Transcript Bouncing Through Mathematics

Bouncing Through
Percentages and
Probability
Ambar Paulino and Christina Raiti
Topic
 Bouncing Through Percentages and Probability will
serve to help students illustrate their creativeness,
practice, and master fractions, percentages and
probability skills. While most teachers are struggling
to calm their kids down and separate the “madness”
on the court from the classroom affairs, Bouncing
Through Mathematics will serve to intrigue students
by allowing them to follow their favorite player and
learn basic math skills through the appropriate use of
the NCAA tournament.
Context
 Hartford Magnet Trinity College Academy (Hartford, CT)
 6th Grade class
 20 students in class
 Mathematics/ English Language Literacy
 50 minutes/Day, one time a week over a course of five weeks
 Each Basketball related lesson will be taught on the Monday of each week and
reinforced for about five minutes on the Monday which follows.
 Takes place during the whole month of March (NCAA March Madness)
 Men’s and Women’s Tournament Brackets are observed
 Not discriminating against any higher/lower tracked students
Objectives
 Students will learn how to relate their foul shot results into
basic fraction concepts
 Students will assess a female or male basketball player and
use their statistics to demonstrate their understanding of
percentage skills
 Students will analyze NCAA brackets to supplement
probability
 Students will defend and judge his/her assigned basketball
players through a presentation
Justifications
 Bloom’s Taxonomy
 Level 2: Understand ratios
 Level 3: Apply ratio and rate
Language
 Level 4: Analyze and Find
Percent of a quantity per 100
 Common Core State Standards
 CCSS.Math.Content.6.RP.A.3c Find a percent of a quantity as a rate per
100 (e.g., 30% of a quantity means 30/100 times the quantity); solve
problems involving finding the whole, given a part and the percent.
 • CCSS.Math.Content.6.SP.A.1 Recognize a statistical question as one
that anticipates variability in the data related to the question and accounts
for it in the answers.
Justifications (cont.)
 Common Core State Standards

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims
with clear reasons and relevant evidence.
 CCSS.ELA-Literacy.SL.6.2 Interpret information presented in
diverse media and formats (e.g., visually, quantitatively, orally) and
explain how it contributes to a topic, text, or issue under study.
 CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g.,
graphics, images, music, sound) and visual displays in presentations
to clarify information.
 Connecticut Frameworks: Mathematics Curriculum Standards
 12a., 21.b., 25.a.,
5-Week Plan
Week 1
(Monday)
Week 2
(Monday)
Week 3
(Monday)
Week 4
(Monday)
Week 5
(Monday)
Objectives:
• Students will learn to
relate their foul shot
results into basic
fractions
• Students will choose
a basketball player to
analyze later on
throughout the
curriculum
Activities:
• Foul shots in the gym
(groups of 5 per
basket)
• 10 foul shots per kid
• Short 5 minute video
introducing NCAA
tournament
• Choose player on the
way out of classroom
Homework:
• Come up with one fun
fact about March
Madness
Objectives:
• Students will analyze
their player’s personal
statistics and use them
to be introduced to
percentages
• Student’s will master
percentage skills by
working in smaller
groups and comparing
their player’s statistics
for that week’s games
Activities:
• 15 minutes of
analyzing a stats sheet
and what different
terms mean
• Break up into small
groups for fifteen
minutes and make
flash cards dealing
with personal stats
Objectives:
• Students will observe
and interpret the
bracket as a whole
• Students will create
their ideal bracket
• Students will
demonstrate their
understanding of
probability by using
the bracket
Activities:
• Fill out small, fun
worksheet dealing
with probability in
partners
• Probability video
introducing them to
basic concepts of
probability
• Contest dealing with
who can find the
probability of their
team wining the
tournament
Objectives:
• Students will
compose their own
study guide
comprised of
questions dealing
with fractions,
percentages, and
probability
• Students will create
word problems
dealing with real
basketball scenarios
and their particular
players
Activities:
• Create their own
study guides
• Split into partners
and test each other
with their sample
questions
• Rubric should be
handed out at the
end of class
Objectives:
• Students will
defend their players
and design a final
project dealing with
why his/her player
should be drafted
into the
NBA/WNBA
• Students will use
math to interpret
their statistics and
give logical reasons
to support their
players
• Students will listen
and ask questions
about guest
Speaker Wendy
Davis’s speech
Activities:
• Students will listen
to guest speaker
Wendy Davis
• Students will
present their final
projects
Activities: Lesson 1

First 25 minutes will be spent in the gym

Split the class into roughly four groups of five students in each group

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Groups should be picked at random, (Vary by gender)
Each group will use a different basket; one ball per group
Groups will take two shots and rotate until every student has taken ten shots

Have each student take a total of ten foul shots & record their outcome (?/10)

After every member in the group has taken ten shots, the students will return to the
classroom and the teachers will manipulate their results to introduce the concept of
fractions. Teacher’s will use the numbers as examples and will show the students a
fraction is the same as saying shots made over shots taken.

Once forty minutes have gone by, students will be shown a small clip introducing the
NCAA March Madness tournament in an attempt to excite them about the upcoming
lessons

On their way out of class, with about a minute left, students will choose a random NCAA
basketball player (out of a hat) which they will analyze throughout the remaining of the
Bouncing Through Mathematics Unit
Activities: Lesson 3
 Students are to receive a copy of the entire NCAA bracket for the
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men and women
A lesson will be taught but instead of numbers every concept will be
referring to the bracket itself
(playing time example)
A quick five-minute video will be shown to sum up the basic
principle of probability without taking into account other factors
The teacher will tell the class that the first person to figure out the
probability of his/her player’s team winning the entire tournament
can win his/her own basketball.
Students will be asked to work with one other partner and together
they will fill out a fun worksheet
Once worksheet is completed student’s will receive script
Take turns teaching
No quiz!
Assessment/Evaluation
• Students having a visual presentation (poster, advertisement, brochure,
with quick facts about their chosen player)
• Students will present their basketball player in a One-minute
presentation and give reasons as to why their assigned Basketball
player should be given priority in the NBA Draft
• Their argument will be backed up by statistical data they find on
the internet.
• The prior lessons are supposed to equip the students with the
knowledge to enable them to understand player’s statistics
• Students are urged to use class time and utilize the computers provided
by the school to print out media (pictures, statistics, biographical
information
• TCWB Coach Wendy Davis will be in attendance
Rubric and Grading
 Students will have the opportunity to create an advertisement, poster or, oneminute skit arguing whether or not his/her player should be drafted into the
WNBA/NBA.
 All claims must be backed up by statistical research and students must show their
knowledge by incorporating the means at which they got their facts and the steps
they took to produce them.
 Statistics taken straight from online team rosters will result in a failing grade.
 Projects will be graded less on whether or not the player should be drafted, but
more on the student’s understanding and ability to use the material to be
persuasive.
Resources

Freire, Paulo. "Chapter 2." Pedagogy of the Oppressed. New York: Continuum, 2000. 34-59.
Print.

Gym (Provided by the school; if the school does not have the facilities, locate the nearest
public basketball court)
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Youtube.com (NCAA Introductory Clip/Probability Clip)
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http://www.youtube.com/watch?v=O7xJs19orm0
http://www.youtube.com/watch?v=QpfMwA0z_1Y
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Connecticut Frameworks for Mathematics
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Common Core State Standards
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Bloom’s Taxonomy
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NCAA.com
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Coach Wendy Davis, Former Player at Uconn and head coach of Trinity College Women’s
Basketball