Cool to Carpool - Lesson Plan  [Show Teaching Plan Only][Show All]

Objectives

• Students read data presented in graphs and tables.
• Students perform basic calculations involing percentages. 

Teaching Plan

Cool to Carpool (20 minutes)

The objective of the lesson is to allow students to solve an application problem using provided resources. Depending on the fluency of the individual student, this section may take more or less than the suggested time. Pairing students may balance the time.

Instruct students to login to eNLVM and guide them to find the lesson. Briefly introduce students to the layout of the eModule including the resources menu, help menu, and explain your expectations for their written explanation.
Students watch a video introducing the scenario of the problem. If lab does not have audio on each machine, this can be accomplished by using a projector to view it as a class.
Students use the provided resources to find a solution and write an explanation.
Students can use the help menu as a support structure if they encounter difficulties in finding a solution or written the explanation.

Discussion (20 minutes)

The purpose of the discussion is to help students reflect on and improve their problem solving skills. By having a group discussion students can see how others approached the same problem.

Engage students in discussion about their problem solving processes. Possible questions include: How did you find the percentage saved for each plan? Are the results of the poll guaranteed to actually happen? Explain. If the same people answered yes to both the trolley and bike plan, how would that affect Mike Johnson's plan? If the people who answered yes to carpooling still have to take turns driving in the carpool, how would that affect Mayor Sprockett's plan? How can the interpretation of the poll questions affect the plan outcomes? Are the results you calculated gurateed to happen? Explain. What factors might cause difference in actual percentages saved and the predicted percentages? How might data be misinterpretted to create a misleading picture of what is actually happening?

Assessment

The key entered in the eModule does not represent the only correct solution. Some students may choose to assume carpooling requires one out of 4 or 5 people to drive. They may wish to calculate this into the carpooling percentage.

Students have created a written explanation outlining their problem solving process. Emphasis should be placed on the problem solving decisions and the analysis made.  Minor calculations errors should not greatly reduce the awarded points.

Make certain NOT to require all the help sections to be filled. These are present simply to help students when they do not know what to do.

If appropriate, have students grade each others explanation using the suggested rubric. This allows them to further analyze the problem solving processes of others.

Suggested Rubric - Adjust the point values and check box explanations as desired.

Credits

Correlation to Standards

Correlation to NCTM Standards

Number and Operations Standard for Grades 6-8:

• Understand numbers, ways of representing numbers, relationships among numbers, and number systems
  • work flexibly with fractions, decimals, and percents to solve problems
  • compare and order fractions, decimals, and percents efficiently

Algebra Standard for Grades 6-8:

• Use mathematical models to represent and understand quantitative relationships
  •   model and solve contextualized problems using various representations, such as graphs, tables, and equations
• Analyze change in various contexts
  •  use graphs to analyze the nature of changes in quantities in linear relationships

Data Analysis and Probability Standard for Grades 6-8:

• Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
  • formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population
  • select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots
• Select and use appropriate statistical methods to analyze data
  • discuss and understand the correspondence between data sets and their graphical representations, especially histograms, stem-and-leaf plots, box plots, and scatterplots
• Develop and evaluate inferences and predictions that are based on data
  • use conjectures to formulate new questions and plan new studies to answer them

 Data Analysis and Probability Standard for Grades 9-12:

• Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
• understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each
• Develop and evaluate inferences and predictions that are based on data
• evaluate published reports that are based on data by examining the design of the study, the appropriateness of the data analysis, and the validity of conclusions

Correlation to Utah Standards

6th Grade

2.1.a. Analyze patterns on graphs and tables and write a generalization to predict how the patterns will continue

5.1.b. Collect, compare, and display data using an appropriate format (i.e., bar graphs, line graphs, line plots, circle graphs, scatter plots)

5.1.c. Compare two similar sets of data on the same graph and compare two graphs representing the same set of data

5.1.e. Develop and evaluate inferences and predictions based on data

Math 7

1.1.1. Compute fluently with integers, positive decimals, fractions, and percents

2.3.1. Model and solve real-world problems using various representations, such as graphs, tables

2.3.2. Identify information in a problem as needed or not needed

2.3.3. Use graphs and tables to identify and describe changes in related quantities

5.1.3. Display the same set of data utilizing two or more different types of representations

5.1.4. Compare two similar sets of data using the same type of graph

5.1.5. Predict basic trends illustrated in a graph

PreAlgebra

1.4.3. Compute with percents, including those greater than 100% and less than 1%

5.1.3. Make conjectures from a graphical representation

5.1.4. Make predictions and describe the limitations of the predictions when using data samples

5.1.5. Evaluate reported inferences or predictions based on a data set.

 Elementary Algebra

1.1.2. Choose appropriate and convenient forms of real numbers for solving problems and representing answers, e.g., radical form, multiples of pi, decimal, fraction, or percent

4.1.1. Solve problems and express answers using appropriate units of measure

5.1.1. Collect, record, organize, and display a set of data