6-8 Level Lesson Plans
In alignment with the NCTM Standards, this unit will help students to:
use computational tools and strategies fluently and estimate appropriately.
use estimations as a means to check the reasonableness of results.
select and use appropriate methods for computing from among mental arithmetic, estimation, paper-and-pencil, and calculator, depending upon the situation at hand.
develop an initial understanding of rate of change, with emphasis on the connections among slope of line, constant rate of change, and their meaning in context.
recognize and apply geometric ideas and relationships, as well as other mathematics content, outside the mathematics classroom.
understand attributes and units of measurement (miles, gallons, pounds).
apply a variety of techniques, tools, and formulas for determining measurement (length, volume, weight).
solve simple problems involving rates and derived measures (e.g. miles per hour).
pose questions and collect, organize, and represent data to answer those questions. (e.g. "If I am kayaking and hit a rock, fall out of my kayak, and it tips over and fills full of water, how much will it weigh if I try to lift it up to bail the water out?")
develop and evaluate inferences, predictions, and arguments that are based on data. (e.g. "If I am planning an expedition kayaking trip, based on my previous experience, how far can I expect to travel a day? how much food will I need to bring? how long will my trip last to go the distance I want to go? etc.)
apply a wide variety of strategies to solve problems.
monitor and reflect on their mathematical thinking in solving problems.
express mathematical ideas coherently and clearly to peers, teachers, and others.
use representations to model and interpret physical, social, and mathematical phenomena.
You will need the following materials for this unit:
The activity sheets (click above).
Rulers and calculators for your students.
Gallon-size containers (milk jugs work well).
Maps of various rivers (local ones, if possible) -- various types of graphs are also good, try to have at least a few topographical maps.
At least one PC with access to the Web so students can gather data from the sites linked to this one. If possible and available, try to schedule at least a few class periods in your computer lab so each child will have a computer to work with.
A kayak . . . a real one is best -- many times a local outdoor store will allow you to use one for classroom purposes at little or no cost, just call and ask! -- if you can't obtain the real thing, a model will do, you may purchase a nice one from Nantahala's Outdoor Store, their # is 1-800-367-3521 (FAX 828-488-2498) or you may click this button
to visit their website and order online (Item #AC-PR-TOY) or this button
) to send them an email. It's very inexpensive, $10 + S&H.
You may want to use some of the following methods to divide your class into various-sized groups, click here for ideas .
