1. How many times can each team member bounce and catch a tennis ball in two minutes? By: Jeffrey Dhuyvetter Passaic High School Mathematics Department EDTC 633: Tools & Concepts for Data Analysis. Ramapo College of New Jersey Spring 2012

2.  Target Audience:  Location: Lincoln Middle School, Passaic, NJ  Type: Heterogeneously grouped  Grade: Eight  Level: Pre-Algebra  Class Time Used:  (2) 46 minute periods Images From Microsoft Clip Art

3.  Content Objectives: SWBAT:  Draw a scatter plot and line of best fit to make predictions about real-life situations  Find the slope and equation of a line  Performance Objectives: SWBAT:  Collect data and record data in a table  Make a graph to display data using correct labels and scale  Recognize what varies in an experiment  Name the independent and dependent variables in a problem Images From Microsoft Clip Art

4.  Data Analysis & Probability:  select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatter plots. In grades 6–8 all students should–  Algebra :  represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules;  relate and compare different forms of representation for a relationship;  identify functions as linear or nonlinear and contrast their properties from tables, graphs or equations. Images From Microsoft Clip Art

5.  Bell work: Write a Journal entry about your fondest memory of when you bounced a ball (for sport or for recreation).  Teams: 4 classmates to a team (Time Keeper, Bouncer, Counter, and Recorder).  Materials Needed:  Graphing Calculator, Spreadsheet Program or Centimeter Graph Paper  Tennis Ball  Bouncing Tennis Balls Recording Sheet  Stopwatch (or any kind of watch with a seconds hand) Images From Microsoft Clip Art

6.  Procedure:  Trial consists of a two-minute experiment.  At every 10 second interval: ▪ The Timekeeper calls out the time ▪ The Counter calls out the number of bounces ▪ The Recorder records that number and keeps track of the cumulative number of bounces  The team members then rotate jobs and the trial repeats. Images From Microsoft Clip Art

7. Filled-in SpreadsheetEmpty Spreadsheet Images From Microsoft Excel

8.  Line Plot is used to show the students how to create a scatter plot and line of best fit. This will also help them with using the line to create an equation of the line in any kind of format. (slope-intercept, point-slope, etc.) Image From Microsoft Excel

9.  A second graph will be used to show the students that there is a pattern that emerges over time. This graph will also help the students to realize that the slopes of their lines should be close to whatever number shows up the most in this graph. Image From Microsoft Excel

10.  Students will be assessed (formally and informally)  Observation  Class discussion  Student participation  Group work  Completion of activity worksheets  Attention will be paid to the following areas:  Graphs are correctly made (focusing on the scale of time and distance)  Student conversations (focused on subject matter and task at hand) Images From Microsoft Clip Art

11.  Concrete Sequential –  The activity’s tasks  Previous lesson where facts were presented and discussed.  Concrete Random –  Problem solving in order to create a procedure  Risk taker in trying to beat their partners number of bounces  Exploration and motivation of actually bouncing the balls  Manipulating the activity. Images From Microsoft Clip Art

12.  Abstract Sequential –  Challenging environment where they use trial and error to create a procedure to complete their task  Lecture and reporting.  Abstract Random –  Group work to build relationships  Active colorful environment in the classroom Images From Microsoft Clip Art

13.  Logical Mathematical:  The manipulation of numbers, quantities, and operations  The recording of data and the creation of linear graphs  The use of the timer and the counting of the number of bounces  Inputting the data into the tables  Verbal/Linguistic:  During the data input  Question answering  Record keeping  Reporting back  Working within the group to communicate how to solve the problem  The lesson itself Images From Microsoft Clip Art

14.  Visual/Spatial:  Focusing on bouncing the ball  Visualization of what the graph should look like  Where to place the line of best fit  How displaying the data in a different type of graph allows them to learn more about the topic  Bodily/Kinesthetic:  Using their hands to operate the setup of the experiment  Moving around the room to collect their materials  Dropping and catching the balls Images From Microsoft Clip Art

15.  Musical/Rhythmic:  The rhythmic patterns of the balls bouncing  The noise of the balls hitting the floor  Naturalist:  The journal entry in the beginning of class  Me asking them if they have ever bounced a ball or played a sport with a ball in it Images From Microsoft Clip Art

16.  Interpersonal:  Group work  Reporting back to the rest of the class  The intro discussions.  Intrapersonal:  The activity questions and the conclusion  Reflection on what they should have learned through the activity  Pulling together all of their data into a few organized sentences about what they generally learned Images From Microsoft Clip Art

17.  Adapted from Friel, Susan, et al, Navigating Through Algebra in Grades 6 - 8, from the Navigations Series, NCTM (2001).Navigating Through Algebra in Grades 6 - 8  Gregorc, A. (1979). Learning/Teaching Styles: Their Nature and Effects. Student Learning Styles. National Association of Secondary School Principals.  Gregorc, A. (1982). An Adult’s Guide to Style. Columbia CT. Gregorc Associates, Inc.  Gregorc, A. (1985). Style Delineator. Columbia CT. Gregorc Associates, Inc.  Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.  Gardner, H (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books.  All images "Used with permission from Microsoft.”