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Frisbee Toss

published on: 2/28/2003

Contributing Teacher(s): Linda Null,

Subject Area: Math/Number sense--add, subtract, multiply, divide,estimate, Algebra, Math/Data analysis/probability/research--Statistics,

Grade Range: Middle Grades (6-8)

Materials Needed: Frisbees, recording sheets, pencils, calculators, meter sticks, graph paper, various art supplies (markers, colored pencils, etc.)

Objective:

Using data collected by the students, he/she will calculate mean averages and display the results in a bar graph.

The student will measure distances using non-standard units (walking steps), then convert to standard units (centimeters and meters).

Essential Question:

Instructional Strategy: Infer, Predict, and Find Evidence

Process Standards: Goal 1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines)

Content Standards: MA1, MA3,

G.L.E.:
Ma - DP - 1 - A - 07
(Data and Probability, Formulate questions that can be addresses with data and collect, organize and display relevant data to answer them, Formulate questions, Grade 7.)

Time Allowance: 2-3 days

Technological Resources:

Extensions:

Integration:

Differentiation:

Assessment:

Description: The student will collect, analyze, and graph data from a Frisbee toss class activity.

Comments:

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Classroom Component:

Click here to see the video clip of this lesson.

Students pair up and take turns throwing a Frisbee six times. Each student walks off his Frisbee toss in normal walking steps and records this information on Record Sheet #1. After all tosses have been completed, have students record the entire class's results on Record Sheet #2.

Ask them if they think calculating their averages in walking steps and then comparing these averages to each other would be fair. Why or why not? How could we make the comparison of averages fairer?

Next have them measure each other's walking step or stride in centimeters. Have them record this information in the appropriate column on Record Sheet #3. Discuss how to fill out the remaining columns, reviewing how to convert cm to meters.

Once all information has been filled out, have them make a bar graph showing the following averages: personal average, partner's average, girls' average, boys' average, and class average. If students have access to Microsoft Excel, have them use a spreadsheet to make their graphs.

Assessment: See Scoring Guide

Accommodations: For handicapped students, such as wheelchair bound students, have them mark off their Frisbee tosses using a metric trundle wheel, thus skipping the walking step part of the lesson. Also, allow students to work in pairs to check each other's calculations.

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Name_________________

Student Record Sheet #1

#1 #2 #3 #4 #5 #6

Partner #1
Partner #2

One partner tosses the Frisbee and then walks off the distance in normal walking steps, while your partner records this number for you in the chart. Then switch places. Repeat for a total of six tosses each.

Use the above data to calculate your personal average in walking steps. How does your personal average compare with your partner?

Transfer this data to the class sheet, Record Sheet #2. This will be copied for each student and passed out the next day.

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Name_________________

Student Record Sheet #2

Name #1 #2 #3 #4 #5 #6

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Name_________________

Student Record Sheet #3

Student's Name Personal Average in Walking Steps Step Length in Centimeters Personal Average in Centimeters Personal Average in Meters Use the above data (last column) to calculate the following:
1. Your personal average
2. You and your partner's average
3. Girls' average
4. Boys' average
5. Class average

Make a bar graph to display your averages.

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Criteria 4 3 2 1

Appropriate Title, Axes Correctly Labeled, Numbered Scale with Consistent Intervals, and Data Correctly Plotted	All four criteria are met	Three criteria are met	Two criteria are met	One criterion is met
Mean Averages: Personal, Partners, Boys, Girls, Class Averages	All five means correctly calculated	Four means correctly calculated	Three means correctly calculated	One or two means correctly calculated
Neatness of Graph	Graph is very neat, colorful, and attractive	Graph is neat, colorful, and attractive	Graph lacks neatness and/or color	Graph is sloppy and hard to read

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