Math+-+Data

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1. Title: Olympic Torch
I would have the students use the website [] and create their own route for the torch. We will use their route to find distance in standard and metric measurements, for homework the students will have to find the measurement of their route in a nonstandard measurement.
 * Objective**

7A. The competent teacher of mathematics knows customary, metric, and nonstandard measurement.
 * National Standard**

Brief history of the torch “History: Flame and torch
 * Anticipatory Set**

The ancient Greeks believed that fire was given to humankind by [|Prometheus], and considered fire to have sacred qualities. Mirrors were used to focus the sun's rays to ignite flames that would burn perpetually in front of [|Greek temples]. Greek rituals also included torch relays, although this was not actually part of the Olympic Games.

The Olympic flame today Today, the Olympic flame is lit in front of the ruins of the Temple of [|Hera] in [|Olympia, Greece]. The flame emphasizes the connection between the ancient games and the modern ones. In the past, a high priestess of the Temple of Hera would light the flame using a skaphia, the ancestor of parabolic mirrors.” by Mark Hughes []

Guide students through the torch website listed under objective. I will create my own torch route going to 2 locations, the students can follow along. I will then use [|www.mapquest.com] to find the miles. As a class, we will convert the miles to kilometers. 1 Mile = 1.609344 Kilometers
 * Guided Practice**

Group 1: Choose 3 locations and find the distance in standard and metric systems. Use [|www.mapquest.com] to create a map then print your map.
 * Tiered Assignment**

Group 2: Choose 5 locations and find the distance in standard and metric systems. Then find out how long it will take to get from one place to another. Use [|www.mapquest.com] to create a map then print your map. Any unfinished work will be homework.
 * Homework**

Lets say the torch is 72 centimeters high. Take your route you created in class and find out how many torches it will take to get to each location on your map.

Students will hand in their work from class and homework together.

Torch Route Rubric
Teacher Name: **Ms. Spaulding**

Student Name: ________________________________________ || ||

CATEGORY || 3 || 2 || 1 || Locations || Student created the correct number of stops for their torch || Student created most of the stops. || Student only had one stop. || Mapquest || Student properly entered in each location in the correct order and printed their map. || Student did not have their locations in order, they printed their map || Student did not print their map. || Converting to Kilometers || Student properly converted miles to kilometers. || Student attempted to convert miles to kilometers with one mistake. || Student attempted to convert miles to kilometers with more than one mistake. || Converting to torches || Student attempted to convert 72 centimeters to kilometers and showed all their work. || Student attempted to convert 72 centimeters to kilometers but, did not show all their work. || Student did not attempt to convert 72 centimeters to kilometers. ||

2. Title: Probability with Brackets

 * Objective**: Students will learn about probability using brackets

10H. The competent teacher of mathematics demonstrates and uses counting techniques and probability.
 * National Standard**

This is the week before the winter Olympics start. Students will get an 8 set bracket and there will be a list of 8 teams on the board. Each student will fill out their own bracket. I will divide the students into 8 groups and each group gets one dice. Each group will represent one bracket, we will then roll the dice against each group in three rounds and the results will be posted on the board. We will then find out what teams won different peoples brackets. This will lead us into a discussion on probability.
 * Anticipatory Set**


 * Guided Practice**

Hockey Bracket [] I will lead class through the hockey bracket example from website above. I will start at the quarterfinals, there are 8 teams, so one team has a 1 in 8 chance of winning. If I ask what are the chances of America or Canada winning; you add their probabilities so the probability of America or Canada winning is 2 in 8 or 1 in 4.

Group 1: Students have a bracket with four bobsled teams. They need to find the probability of each team, then add all the probabilities.
 * Differentiated Practice**

Group 2: Students have a bracket with four bobsled teams. They need to find the probability of each team. Find the probability of team 1 or team 2 winning. Find the probability of team 1, 2 or 4 winning. Finally find the probability of team 1, 2, 3, or 4 winning.

Homework: Students pick their own winter Olympic sport and choose two teams they think will win. They need to find the probability of team x or team y winning the Olympics.
 * Assessment**

3. Title: Collecting and Analyzing Raw Data
Students will collect raw data on different countries. As a class we will enter this data into excel and make scatterplot graphs and find line of best fit.
 * Objective**

Standard: 10E. The competent teacher of mathematics poses questions and collects, organizes, and represents data to answer those questions. 10A. The competent teacher of mathematics understands how to collect, organize, and represent data to answer questions.
 * National Standards**

Students each pick a different country competing in the 2010 Olympics and find out the countries population and how many people they are sending to the winter Olympics. They can use the site[| http://www.nbcolympics.com/sports/index.html] When they have found this information they can e-mail this information to me.
 * Pre-assignment**

I will create an excel spreadsheet with all of the students information in two columns.

I will have all of the students in the computer lab and have them open my excel file on the public drive. I will show them how I created the spreadsheet. I will then walk them through the process of creating a scatter plot and setting different sets of data to x and y. I will then show them how to label their graphs. I will then show them how the computer can find the line of best fit and how we can plot this line.
 * Guided Practice**

Group 1: The students will choose 2 made up populations and estimate the number of Olympians they would be sending using the line of best fit. The students will choose 2 made up numbers of Olympians from one country and they will have to estimate the countries population using the line of best fit.
 * Individual Practice**

Group 2: Students will find which country would give them the best chance at getting into the Olympics. The students will choose 5 made up populations and estimate the number of Olympians they would be sending using the line of best fit. The students will choose 5 made up numbers of Olympians from one country and they will have to estimate the countries population using the line of best fit.

At the end of class, students will hand print out their graphs and calculations for each estimate.

As a class we will brainstorm other numerical facts we could find about our countries, to help predict the number of Olympians sent to the Olympics. We will vote on the top three and students homework will be to find those three facts and put them into an excel spreadsheet and e-mail that data to the teacher.
 * Homework**