and Data Concept/Topic to Teach: Students determine the volume of the ice the Bruins play on at TD Garden. Standards Addressed: 5.MD.1 Convert among different-sized standard measurement units within a given measurement system and use these conversions to solve multi-step, real world problems. 5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. 5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. General Goal(s) Expected Outcome(s): Students will convert and use the dimensions of the TD Garden ice to determine the volume of the ice. Specific Objectives: Students will use the given dimensions of the TD Garden ice to convert into inches and then determine the volume of the ice. Required Materials: Dimensions of the ice at TD Garden (The official size of a hockey rink is 200 ft long, 85 ft wide, and ¾ inch thick). Unit cubes Introduction: Discuss with students the various surfaces sports are played on. Discuss the TD Garden where the Bruins play when they are at home. Ask students how big they think the ice surface is. Ask students how much ice they think it takes to cover the entire playing area. Modeling/Explanation: Lead the class through a discussion as to how they can convert the given measurements into only inches. Discuss the concept of volume. Using unit cubes, model and discuss volume as layers on top of each other. (Recognize that volume is additive.) Using unit cubes, model and discuss volume as multiplying the length of the base by the width of the base to find the base. Then multiply the height to determine volume.

5 Independent Practice: Give students the dimensions of the ice at TD Garden. Have students convert the given dimensions all into inches. Have students determine how much ice is used to cover the surface of the area with 1 inch of ice. Have students determine the overall volume of the ice used at TD Garden. Differentiated Instruction: Adaptations (For Students with Learning Disabilities) Use of a calculator. Use of manipulatives. Extensions (For Gifted Students) Have them find the weight of the ice based on the information of how much ice there is and the weight of water. Have them find out how long it would take to put in the ice if the area was filled with a water hose that fills 6 cubic inches per minute. Check for Understanding: As students complete the task, monitor their work and help as needed. Ask several students to explain how they got their answer. Review their work. Closure/Wrap-Up: Ask students if they think the ice should be bigger or smaller and how that might change the game of hockey. Collect student work. Evaluation: Observation during student independent work time. Review students' written work.

6 Lesson 3: Coordinate Graphing Concept/Topic to Teach: Students draw a hockey jersey on a coordinate graph using given coordinates. Standards Addressed: 5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the axis and the coordinates correspond (x-axis and x- coordinate, y-axis and y-coordinate). General Goal(s) Expected Outcome(s): Students will graph given coordinates to create a Bruins' hockey jersey. Specific Objectives: Students will graph given coordinates in the first quadrant of a coordinate graph to create a picture of a Bruins hockey jersey. Required Materials: Graph sheet Coordinates sheet Introduction: Ask students what they know about the Bruins and hockey. Discuss graphs and how they can create visual displays. Modeling/Explanation: Show a first quadrant coordinate graph and discuss the following parts of the graph origin, number line, x-axis, and y-axis. Discuss how points can be placed on the graph using coordinates. Show how coordinates are placed on the graph (first coordinate=how many places to the right you move from the origin and second coordinate=how many places up you move from the origin.) Have students come up and plot some point on the graph with coordinates you give. Independent Practice: Give students a copy of the coordinates and a copy of the coordinate graph. Review the directions have students use a ruler to connect their points as indicated on the coordinate sheet. Students may color their completed graph if time warrants.

7 Differentiated Instruction: Adaptations (For Students with Learning Disabilities) Before they begin graphing, have them right R above the first coordinate to remind them to go right for the first coordinate and U above the second coordinate to remind them to go up for the second coordinate. Have them mark right on their coordinate graph to remind them which direction is right. Have them cross off each coordinate pair after they have plotted it so they don't become confused as to where they are on the page. Extensions (For Gifted Students) Have them do their own drawing and create coordinates for it that someone else can recreate. Create a coordinate graph using all four quadrants. Check for Understanding: As students complete the task, monitor their work and help as needed. Ask several students to explain how to plot coordinates. Review their final product. Closure/Wrap-Up: Ask students how else coordinate graphs can be used and how they can be helpful. Collect student work. Evaluation: Observation during student independent work time. Review students' completed work.

8 Lesson 4: Adding and Subtracting Fractions Concept/Topic to Teach: Students solve fraction problems to answer a question about Tim Thomas. Standards Addressed: 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. General Goal(s) Expected Outcome(s): Students will solve addition and subtraction fraction problems and use their answers to find an answer to a question about Bruins goalie, Tim Thomas. Specific Objectives: Students will solve addition and subtraction fraction problems with unlike denominators. Required Materials: Tim Thomas worksheet Introduction: Ask students what they know about the Bruins and hockey. Talk about the position of goalie. Ask students if they know anything about the Bruins goalie, Tim Thomas. Tell students they will find out a little more about Tim Thomas today. Modeling/Explanation: Write a fraction addition problem on the board. Explain to students that when fractions have unlike denominators, you must make them have common denominators before you can add or subtract them. Review finding common denominators. Show students that when there are common denominators you add the numerators and keep the common denominator the same. Do examples that give an improper result that needs to be converted to a mixed number. Repeat with a fraction subtraction problem on the board. Repeat with mixed numbers showing how to borrow and carry to the whole number when necessary. Check for understanding after each step. Remind students that answers should always be expressed in lowest terms and review the process to do that.

9 Independent Practice: Give students a copy of the Tim Thomas worksheet. Review the directions and check for understanding. Have students solve the math problems to find out more about Tim Thomas. Differentiated Instruction: Adaptations (For Students with Learning Disabilities) Provide a multiplication chart. Extensions (For Gifted Students) Have students make a similar worksheet with information about another Bruins player. Check for Understanding: As students complete the task, monitor their work and help as needed. Ask several students to explain how to add and subtract fractions. Review their work on the worksheet. Closure/Wrap-Up: Ask students what else they might like to know about Tim Thomas. Collect student work. Evaluation: Observation during student independent work time. Review students' written work.

10 Lesson 5: Order of Operations Concept/Topic to Teach: Students solve order of operations problems to score a goal. Standards Addressed: 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. General Goal(s) Expected Outcome(s): Students will try to score the most goals by correctly solving equations. Specific Objectives: Students will simplify numerical equations to advance on a hockey rink to try to score more goals than their opponent. Required Materials: Hockey rink laminated if possible Direction sheet Two markers - players Numerical expressions cards cut apart and laminated if possible Scrap paper Introduction: Ask students what they know about the Bruins and hockey. Discuss how hockey games are won. Modeling/Explanation: Review numerical expressions reminding students that they are not solved by moving from left to right like you do when you read Write PEMDAS on the board and show students how it is a mnemonic device to help them remember the order they need to follow when simplifying a numerical expression. Simplify several expressions on the board with the students until they are comfortable. Independent Practice: Give students a copy of the hockey rink. Explain the directions. Allow students ample time to play the game.

11 Differentiated Instruction: Adaptations (For Students with Learning Disabilities) Use a PEMDAS sheet. Extensions (For Gifted Students) Use expressions that involve exponents, integers, and larger numbers with positive and negative results. Check for Understanding: As students play the game, monitor their progress and help as needed. Ask several students to explain how to simplify numerical expressions. Closure/Wrap-Up: Discuss any questions or difficulties the students may have had. Collect student work. Evaluation: Observation during game time. Review students' written work.

12 Goalie Comparison Sheet Goalie Save Percentage Rank

13 Bruins' Coordinates (10, 30) (3, 14) (21, 11) (14, 20) (15, 13) (17, 30) (7, 14) (25, 11) (16, 19) (16, 11) (16, 27) stop line stop line (18, 16) stop line (12, 25) (18, 14) (15, 23) (3, 13) (8, 8) (16, 11) (14, 12) (12, 23) (7, 13) (20, 8) (15, 10) (15, 10) (15, 25) stop line stop line (12, 10) stop line (11, 27) (10, 11) (10, 30) (3, 12) (8, 7) (9, 14) (14, 12) (7, 28) (7, 12) (20, 7) (9, 16) (14, 10) (4, 25) stop line stop line (10, 19) stop line (3, 19) (12, 20) (3, 6) (3, 11) (8, 6) (14, 20) (13, 12) (7, 6) (7, 11) (20, 6) stop line (13, 10) (7, 18) stop line stop line stop line (8, 18) (14, 18) (8, 1) (21, 17) (8, 5) (14, 20) (12, 12) (20, 1) (25, 17) (20, 5) stop line (10, 11) (20, 18) stop line stop line stop line (21, 18) (13, 18) (21, 6) (21, 16) (8, 4) (13, 20) (12, 13) (25, 6) (25, 16) (20, 4) stop line (10, 12) (25, 19) stop line stop line stop line (24, 25) (15, 17) (21, 28) (21, 15) (8, 3) (17, 18) (12, 14) (17, 30) (25, 15) (20, 3) stop line (9, 14) stop line stop line stop line stop line (15, 16) (3, 17) (21, 14) (12, 18) (17, 17) (12, 15) (7, 17) (25, 14) (14, 18) stop line (9, 15) stop line stop line (15, 17) stop line (15, 16) (14, 15) (3, 16) (21, 13) (14, 15) (18, 15) (12, 17) (7, 16) (25, 13) (15, 14) stop line (10, 19) stop line stop line (15, 13) stop line (14, 12) (15, 14) (3, 15) (21, 12) (12, 12) (18, 14) (12, 18) (7, 15) (25, 12) (12, 18) stop line (11, 19) stop line stop line stop line stop line

14 Tim Thomas Directions: Solve the problems then put the letter by the problem everywhere that answer is in the puzzle. A C E H I 1/3 + 3/5 = 4/5 1/2 = 6/7 1/2 = 6/ /3 = 5/6 7/12 = L M N O R 2/3 + 2/9 = 1/5 + 3/10 = 4/6 + 1/3 = 1/4 + 5/12 = 2/9 + 3/6 = S T 1 2/ /12= 6 5/8-2 1/2 = What is Tim's favorite home-cooked meal? 3/10 4 1/4 8/9 1/4 If he wasn't playing hockey, what would Tim be? 3/10 14/15 13/18 7 5/6 14/15 8/9 5/14 7 5/6 1/2 14/15 1 2/3 13/18 14/15 4 1/8 5/14 14/15 3/10 4 5/14 13/18

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16 Directions: The youngest person goes first. Order of Operations Hockey Game Each person begins with their marker on one of the squares with a 1. The person on the yellow square will follow the yellow path during the game and the person on the gray square will follow the gray path. The deck of cards should be placed upside down between the two players. The first person picks a card from the deck and simplifies, on scrap paper, the numerical expression on the card following the order of operations. If the answer is correct, they move their marker to the next number in the sequence. (1 to 2, 2 to 3, etc.) If the answer is incorrect, they leave their marker in the same place. (To make the game more challenging, you can decide to move the marker back one space for an incorrect answer or all the way back to 1). The next person goes following the same steps. The first person to reach their goal scores a point and wins the game.

17 (21 6 3) / (8 2) 8 2 / (3 + 5) (26 + 1) / (3 x (4 3)) 3 / ( ) (7 6) / (8 2) x ( ) / / ( ) (9 4 x 1 2 ) x

18 (6 14 / 7) x (5-1) 4 + ( ) x (6 4) x x 6 +5 / (6-1) ( ) x (2 + 4) 9 x / 2-3 (8 (6 5)) x (7-2) 6 x ( / 4) 10 x 24 / 3 x 1 2 ( x 3) / 10

19 (3 x 2) / ( ) (2 + 1) / (7 4) x 6 (9 1) x / ( ) 20 / ( ) (9 + 1) x ( 7 x 5) / 7 7 x 8 (4 / 2-1) ((2 + 5) x 2) / 2-6 (15 x 2) / (5 (9-7)) 24 / (8 4)