Lesson Plan ID: 
33040 
Title: 
If I Could...I Would 
Overview/Annotation: 
This crosscurricular lesson is designed to encourage students to apply measurement skills to real world encounters such as frogs and baseball. A literature text will be utilized to initiate students' thoughts to real world situations, and will follow with application of their physical abilities to the math standards. This is a College and CareerReady Standards showcase lesson plan. 
Content Standard(s): 
MA2015(6)  25. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. [6SP1]  MA2015(6)  29. Summarize numerical data sets in relation to their context, such as by: [6SP5]  ELA2015(6)  11. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1] 

Local/National Standards: 

Podcast(s): 

Primary Learning Objective(s): 
Students will form a statistical question and collect data to create a graph. 
Additional Learning Objective(s): 

Approximate Duration of the Lesson: 
91 to 120 Minutes 
Materials and Equipment: 
 If You Hopped Like a Frog by David M. Swartz
 45 tape measures
 Clear packing tape to attach tape measures to the ground
 Document sheets (class copy, see attached)
 Chart paper (if creating paper graph rather than digital graph)

Technology Resources Needed: 
Computer (if creating a digital graph rather than chart paper graph) 
Background/Preparation: 
Teacher: Have the literature book, If You Hopped Like a Frog by David M. Swartz. Print each student a copy of the data sheet. Have 45 tape measures taped to the floor in the hallway (make sure they are a good distance apart for jumping). Student: Students should be familiar with reading a ruler/ tape measure as well as creating graphs. 
Procedures/Activities: 
Before: 1. The teacher will begin the lesson with reading the text If You Hopped Like a Frog by David M. Swartz. Using the real world examples in the text, the teacher will explain the existence of math in their everyday lives.
During: 2. Students will be given the data sheet and broken into 45 groups (depending on the number of tape measures). Number the students in each group 1,2,1,2 until each student is numbered either 1 or 2. Ones will jump, while 2s collect data. When finished, students will swap and 2s will jump while 1s collect data. 3. Once all students have jumped and completed their data sheets, return to the classroom and give students two minutes to compare data with their group. This allows students to see that the information from only their group limits them to what they know. The teacher will explain that unless we combine our data and create a graph, we cannot see the comparison of the entire class' jumps.
After: 5. Students will combine data and create a graph comparing the entire class' data. This can be adapted to whatever type of graph you are teaching. If you have access to a class set of computers, this graph can be created digitially. If you do not have access to technology, this graph can be created on chart paper. Students should be able to explain their graph to the class and be able to discuss the data. 6. After discussion, the teacher will ask the question, (referring back to the text) "If you compare your hop to a frog's hop, how much further could you hop if you were a frog? What would YOU do with this ability?"

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Assessment Strategies: 
1. The completed data sheet will be collected and assessed by the teacher. 2. The graph (digital or on chart paper) will be graded for accuracy using the data collected by the students. 3. An exit ticket will be completed by the students. Students will apply measurements to answer the following question: "If I could hop like a frog, I would..." Ex: I am 64 inches tall. If I could hop like a frog, I would hop 1,280 inches in one hop. If I could hop like a frog, I would... (Have students apply their answers to what they would be interested in doing with this ability.) 
Extension: 
1. Convert inches to feet and feet to yards. Students can compare these conversions to things they know in the real world. Ex: football field 2. Students will determine the mean, median, mode, and range of the data collected. Rather than comparing the class data, they can combine their entire grade's data and find the mean, median, mode, and range of the whole grade. 
Remediation: 


Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
shortterm memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material

Environment 
Time Demands 
Materials 
Attention 
Using Groups and Peers 
Assisting the Reluctant Starter

Dealing with Inappropriate
Behavior 
Be sure to check the student's IEP for specific accommodations.

Variations Submitted by ALEX Users: 
