Download Activity The Shot Put Activity

SPORTS
Shot Put
Mathematical Practices (MP) in Focus
Individual Activity
•Model with mathematics (MP 4)
•Use appropriate tools strategically (MP 5)
Supporting Mathematical Practices
•Make sense of problems and persevere in solving them (MP 1)
•Attend to precision (MP 6)
MP Vocabulary
•Modeling
•Problem solving
•Persevere
•Precision
•Use appropriate tools
Connect (10 min.)
Max and Mia enjoy having physical education at school. They especially like
athletics. Today they have shot put. They like to compete with each other.
They want to see who can throw the longest and compare their shots. On the
scoreboard they can see what lengths they have thrown. They use marking bricks
with different colors to keep a record of how far each shot was thrown.
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Ideas for Discussion
Use the image for setting the scene and connecting students to the task.
Here are some ideas to support discussion in your classroom.
•What do Max and Mia see when they look through the Mathnifier?
•What distances has Max thrown?
•What distances has Mia thrown?
•Have you ever tried the shot put?
Learning Target (CCSSM)
•2.MD.A.4
•2.MD.B.5
•2.MD.D.10
Lesson Start Sequence
Ask the students to find the bricks needed for the activity. Let the students build
the model shown on the worksheet. Read each task out loud or let the students
read it on their own. Ask the students to underline the words that create meaning
in the context before solving it.
Optional: Use the first task of a lesson as a preassessment tool. Observe how
well the students work alone and together. This might help you to plan the level
of differentiation required to support the learning needs of each student.
©2015 The LEGO Group.
•2.OA.A.1
•2.OA.B.2
For details see the Curriculum Grid.
138
SPORTS
Shot Put Lesson 2
Sequence Task 1 (5 min.)
In this problem the students collect the needed data in chart 1, and count as well
as add the lengths of Max’s and Mia’s throws. The students will count the studs on
the gray plate and place the round 1x1 brick for marking the length. They need to
understand that each color of the marking bricks represents either the 1st, 2nd,
or 3rd throw. The solution to this problem is 34 studs. It depends on the students’
discussion of what is best. Max and Mia have the same length in total, which is
34 studs. At the same time Mia throws both the longest and the shortest distance.
Suggested meaningful words to underline in the task are chart 1, place, lengths,
compare, discuss, throws, best results, and in total.
Let the students take off the marking bricks before advancing to the next task.
Individual Activity
45 min.
Name:
SHOT PUT 2
Class:
1x
Brown
2x
Gray
2x
White
1x
Orange
2x
1x
Green
Shot Put
2x
2x
Yellow
Throw
In this problem the students collect the needed data in chart 2, and count as well
as add the lengths of Max’s and Mia’s throws. The solution to this problem is 36
studs. It depends on the students’ discussion of what is best. Max and Mia have
the same length in total, which is 36 studs. At the same time Max throws both the
longest and the shortest distance. Mia throws longer than Max two times.
Suggested meaningful words to underline in the task are chart 2, place, lengths,
compare, discuss, throws, best results, and in total.
Let the students take off the marking bricks before advancing to the next task.
Sequence Task 3 (10 min.)
In this problem the students need to figure out the lengths of Max’s and Mia’s
throws. You might want to make your students aware that there are several
solutions to this problem. The students will get a variety of correct solutions as
long as they have a total of 36 studs.
Suggested meaningful words to underline in the task are thirty-six, in total, three
throws, each throw, and different length.
©2015 The LEGO Group.
Length
9
Total
Length
14
12
7
13
13
?
?
Length
Length
Chart 2
Throw
14
Total
11
12
13
10
12
?
?
1 Chart 1 shows the lengths we threw. Place our lengths and compare Max’s lengths with
my lengths. Discuss our throws and who has the best results in total.
Total:
Sequence Task 2 (10 min.)
2x
Chart 1
Total:
2 Chart 2 shows the lengths we threw. Place our lengths and compare Mia’s lengths with
my lengths. Discuss our throws and who has the best results in total.
Total:
Total:
3 We throw again. The length is thirty-six in total. Show Max’s and my three throws.
Each throw has a different length.
I can use a chart to show the length of shot put throws.
Build three throws that in total give a length of twenty-eight studs.
©2015 The LEGO Group.
147
MP Vocabulary
•Modeling
•Problem solving
•Persevere
•Precision
•Use appropriate tools
Content Vocabulary
•Chart
•Compare length
•Total
•Shorter
•Longer
•Same length
•Measure length
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SPORTS
Assessment
Make use of the available assessment tools (e.g., the Observation Checklist for
evaluating students’ work and recording their progression).
Key points to observe during this lesson:
(MP 4) Students can build shot put models and use a chart to collect data with
multiple results and two rounds of trials.
(MP 5) Students can use the model and the chart to collect and report data.
(Learning Target) Students can use models and charts to determine measures
of length.
Note how the students discuss the problem of who is the best. Do they compare
how often one has thrown further than the other? Is one best, when one has
thrown the longest once or in total? Also note whether they proof their opinions.
Self-Assessment: (5 min.)
Draw your students’ attention to the assessment statement, read it out loud, and
ask the students to mark their answer according to their experience on their
worksheet. You might want to refer their answer to a specific task from the lesson.
I can use a chart to show the length of shot put
throws.
Using MathBuilder
Let the students explain how they built the model, their approach, and
the reasoning behind it. Help them become aware of the process by asking
questions (e.g., What did they do to solve the problem? How did they start?
What did they do next?). Let the students present their solution to the class.
Extended Learning
Here are some ideas to support students at different levels of learning.
Ideas for discussion and extension:
•Let the students share their thoughts and reasons for deciding who was
the best.
•Let the students explain how they used the model to prove their reasoning.
•Let the students create their own shot put length problems.
Ideas for differentiation:
•Let the students throw fewer than three throws.
•Let the students join their two models to one big one to be able to work with
bigger numbers.
Sequence Purple Brick (5 min.)
The students will get a variety of solutions that will make a total length of twentyeight. They can be challenged by adding some constraints to one or more of
the throws.
©2015 The LEGO Group.
Build three throws that in total give a length of
twenty-eight studs.
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Images for classroom use
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©2015 The LEGO Group.
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Name:
SHOT PUT 2
Class:
1x
Brown
2x
Gray
2x
White
1x
Orange
2x
Shot Put
1x
Green
2x
2x
Yellow
2x
Chart 1
Throw
Total
Length
Length
9
14
12
7
13
13
?
?
Length
Length
14
11
12
13
10
12
?
?
Chart 2
Throw
Total
1Chart 1 shows the lengths we threw. Place our lengths and compare Max’s lengths with
my lengths. Discuss our throws and who has the best results in total.
Total:
Total:
2Chart 2 shows the lengths we threw. Place our lengths and compare Mia’s lengths with
my lengths. Discuss our throws and who has the best results in total.
Total:
Total:
3We throw again. The length is thirty-six in total. Show Max’s and my three throws.
Each throw has a different length.
I can use a chart to show the length of shot put throws.
Build three throws that in total give a length of twenty-eight studs.
©2015 The LEGO Group.
147