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On 7 th November David ‘Hayemaker’ Haye beat the fearsome Russian boxer Nikolai Valuev to become WBA World Heavyweight Champion.

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Presentation on theme: "On 7 th November David ‘Hayemaker’ Haye beat the fearsome Russian boxer Nikolai Valuev to become WBA World Heavyweight Champion."— Presentation transcript:

1 On 7 th November David ‘Hayemaker’ Haye beat the fearsome Russian boxer Nikolai Valuev to become WBA World Heavyweight Champion.

2 29-year-old Haye is an impressive 6ft 3in, weighs 15st 5lb with a 42in chest, 32in waist and 78in reach But his 36-year-old opponent is an incredible 7ft 2in! He weighs in at 23st with a 52in chest, 48in waist and 88in reach!

3 ValuevvsHaye 36Age29 7ft 2inHeight6ft 3in 23stWeight15st 5lb 88inReach78in 21½inNeck17in 52inChest42in 14½inFist11in 48inWaist32in How much bigger than David Haye is Nikolai Valuev? If someone was that much bigger than you, what would their measurements be?

4 Up2d8 maths Hayemaker Teacher Notes

5 Hayemaker Introduction: On 7 November 2009, British heavyweight boxer David ‘Hayemaker’ Haye fought Nikolai ‘Beast from the East’ Valuev. Promoted as David vs Goliath since, despite being an impressive 6ft 2in tall, Haye was dwarfed by his opponent! Valuev’s measurements are enough to strike fear into most people – he is 7ft 2in tall, weighing 23st with a 52in chest! This resource uses the size difference between these two sportsmen to explore proportional reasoning.. Content objectives: This context provides the opportunity for teachers and students to explore a number of objectives. Some that may be addressed are: use proportional reasoning to solve problems, choosing the correct numbers to take as 100%, or as a whole; compare two ratios; interpret and use ratio in a range of contexts choose and use units of measurement to measure, estimate, calculate and solve problems in a range of contexts; know rough metric equivalents of imperial measures in common use, such as miles, pounds and pints identify the mathematical features of a context or problem; try out and compare mathematical representations; select appropriate procedures and tools, including ICT. Process objectives: These will depend on the amount of freedom you allow your class with the activity. It might be worth considering how you’re going to deliver the activity and highlighting the processes that this will allow on the diagram below:

6 Activity: The activity looks at similar shapes and invites students to use proportional reasoning to calculate a multiplier in order to enlarge themselves. Students look at the difference between the two fighters and are then asked to put themselves in David Haye’s shoes. If they were David Haye, what would be the measurements of Nikolai Valuev? You might decide that the students should simply measure themselves (maybe at home in preparation for the lesson) and use their own individual measurements or you might use the opportunity to create an ‘average student’ from the class and enlarge this fictional student. Differentiation: You may decide to change the level of challenge for your group. To make the task easier you could consider: converting the measurements from imperial to metric units with the class using a multiplier grid to scaffold the enlargement. For example: more information and strategies for using this type of grid can be found in the proportional reasoning departmental workshop.proportional reasoning departmental workshop To make the task more complex, you could consider: insisting on more mathematical rigour when the students are justifying their estimated measurements challenging them to refine their model to make it more realistic. This resource is designed to be adapted to your requirements. Outcomes: You may want to consider what the outcome of the task will be and share this with students according to their ability. This task lends itself to a poster in which students are encouraged briefly to justify their estimated measurements. This might take the form of some full-sized sugar paper cut out and stuck to the wall! Working in groups: This activity lends itself to paired or small group work and, by encouraging students to work collaboratively, it is likely that you will allow them access to more of the key processes than if they were to work individually. You will need to think about how your class will work on this task. Will they work in pairs, threes or larger groups? If pupils are not used to working in groups in mathematics, you may wish to spend some time talking about their rules and procedures to maximise the effectiveness and engagement of pupils in group work (You may wish to look at the SNS Pedagogy and practice pack Unit 10: Guidance for groupwork). You may wish to encourage the groups to delegate different areas of responsibility to specific group members. Assessment: You may wish to consider how you will assess the task and how you will record your assessment. This could include developing the assessment criteria with your class. You might choose to focus on the content objectives or on the process objectives. You might decide that this activity lends itself to comment only marking or to student self-assessment. If you decide that the outcome is to be a presentation or a poster, then you may find that this lends itself to peer assessment Valuev’s height Your height ? ×? Haye’s height

7 If you use the APP model of assessment, then you might use this activity to help you in building a picture of your students’ understanding. Assessment criteria to focus on might be: using proportional reasoning to solve a problem, choosing the correct number to take as 100%, or as a whole (calculating level 7) solving problems involving the conversion of units and making sensible estimates of a range of measures in relation to everyday situations (SSM level 5) using their own strategies within mathematics and in applying mathematics to practical contexts (using and applying mathematics level 4). Probing questions: Initially students could brainstorm issues to consider. You may wish to introduce some points into the discussion, which might include: what’s the first question you’d like to ask to help you solve this problem? how many times larger is Valuev than Haye? how about if Valuev were the same size as you, how big would Haye be? why is the multiplier for the weight so much greater than the other multipliers? You will need: Measuring instruments and the PowerPoint presentation. There are three slides: The first and second slides set the context, introducing the two fighters and giving some information about them. The third slide gives a table of some of the fighters’ measurements and poses the questions: how much bigger than David Haye is Nikolai Valuev? if someone was that much bigger than you, what would their measurements be?

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