The Bruins I.C.E. School Lesson 1: Lesson 2: Lesson 3: Lesson 4: Hockey Time How Good Are the Bruins? Bruins Attendance Help Your Favorite Bruins Worksheets Included: Please see each lesson for frameworks applied to that lesson.
Lesson 1: Hockey Time Standards Addressed: 3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. General Goal(s) Expected Outcome Students will be able to measure time in minutes and be able to solve problems that involve adding and subtracting time in intervals of minutes and or seconds. Specific Objectives: Students will use hockey situations to solve problems involving the addition of time intervals. Students will use hockey situations to solve problems involving the subtracting of time intervals. Students will tell time on a digital clock. Procedure: 1. Pass out 5-minute math task. 2. Motivator/ Introduction a. Introduce the concept of game time. Show a scoreboard clock counting down, perhaps a video highlight of the end of an exciting game. Discuss how the game clock is different from the classroom clock. 3. Whole Group Problem 1: a. In hockey, players come on and off the ice a lot. In last night s Bruins game, Zdeno Chara played more than any other Bruins player. During the first period, he played 9 minutes and 30 seconds. During the second period, he played 10 minutes and 10 seconds. During the third period, he played 11 minutes and 47 seconds. How much total time did Chara spend on the ice? 4. Whole Group Problem 2: a. The Canadiens scored with 7:43 left on the clock in the 3 rd period to tie the game. The Bruins then scored the game-winning goal with 2:54 left on the game clock. How much time passed between the goals? 5. Share solutions and discuss each problem. Problems are designed to be easy and give an introduction to the lesson. 6. Small Group Work: Problem Set #1. 7. Share solutions with the group. 8. Individual Work: Problem Set #2. Circulate, assist and monitor. Collect papers at end of time. 9. Pass out Exit Ticket.
Differentiated Instruction Extensions: 1. Adjust the problems to utilize more borrowing and regrouping. 2. Offer the chance to use a sheet of statistics to create and solve their own problem. Adaptations: 1. Adjust the problems to remove borrowing and regrouping. 2. Offer the chance to use a calculator so they can focus on procedure.
5 minute Warm-Up The Scoreboard at the TD Garden reads 2:11. How much time is left in the period? There are 20 minutes in each period of a Bruins game. If the clock reads 5:00 left in the 1 st period, how much time have they been playing? Solve each, show your work: 47 + 56 = 58-27= Show your work here.
Problem Set #1 Small Group Work Addition and Subtraction of Time 1. What is 3:25 + 2:15? 2. What is 7:55-5:45? 3. What is 12:33 + 14:44? 4. What is 8:15-1:05? 5. What did you do with the answers that were more than 60 minutes?
Problem Set #2 Individual Work Addition and Subtraction of Time 1. What is 7:18 + 5:29? 2. What is 4:17-1:05? 3. What is 15:40 + 14:55? 4. What is 8:42-1:25? 5. Tyler Seguin put in a lot of time working out to get in shape after an injury. Part of what he did last week is below. a. He road the exercise bike for 3 hours and 45 min. b. He ran on the tread mill for 2 hours and 30 min. c. He lifted weights for 4 hours and 30 min. How much time did he spend exercising? What should you do if the hours in your solution go above 24?
Exit ticket: Lesson 1: Time Show your work. Tyler Seguin spent 2 hours and 10 minutes on the bike and 3 minutes and 50 seconds on the tread mill. How much time did he spend exercising? What is 10:30 5:15?
Lesson 2: How Good Are the Bruins? Concept/Topic to Teach: Graphing and Problem Solving Standards Addressed: 3.MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-step and two-step how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets General Goal(s) Expected Outcome Students will create picture graphs based on collected data. Specific Objectives: Students will collect data. Students will graph data on a picture graph. Students will round numbers to the nearest 10. Procedure: 1. Pass out 5 minute math task. 2. Motivator/ Introduction a. Arrange with the PE teacher to play floor hockey in the gymnasium or outside on pavement. Have students keep track of goals scored and who scored them. Purposely arrange the game so that many goals are scored. 3. Whole Group Activity: a. Introduce picto-graphs by showing the simple picto-graph representing goals scored by popular Bruins players. 4. Small Group Work. a. Post the results from the class hockey game on the board so that students can graph the data. Ask students to work in pairs to create picto-graphs with simple pictures that represent the goals, a title, and a key. 5. Share solutions with group. Discuss the graphs. 6. Pass out Exit Ticket. Differentiated Instruction: Extensions Increase the expectations to include more details and a more polished presentation. Adaptations Offer a scaffolded graph that already has the axis and lines for the titles.
5-minute warm-up Add the following numbers. 10, 10, 10, 10, 10, 10, 10, 10 What is the total? If each puck stands for 5 goals, how many goals did Milan Lucic score? How many did Zdeno Chara score? Zdeno Chara - Milan Lucic -
5 Minute Warm-Up Solve each, show your work: 392 + 29 = 154-46= Show your work here.
Picto-Graph Best Seasons in Bruins History of Goals Scored Phil Esposito 71 Phil Esposito 74 Phil Esposito 72 Phil Esposito 75 Phil Esposito 73 Cam Neely 90 Johnny Bucyk 71 = 4 goals = 2 goals = 1 goal Exit Ticket: Lesson 2 : Graphing
Answer the questions about the graph. Patrice Bergeron 19 David Krejci 17 Zdeno Chara 5 = 2 goals = 1 goal 1. How many goals did each player score? a. Bergeron b. Krejci c. Chara 2. How many more goals did Bergeron score than Krejci? Concept/Topic to Teach: Rounding to 10 and 100 Lesson 3: Bruins Attendance
Standards Addressed: 3:NBT:1:Use place value understanding to round whole numbers to the nearest 10 or 100. General Goal(s) Expected Outcome Students will round large numbers in the thousands and ten thousands to the tens and hundreds place. Specific Objectives: Students will identify and read numbers up to 25,000. Students will round real attendance figures to the tens place. Students will round real attendance figures to the hundreds place. Students will round for the purposes of estimation. Procedure: 1) Pass out 5 Minute task. 2) Motivator/ Introduction a) Watch video clips of large crowds. Preferably hockey or Bruins games in the TD Garden. b) Ask the children to guess at the attendance. c) Check out pictures or videos of large stadiums from different sports. (Most clips can be found on youtube.) i. Michigan Stadium, University of Michigan ii. Gillette Stadium, Foxboro, MA iii. Fenway Park, Boston, MA iv. TD Garden, Boston v. ETC.. vi. Talk about capacity and the size of the numbers being discussed and how it would be hard to add and subtract them. vii. Introduce Rounding by rounding some real figures to the nearest hundred and adding them to see how much easier it is. 3) Whole Group Problem #1: a) During 5 Bruins games in 2011, the home attendance figures were 24,359, 24,452, 24,189, 23,987, and 24,657. Round each number to the hundreds place. Add the new numbers together. What is an estimate for the attendance over those 5 games. Share strategies and solutions together. b) The Bruins players work very hard in practice in order to be in shape for games. They put in lots of time each week in the exercise gym. Look at the list of 4 Bruins players. It shows how many minutes they spent exercising in a week. How many minutes did they spend in the gym
altogether? Round the numbers to the tens place before adding in order to get a quicker estimate of the time that they played. 4) Small Group Work. Work in pairs or trios to complete the sheet titled, Rounding Problems. 5) Share some solutions with the group. 6) Pass out Exit Ticket. Differentiated Instruction Extensions: Ask them to round to different places. Give more advanced problems for estimating. Offer the chance to use a sheet of statistics to create and solve their own problem. Adaptations: Pre-round some numbers, making it easier. Leave only one or two to do out of each set. Offer the chance to use a calculator for the adding so they can focus on rounding. 5 Minute Warm-Up
Earlier this year there was a day when the Red Sox played at Fenway and the Bruins played at the Garden on the same day. If 38,654 went to the Sox game, and 22, 978 went to the Bruins game, how many people in all went out to see a game? Add them together to find out. Show your work: Show your work here. Rounding Problems (Small Group Work) For each list below:
A. Round the numbers to the hundreds place. B. Add the list of rounded numbers to form an estimate. C. Write the estimate on the line provided. 1. Top Bruins Goal Scorers a. Johnny Bucyk 545 b. Phil Esposito 459 c. Rick Middleton 402 d. Ray Bourque 395 e. Cam Neely 344 f. Estimated Total 2. Top Assists by Bruins Players a. Ray Bourque 1111 b. Johnny Bucyk 794
c. Booby Orr 624 d. Phil Esposito 553 e. Wayne Cashman 516 f. Estimated Total 3. Penalty Minutes by Bruins Players a. Terry O Reilly 2095 b. Mike Milbury 1552 c. Keith Crowder 1261 d. Ray Bourque 1089 e. Wayne Cashman 1041 f. Estimated Total For each list below: A. Round the numbers to the hundreds place. B. Add the list of rounded numbers to form an estimate. C. Write the estimate on the line provided.
1. Seasons with the Bruins g. Johnny Bucyk 21 h. Ray Bourque 21 i. Dit Clapper 20 j. Milt Schmidt 16 k. Wayne Cashman 16 l. Estimated Total 2. Bruins Goalie Shutouts m. Cecil Thompson 74 n. Frank Brimsek 35 o. Ed Johnston 27 p. Gerry Cheevers 26 q. Byron Defoe 25 r. Estimated Total Exit Ticket: Round the following numbers to the nearest 10. 42-38 -
Round the following numbers to the nearest 100. 329-892 - Lesson 4: Help Your Favorite Bruin Concept/Topic to Teach: Multiplication Problem Solving Common Core Standards: 3.NBT.3. Multiply one-digit whole numbers by multiples of 10 in the range 10 90 (e.g., 9 80, 5 60) using strategies based on place value and properties of operations.
3.OA.1. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 7. 3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 1 3.OA.4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8? = 48, 5 = _ 3, 6 6 =? Procedure: Children solve problems in which popular Bruins players need help solving problems involving multiplication. 1. Pass out 5-Minute Task. 2. Motivator/ Introduction a. Stress the existence of repeating groups in hockey. b. Assemble many groups of hockey items. i. Skates, sticks, pucks, etc. 3. Whole Group Problem 1: a. Tuukka Rask uses 3 rolls of tape every game. If he plays 4 games on a road trip, how many rolls of tape would he need to pack? b. Draw the problem, share thoughts and solutions. 4. Whole Group Problem #2: Nathan Horton and Martin St. Louis are in the running for player of the week. The award will go to whoever scores the most goals. St. Louis scored 2 goals in each of his 4 games last week. Horton scored 3 goals in each of his 3 games. Who scored more goals in the week and won the award? 5. Share solutions with group. 6. Pass out Exit Ticket. Multiplication Warm Up Complete the following problems. 2+2+2+2+2=
5+5+5+5+5+5= 6+6+6+6+6= Draw a picture of each problem. Problem Set for Small Group work. Work with a partner to complete the problems below. Show all work and draw diagrams of problems b and c. a. Tuukka Rask wants to know how many saves he made in the last week. He played 4 games. He averaged 30 saves in each game. How many saves did he make?
b. If Patrice Bergeron scored an average of 2 goals per day over the 7 days last week, how many goals would he score? c. 4 players go to dinner after the game, and order shrimp. If they each eat 9 shrimp, how many did they eat in all? Challenge problem Exit Ticket d. **Milan Lucic has scored many game winning goals. If he scored 1 game winner every 11 games, how many would he score if he played in 77 games? Write a multiplication problem for the following situations: Zdeno Chara had 7 good checks in each period in a recent game against Montreal. How many hits did he have? The Bruins scored 4 goals in each of their 5 games against Montreal. How many goals did they score?